Increased numbers of elementary and secondary students with learning and other disabilities are participating in inclusive science classrooms. Unfortunately, many of these students struggle to achieve at a level commensurate with their peers. As a result, few students with disabilities pursue advanced scientific coursework or enter science, technology, engineering, and mathematics (STEM) careers. Technology offers promise as a means to promote these students' academic achievement and attitudes toward science. However, there is limited research that utilizes the quality standards identified by Gersten and Edyburn (2007) that examine how this can be accomplished. This article presents a review of literature (N = 71) from 1997-2009 across the often disparate fields of special education, science, and technology using the Universal Design for Learning (Rose, Meyer, & Hitchcock, 2005) and Cognitive Load (Sweller, 1999) theoretical frameworks. It concludes with the identification of key research issues that should be considered when examining how technology can affect the academic achievement and attitudes of students with learning and other disabilities in inclusive science classrooms. (Contains 2 tables.)