With the addition of a writing component to many high-stakes tests (e.g., college admission tests and high school exit exams), a review of writing accommodations for students with disabilities becomes critical. This paper reviews the accommodation policies of 20 states with high school exit exams of writing and three testing organizations that administer high-stakes tests that assess writing. In addition, this paper reviews existing research on testing accommodations, specifically those that focus on writing assessments. A section on assistive technologies for writing is also included, because these technologies are becoming more widely used and are likely to be requested as testing accommodations. Finally, recommendations for needed research are provided.