The purpose of this literature-based study was to investigate the way in which psychological and disability perspectives, in a South African context, can be accommodated in the Framework for the Rational Analysis of Mobile Education model to promote inclusive approaches in mobile learning. This model aims to guide the way in which learning materials are designed to facilitate mobile learning effectively. This is important because mobile learning can enhance interaction in teaching and learning. The literature suggests that since psychological and disability perspectives have not been adequately dealt with in the model, two components should be added so that inclusivity, particularly in relation to students with different abilities, can be accommodated. Further research regarding disabilities and the use of mobile learning will help educators and higher education institutions to expand their capacity towards adopting these technologies.