Today's classrooms contain students with a variety of needs. Although teachers work to differentiate and meet the needs of diverse students, inclusion of students with physical disabilities can present multiple obstacles in science classrooms. However, with advanced planning and strategic accommodations, the needs of these students can often be met in a manner that emphasizes inclusion and independence. This article describes how one second-grade teacher in a rural school district accommodated two students in her class with physical disabilities during an activity on forces and motion. Both of the students had Individual Education Programs (IEP) in place. After carefully reading through the IEPs, accommodations and modifications the IEP team recommended for each student were identified. To begin the process, the teacher turned to the research based principles of Universal Design for Learning (Basham and Marino 2013) to guide her alterations to the lesson. Universal Design for Learning is an educational framework based on cognitive neuroscience that emphasizes flexible learning environments for students in the classroom, with the goal of accommodating individual learning styles and differences. Additional strategies are discussed for providing classroom supports to students with three types of physical disabilities are also suggested.