Mobile technology has become ubiquitous in the education and support of individuals with disabilities. While this practice is supported under the Universal Design for Learning framework, research in the area has yet to establish a solid evidence base. The majority of the studies in existence are single-subject design studies with a dearth of replication to support their results, and many do not meet the Council for Exceptional Children’s Standards for Evidence-Based Practices in Special Education guidelines. The following is a meta-analysis of studies that have been conducted in the area of using mobile technology to support individuals with disabilities. Types of mobile technology, how technology is used, and the effectiveness of its use with this population are explored. The results indicated although there is some evidence of effectiveness to support the use of mobile technology, more research in the area is needed.