About IncluShift
IncluShift, Inc. is a Delaware-incorporated educational technology company building a unified software platform aligned to IDEA Part B, Part C, and Section 504 — a ten-product, research-informed ecosystem designed to reduce educator documentation burden, support district compliance monitoring, and provide learners with instruction grounded in peer-reviewed research.
Mission
7.5 million American students receive special education services under the Individuals with Disabilities Education Act. Yet the infrastructure supporting these students — the IEP documentation, the intervention tracking, the compliance reporting, the family communication — remains fragmented across dozens of disconnected tools, paper binders, and spreadsheets.
IncluShift exists to close that gap — not by replacing the systems districts already run, but by adding the student- and family-facing intervention layer that connects to them. From early intervention at birth through vocational independence, IncluShift gives learners research-informed instruction and gives teams one connected, FERPA-aligned view of the progress those existing systems are meant to record — while the most sensitive data stays on the student's device.
Core Values
Research-Informed
Every product is grounded in peer-reviewed research. We do not ship features without a peer-reviewed citation trail.
Privacy-First
Zero-PII, device-local architecture: student content stays on the device, identity is an anonymous ID, and personal details are stripped before any external call. No analytics on our website, no tracking in our products, no ads — FERPA- and COPPA-aligned by design.
Accessibility-Forward
WCAG 2.2 AA conformant, with AAA-target on student-facing flows. Universal input support via the IncluAccess engine. Accessibility is a feature, not an afterthought.
Educator-Centered
Built by special educators, for special educators. Every design decision asks: does this reduce teacher burden?
Founder & CEO
Davit Janunts
Davit Janunts, founder of IncluShift, holds a Master of Education in Special Education from Lehigh University (2020) as a Fulbright Foreign Student Program grantee, and is a listed co-author on a peer-reviewed systematic review published in Exceptional Children — the flagship journal of the Council for Exceptional Children (Morin et al., 2024, 90(2), 126–147; doi.org/10.1177/00144029231165506).
He has also completed the Edmund S. Muskie Internship Program (administered by Cultural Vistas) and the Fulbright Teaching Excellence and Achievement (TEA) Program (administered by IREX). At Lehigh he worked as a graduate research assistant under Dr. Kristi Morin, Ph.D., BCBA-D, and completed the What Works Clearinghouse Group Design Standards training (Institute of Education Sciences, U.S. Department of Education, 2020).
Years of classroom teaching — in rural Armenia and at the Yerevan N2 Territorial Pedagogical-Psychological Support Center, where he developed individualized plans for over thirty students with complex learning and behavioral needs — exposed him to the documentation burden peer-reviewed in Vannest & Hagan-Burke (2010, Remedial and Special Education, 31(2), 126–142). IncluShift — ten integrated applications and twenty-plus shared engine and infrastructure packages — is his answer to it.
Credentials
Training & Recognition
Evidence Base
Research Foundations
IncluShift implements peer-reviewed research from leading special-education and learning-science scholars. Selected foundational authors whose work is embedded in the product specifications:
Linnea C. Ehri
Science of Reading · IncluLiteracy
Orthographic mapping and the four phases of sight-word reading. Scientific Studies of Reading, 18(1), 5–21 (2014).
Philip I. Pavlik Jr.
Adaptive Algorithms · IncluMath, IncluLiteracy
Performance Factor Analysis — an alternative to knowledge tracing. Proc. AIED 2009.
Melis Yilmaz Balban et al.
Autonomic Regulation · IncluRegulate
Brief structured respiration enhances mood and reduces physiological arousal. Cell Reports Medicine, 4(1), 100895 (2023).
Michael L. Wehmeyer
Self-Determination · IncluPathway
The Oxford Handbook of Positive Psychology and Disability (2012); Shogren et al., Remedial & Special Education (2015).
Banajee, DiCarlo & Stricklin
Core Vocabulary AAC · IncluVoice
Core vocabulary determination for toddlers. AAC Journal, 19(2), 67–73 (2003).
Edward G. Carr et al.
Positive Behavior Support · IncluManage
Positive behavior support: evolution of an applied science. J Positive Behavior Interventions, 4(1), 4–16 (2002).
Dunst, Trivette & Hamby
Caregiver Capacity-Building · IncluSteps
Meta-analysis of family-centered helpgiving practices. Mental Retardation and Developmental Disabilities Research Reviews (2007).
SAMHSA (U.S. HHS)
Trauma-Informed Care · IncluBridge, IncluRegulate
SAMHSA's Concept of Trauma and Guidance for a Trauma-Informed Approach. HHS Pub. No. (SMA) 14–4884 (2014).
Kristi L. Morin et al.
Single-Case Research Methodology · Cross-product
Nonconcurrent multiple-baseline and multiple-probe designs in special education. Exceptional Children, 90(2), 126–147 (2024). Co-authored by Davit Janunts.