Students with and without disabilities face barriers to engaging in effective written expression, ranging from actual physical access to the task to instructional factors. Such barriers may lead to a reduced quality of overall writing, potentially negatively impacting the academic, social, and post-school settings. However, through the purposeful application of UDL, written expression instruction and, in turn, students’ learning can be supported and improved. This describes this purposeful process at one school with students with high incidence disabilities with examining barriers to written expression, developing and implementing instructional supports, and then evaluating outcomes.

Session Video Recording
Handout
Slide Deck
Interactive Notes Document
FUEL Walkthrough Video