&NA;Written language is a powerful vehicle that can transport individuals with developmental disabilities to richer participation and independence in social, academic, and employment environments. This article describes a cognitive process model of writing as it pertains to adolescents with developmental disabilities. It then attempts to synthesize what is known about the writing process, writing instruction, and technologies that may support the writing development in adolescents with developmental disabilities. Student writing samples and case examples are used to illustrate bridges among the cognitive process model, individual students, and application of particullar strategies.