General and special education teachers can integrate digital tools with research based practices to address the needs of students with learning disabilities in inclusive high school classrooms. In this article, we describe a strategy developed by a pair of co-teachers who planned instruction together using UDL to take into consideration the needs of all their learners, with and without disabilities. They used technology as a means to provide all learners access to the same experiences, with supports built in for students with learning disabilities. These teachers integrated technology with a well-established research based practice, the Frayer Model, to support vocabulary and reading comprehension objectives and to foster engagement. The article describes how the multimodal aspect of technology tools can support students with disabilities within an inclusive classroom.