Conclusion

The concept of universal design for learning and the development of new technologies for teaching writing to students with learning deficits are both still in their infancy. Much more research is needed, both in the laboratory and in the classroom, before we will fully understand the complex interrelated mental processes involved in learning to write and the multiple ways that individual students differ in their skills and needs.

It is clear, however, that when teachers mindfully focus their efforts on the three essential elements of the brain's function in writing-recognition, strategy, and affect-they maximize their chances of reaching each student in a classroom of diverse learners. By combining different software tools, Web sites, and content sources, looking always for adjustable features, teachers can provide individualized learning opportunities for developing writers.