This is a special issue of "Exceptionality" which examines strategic solutions to promoting incremental change and teaching writing strategies to children with disabilities.

This special issue of "Exceptionality" features two articles that are timely and relevant to the topic of strategic instruction. It offers specific theoretical frameworks and tactics to facilitate the transfer of research-based interventions, namely strategic instruction, to educational practice. Literature pertaining to strategy instruction in written language is reviewed. The issue features diverse models of instruction that are aimed at enhancing the strategic processes employed by students, teachers, and researchers.