Over the last decade, extensive growth in digital educational content has opened up
new opportunities for teaching and learning. Despite such advancements, digital learning
experiences often omit one of our richest and earliest learning modalities - touch. This lack of
haptic (touch) interaction creates a growing gap in supporting inclusive, embodied learning
experiences digitally. Our research centers on the development of inclusive learning tools that
can flexibly adapt for use in different learning contexts to support learners with a wide range of
needs, co-designed with students with disabilities. In this paper, we focus on the development
of a tangible device for geometry learning - the Tangible Manipulative for Quadrilaterals
(TMQ). We detail the design evolution of the TMQ and present two user studies investigating
the affordances of the TMQ and the user strategies employed when explored in isolation and in
tandem with a two-dimensional touchscreen-based rendering of a quadrilateral. Findings
illustrate the affordances of the TMQ over traditional, static media and its ability to serve as an
inclusive geometry learning tool.