Mobile devices, including iPads, tablets, and so on, are common in high schools across the country. Unfortunately, many secondary teachers see these devices as distractions rather than tools for scaffolding instruction. This article highlights current research related to the use of video games as a means to increase the cognitive and social accessibility of science curricular materials--in particular, video games that address the needs of students with high-incidence disabilities in Grades 5 to 12 who participate in inclusive classrooms. Following a discussion of the challenges faced by these students, a video game framework is presented that allows special education teachers to effectively incorporate video games into their instructional practice.