Digital tools shift pedagogical dimensions which have consequences for education with learning op- portunities and sense of belonging for all students. Digital teaching tools have possibilities to adapt to students' needs and create inclusive schools. The aim of this text analysis is to characterize how inclusion is considered in four Swedish school developing projects that digitalize teaching. Inclusion did not have a prominent position. Accessibility was discussed regarding having or not having devices, not how they were used to achieve learning for all students. Descriptions of adapting tools to students are sweeping and general. Students' needs are vaguely described and secondary to teachers' needs. Collaborations between student peers and several professions provided support for learning. Although scientific or theoretical models had shortcomings, research provided support for learning and implementing digital tools in education. Suggestions are made to bolster models to provide further help in developing inclusive digital education.