Students with disabilities encounter persistent barriers in writing, which manifest within all phases of the writing process. These challenges can involve both higher order processes (e.g., organization, idea development) as well as lower order processes (e.g., legibility, spelling) related to writing. Educators can apply the principles of the universal design for learning (UDL) to lesson design by prioritizing student engagement considerations, promoting increased options for composing writing, and representing key ideas through multiple modalities. To further support struggling writers, teachers can use the self-regulated strategy development (SRSD) instructional approach to equip students with the knowledge, skills, dispositions, and self-regulatory behaviors that skillful writers regularly employ in their writing. By combining UDL and SRSD, educators have the opportunity to both broaden the reach of their writing instruction from the outset, and to optimize individualized supports for all writers in today’s classrooms.

中文翻译：

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将通用学习设计与自我调节策略开发相结合，加强写作教学

残疾学生在写作中遇到持续的障碍，这体现在写作过程的所有阶段。这些挑战可能涉及与写作相关的高阶过程（例如，组织、想法发展）以及低阶过程（例如，易读性、拼写）。教育工作者可以将通用学习设计 (UDL) 的原则应用到课程设计中，方法是优先考虑学生的参与度，增加写作写作的选择，并通过多种方式表达关键思想。为了进一步支持陷入困境的作家，教师可以使用自我调节策略发展 (SRSD) 教学方法，让学生掌握熟练作家在写作中经常采用的知识、技能、性格和自我调节行为。通过结合 UDL 和 SRSD，