Introduction

Learning to write effectively is central to becoming literate. Yet learning to write is a long and complex process. Writing requires understanding and using the patterns of language; practicing and perfecting planning and expressive skills; and building confidence and motivation to persist. Students with language processing disorders face extraordinary challenges in learning to write, but technology can be a powerful ally.

In an earlier edition of this chapter, we advocated integrating a "process" approach to writing instruction with selected elements of a "product" approach. To maximize learning, we proposed that teachers provide meaningful communication contexts for student writing and individually target instruction in specific skill deficits. Within this framework, we offered examples of computer software and hardware that could support learning for students with written language disabilities.

We have revised our approach to using technology in writing instruction for students with learning disabilities because of two important developments. First, CAST (the Center for Applied Special Technology) has created a new framework called Universal Design for Learning (UDL), based on evidence from neurological research about the nature of learning. Using this framework, we focus on three critical components in teaching writing: content, strategies, and motivation. Second, the universe of personal computing as it pertains to writing has been radically remapped by technological innovation. The selection and quality of available computer systems and digital materials and tools has improved dramatically in recent years, facilitating the individualization of teaching to meet the needs of diverse learners.

We propose a model of balanced writing instruction based on new approaches to learning, teaching, and the uses of technology to support individual learning differences. Using insights from CAST's (UDL) framework, we draw implications about how to apply new technologies to the teaching of writing. We address the three aspects of learning that constitute UDL- recognition ("knowing what"), strategy ("knowing how"), and affect ("knowing why")-and their joint importance for learning to write. We suggest technology tools and teaching methods that in combination support all aspects of the learner.