Writing is a recursive and complex set of cognitive processes that can be taught effectively to students with disabilities. Employing an adapted cognitive theory of writing, a broad view of what constitutes evidence, and the support of a variety of assistive and internet-based technologies, we developed a writing instructional program to meet the needs of novice adolescent writers with significant disabilities. In this paper, we share the principles and processes we engaged in to develop and implement a writing instructional program as well as how students responded to the program. (Contains 1 table and 2 figures.)