1. It is important to choose appropriate approaches to teaching and learning:

Teachers found that a multi-sensory activity approach to lesson design can cater for multiple intelligences and help develop generic skills in the students. They also noted that 'choices' are important for enhancing the motivation and confidence of the students: choosing colours, worksheet templates, level of audience, adding their own art work.

2. It is necessary to identify students' talents, not just their problems:

'Dyslexic people are 'visual, multi-dimensional thinkers... intuitive and highly creative, and excel at hands-on learning' (http://www.davislearn.com). Root (1994) asserts that people who have a learning disability are often very bright, even gifted, people. The project indeed showed that the students contributed much to the interesting design of the festival box. Their talent for art was evident in the cover design of the project sketch books, showing that students can be engaged in a task and will learn.

3. The work of the teachers is sustainable:

Using the work of P5 this year helps identify any dyslexic students in the next year. The teaching resources and learning materials were developed for a special purpose, taking into account the needs of dyslexic students. Teachers can adapt the materials and put them in a data bank for the use of other teachers.

Conclusion

Teaching students of different ability levels in one class is even more challenging for teachers when they need to address the needs of dyslexic students. In this project, the teachers started with minimal knowledge of how to support students with special learning needs. By the second year of the project, teachers already had a basic understanding of the nature of dyslexia and how to identify certain features. The work done has already given them more confidence and experience in managing the learning of students with special educational needs.