This dissertation comprises a study of the perceptions and skills of teaching staff working with children with Specific Learning Difficulties (SpLD) in an inclusive, mainstream setting. The aims of the dissertation are to review recent and relevant literature, to audit the knowledge and skills of staff in this area, to identify strengths and areas for development in teaching and learning for children with SpLD within this setting, to enhance self-confidence of teaching skills of staff in this school and to put in place criteria to enable subsequent application of the Dyslexia Friendly Schools Initiative Quality Mark. The initial approach within a mainstream primary school setting was to gather data from a comprehensive, anonymous questionnaire (qualitative/quantitative data) designed using a combination of open and closed questions. All teaching staff were invited to participate. Data from the questionnaire was triangulated by selecting key participants for classroom observation and interview: a teacher of some years' experience, a newly qualified teacher and a teaching assistant working with children with a range of additional needs. The research and findings demonstrate the paradigm shift in the perception and management of dyslexia in recent educational history and evidence the importance of training staff in building positive perceptions and developing and implementing dyslexia friendly teaching skills and learning strategies. This dissertation suggests that such teaching and learning strategies are also appropriate for all children within this setting
