Writing, beyond handwriting, is a complex communication process that is learned and shaped over time. It involves the use of text and allows for improved self-expression, increased independence, and active participation in the community. It is an expected outcome of our current educational system yet many students with disabilities, especially those with complex communication needs, have limited access to writing tools, writing opportunities, and writing expectations. This session will highlight the importance of including access to the letters of the alphabet in combination with other symbol sets when developing communication systems, highlight alternative writing tools, and it will provide simple strategies that can be applied early and across settings to promote long-term writing expectations and writing habits to support communication. This session is aligned with the intervention components of the TEA-Required Self-Assessment and TEA Identified Areas of Non-Compliance.