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Writing well is conditioned on having a cognitive system that performs executive functions well. Executive functions include organizing, planning, goal-setting, self-monitoring, and self-assessing. Unfortunately, people with learning disabilities (LD) and/or Autism Spectrum Disorder (ASD) do not perform these executive functions well; therefore, they do not write at a proficient level. In addition, students from low socio-economic status (SES) also do not perform these executive functions well; therefore, they do not write at a proficient level. The ecobiodevelopmental (EBD) framework is the structure for this chapter. Within this framework, the writing traits of students with LD and ASD are described, as is the impact poverty has on students' cognitive learning systems. Different ways to teach writing are presented at the end of the chapter. These different writing strategies are shown to support the cognitive learning systems and executive functioning of low SES students who have LD and/or ASD.

Teaching students how to use the technology is the first step to integrating the technology into instructional practice. This chapter shows how to teach students with a learning disability (LD) to use a web-based publishing tool using a simple strategy. The strategy is TAP(S)3. The strategy was developed on the principles of the self-regulated strategy development (SRSD) model and the strategic instruction model (SIM). SRSD and SIM principles are evidence-based and focus on helping the struggling student succeed academically. SRSD and SIM focus intensively on writing instruction. The web-based publishing tool used as an example in this chapter is Book-Builder. Book-Builder was developed by CAST on the principles of universal design for learning (UDL). CAST is a nonprofit education research organization. Specific information about the organization can be found at http://www.cast.org/.

Writing well is conditioned on having a cognitive system that performs executive functions well. Executive functions include organizing, planning, goal-setting, self-monitoring, and self-assessing. Unfortunately, people with learning disabilities (LD) and/or Autism Spectrum Disorder (ASD) do not perform these executive functions well; therefore, they do not write at a proficient level. In addition, students from low socio-economic status (SES) also do not perform these executive functions well; therefore, they do not write at a proficient level. The ecobiodevelopmental (EBD) framework is the structure for this chapter. Within this framework, the writing traits of students with LD and ASD are described, as is the impact poverty has on students' cognitive learning systems. Different ways to teach writing are presented at the end of the chapter. These different writing strategies are shown to support the cognitive learning systems and executive functioning of low SES students who have LD and/or ASD.

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