Supporting writing development in adolescents with developmental disabilities

Written language is a powerful vehicle that can transport individuals with developmental disabilities to richer participation and independence in soci al. academic, and employment environments. This article describes a cogniti ve process model of writing as it pertains to adolescents with developmenta l disabilities. It then attempts to synthesize what is known about the writ ing process, writing instruction, and technologies that may support the wri ting development in adolescents with developmental disabilities. Student wr iting samples and case examples are used to illustrate bridges among the co gnitive process model, individual students, and application of particular s trategies.