As an aside, dyslexia is one of the most common learning difficulties among SEN learners, with one in ten people suffering from dyslexia (Dyslexia Action , 2015). The “most commonly recognized features of dyslexia include severe reading, spelling, and writing delays and symbol reversals” (Davis, 1995, p. 6). Likewise, “short-term memory, mathematics, concentration, personal organization and sequencing” (Dyslexia Action, 2015) could also be affected. Potential concomitant difficulties may also include aspects of language, motor coordination, mental arithmetic, concentration and personal organization, but these are not, in themselves, markers of dyslexia ( Rose, 2009). Therefore, the biggest challenges that children with dyslexia face relate to reading and writing. One strategy that could benefit a child and that teachers should be aware of is early intervention staffed by people who are knowledgeable, trained and available to recognize the signs of dyslexia, so that as a school they can offer the best support available (Dyslexia Action, 2012). Without this support put in place as early as possible, children and young people risk continuing to struggle. In mainstream education, teachers must apply strategies to support children with dyslexia. For example, multisensory teaching allows teachers to describe, write and show children the activities that will take place in class. Therefore, teachers can model examples of an activity they want children to be able to carry out during the lesson using a number of aids. Simultaneously, they should encourage a daily checklist. If possible, children with dyslexia should be seated close to teachers to maintain good eye contact. On the other hand, they could give children time and time. In conclusion, it is clear that inclusive practice is essential for SEN learners, preparing for the expectations of the wider world. For teachers, trainee teachers and parents, the benefits provide opportunities to better understand SEN. Therefore, children with SEN make progress if a number of approaches are used to differentiate lessons. The latest Code of Practice should be read and understood so that everyone can benefit from a deeper understanding. Legislation such as this allows everyone involved to understand more clearly what their role requires as a result. However, with regular updates, the impact of inclusion on schools, children and young people with SEN will only be understood in due course. Regarding EHC plans, we cannot say how effective they will be until several SEN children have one..