Successful writers have proficient skills in three areas: handwriting, spelling and composition. Many students with disabilities experience difficulties in the area of spelling, which in turn may lead to difficulty in composing written work. Spelling deficits should be addressed by the student's Individualized Education Program (IEP) team to determine whether the student needs intervention, assistive technology (AT), or a combination of both to become a successful speller. This article describes evidence-based spelling supplements and assistive technology devices to help all students overcome spelling difficulties. Three examples of students who have composition problems exacerbated by poor spelling ability are described to illustrate the possibilities for spelling improvement. (Contains 2 figures.)