Over the last decade, technology has become a critical component of everyday life, in and out of the classroom. As such, digital learning serves as a vehicle for accessing the general education curriculum, and is imperative to higher education, workforce development, and economic security. The purpose of this systematic literature review is to investigate the current status of research on instructional and assistive technologies used to support students with high incidence disabilities in accessing the general education curriculum over the last decade (2010-2020). Among the results of the analysis of 67 studies, a majority involved White students with specific learning disabilities, with studies primarily focused on social/emotional/behavioral, reading, or mathematics outcomes. Independent variables spanned seven categories, largely involving computer-assisted instruction such as modules or virtual manipulatives, although applications via mobile devices were increasingly researched toward the middle to end of the decade. Additional results and implications for research and practice are shared.