The paper presents the first systematic approach to the classification of inclusive information and communication technologies (ICT)‐based learning technologies and ICT‐based learning technologies for disabled people which covers both assistive and general learning technologies, is valid for all disabled people and considers the full range of relevant factors. Classification is important as it contributes to structuring and understanding the field, determining good practice and facilitating the matching of technologies to learners. The classification framework was developed as part of a network project and involved eight stages of model development, validation, commentary and modification using input from partners in 16 countries. The framework comprises three aims and three different classification methodologies: a very detailed methodology, a simple methodology and a classification of end‐user and contextual factors. The detailed methodology is divided into four sections which cover the characteristics of the intended end‐users, features relating specifically to the technology itself; features of contexts in which the technology can be used; and information about the types of learning activities the technology can be used for. The simple classification is divided into three sections, which summarise this information, and the third classification covers additional context specific factors. The framework has a number of important applications, including establishing for the first time a clear structure which can be used to discuss existing ICT‐based learning technologies for disabled people, identify gaps or the need for modifications and support the design and development process for new technologies. The methodologies will also be valuable in identifying technologies suitable for particular students and in supporting the determination of good practice and have an important role in informing policy and determining the future research agenda.