I am excited to lead a discussion about a favorite topic of mine, emergent writing and students with complex instructional needs (CIN)! Emergent writing is a process through which children use forms such as scribbling and mock letters to help lay the foundation for the development of more conventional writing. Through this process they learn that their “marks have meaning.” Emergent writing usually follows along a developmental continuum that is “quasi-linear” in nature. That is, it develops in a typical order but children might use a certain type of form one day and not use it the next. For children who are typically developing, emergent writing has been shown to be closely intertwined with the development of other important skills such as reading and oral language. Through emergent writing experiences, children have an opportunity to learn to attend and think about print in a constructive and creative manner. Unfortunately, children with CIN may not have the same types of opportunities to engage in emergent writing as children who are typically developing. For example, skills such as copying and tracing may be emphasized rather than the use of more creative means of early written expression that are important for the development of these skills. Additionally, children with CIN often have severe physical and communication impairments that make it so they cannot engage with print the same way as children who are typically developing. For example, it is possible that a child with CIN cannot grasp a traditional pencil or have the fine motor ability necessary to compose letters. I hope to use this collection as an opportunity to ask the community what types of activities and means they have used to get their students writing. It would be amazing if we could use this space to help compile resources such as website and blog links and descriptions of activities!