Evmenova, A. S., & Regan, K. (2019). Supporting the writing process with technology for students with disabilities . Intervention in School and Clinic , 55 (2), 78–85. https://doi.org/10.1177/1053451219837636

A technology-based graphic organizer (TBGO) with embedded self-regulated learning strategies and universal design (UDL) features was presented, and its use for addressing the needs of students with disabilities was discussed. The relevant features, sometimes identified as accommodations—including word prediction, speech recognition for student oral dictation in the writing composition process, and text-to-speech software for reviewing students' own written work—are emphasized in this summary.

This expository, focused research review reported on research related to self-regulated learning strategies and universal design for learning (UDL), and also described technology based writing supports, including accommodations, that can be applied to address the needs of students with emotional and behavioral disabilities and students with learning disabilities during the development of written products. The review of literature included more than 40 documents such as meta-analyses, primarily published in the previous 20 years or so, apparently within the U.S. K–12 context.

This research review focuses on the benefits of various supports and features applicable to the writing process for elementary and secondary students, including developing written products that can serve as summative assessments.

In this review of literature and description of a technology-based graphic organizer, the authors sought to demonstrate the usefulness of the various features of the writing tool for students with emotional and behavioral disabilities and students with learning disabilities. They discussed word completion and word prediction, speech recognition for student oral dictation in the writing composition process, talking word processors, and multimedia/digital storytelling—that is, use of various media to aid in production of narrative writing. The authors emphasized the free and open-access availability of the technology-based graphic organizer ("TBGO"). They also provided a list of other "sample free programs" (p. 83) that can aid students with disabilities, and their "features for consideration" (p. 83).