I would like to thank all who have contributed to this issue. First and foremost is the guest editor, D. Kim Reid, who provided the conceptualization for this issue and took primary responsibility for its production. Dr. Reid, the former topical issue coeditor of RASE and a member of the editorial board, is a talented editor, and it has been truly a pleasure to work with her on this issue. I would also like to thank all the authors for the important contributions they have made in this issue toward building a better understanding of how future instruction for students with learning problems could look.—LI
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