As writing instruction expands beyond the language arts classroom, students with disabilities, English language learners, and others who struggle with writing continue to need support with written expression. A timely practice to support student writing is the use of technology. This study used a quasi-experimental group design to examine the effects of a mobile-based graphic organizer (MBGO) with embedded self-regulated learning strategies and strategy instruction on the persuasive writing of middle school students in an inclusive classroom. After given opportunities to practice writing in the content areas, students with and without disabilities who used the MBGO on an iPad to compose persuasive essays significantly outperformed students with and without disabilities in the control group for number of transition words and writing quality. Limitations of the study and future research suggestions are discussed.