In recent years, the use of personal electronic devices has become widespread in Canadian society, and many Canadian schools are adopting "bring your own device" policies. This exploratory research investigates the technological practices of middle years students with mathematics learning disabilities who use personal electronic devices to support their learning. Video-recorded semi-structured interviews were conducted with 14 participants in grades 6 and 8 at four schools in two western Canadian cities. Through grounded theory, themes related to the principles of the Universal Design for Learning emerged, suggesting that participants' practices with their personal electronic devices indeed helped them to access text content, and express their knowledge and understanding related to school mathematics. This study identifies some learner-driven practices, providing a stronger voice to students with mathematics learning disabilities in suggesting better ways to make use of everyday technology as a learning support.