The push to teach coding in schools continues to gain momentum. Coding helps students develop skills in problem-solving, critical thinking, and creativity, as well as improve overall academic performance. However, students with disabilities often face challenges in areas such as problem-solving, mathematics, and multistep reasoning when learning to code. Moreover, teachers may lack the time or proper training to effectively teach coding as a standalone subject to students with disabilities. To address these challenges, this study explores an integrated approach to teaching coding within the context of writing, due to the similarities between the two subjects. The purpose of this study is to examine whether a functional relation exists between integrated instructional coding/writing lessons, along with the use of a technology-based graphic organizer, and improvements in coding and writing skills for six upper elementary/middle school students with HID. The dependent variables included (a) speech blocks, (b) instances of sequencing, (c) central messaging, (d) the number of special effects, (e) the inclusion of a topic sentence, (f) the inclusion of supporting sentences, and (g) the inclusion of a summary sentence. This single-case multiple-baseline across participants study was conducted in a public charter school setting in the mid-Atlantic region of the United States. Results from this study show that upper elementary/middle school students with HID can greatly benefit from instructional lessons on coding/writing alongside a technology-based graphic organizer to improve coding/writing skills. Strong evidence of a functional relation between the independent and dependent variables was demonstrated for most measures, with the exception of moderate evidence of functional relation for central messaging and special effects measures. Implications and limitations are also discussed, along with where future research should be headed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]