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The present study attempts to find out the EFL teachers’ teaching strategies in teaching writing for students with special needs in public schools, to find out the influential factors of EFL teacher’s teaching strategies in teaching writing for students with special needs in public schools and to find out the application of EFL teacher strategies in teaching writing for students with special needs in public schools. To collect the data, this qualitative inquiry uses observation and interview.This study involves an English teacher, four classroom teachers and seven students with attention deficit hyperactivity disorder (ADHD). Findings indicate that there are several strategies used in teaching writing to student with ADHD, such as self-regulated strategy development (SRSD), mnemonics and other memory strategies, effective pedagogical skills strategy, individual attention strategy, scaffolding and cooperative learning strategy; the use of structures strategy and direct instructional strategy, cognitive strategy instruction, and peer tutoring strategy. However, the most effective strategies for all grade levels of students, including students with special needs are cognitive strategy instruction, and peer tutoring strategies. Other findings explain that there are some influential factors in determining teaching strategies, such as students age, the level of students' intelligence, students' levels of English, students' abilities in learning English, and the number of students in the class, and also facilities and infrastructure of the school. And the last finding proves that there are several steps in the application of strategies in teaching writing to the students with special needs in a public school, such as through the use of two strategies combination in teaching writing, giving more attention to the students with special needs during teaching-learning process, and giving an additional teaching to the students with special needs .