Previous research examining "frontloading" academic vocabulary establishes it as an effective instructional activity for students who are English learners. This article extends and builds from those earlier findings, showing the relevance and importance of explicit vocabulary instruction for all students identified with specialized learning needs, especially for students who are English learners with disabilities. Drawing from research-based practices as well as practitioner training to provide ideas of how to "frontload" academic terms using techniques that incorporate visuals and technology in an integrated classroom setting.