This paper is an exploratory case study in the author's own professional development. It outlines how the author, a mainstream primary school teacher in a south Dublin school, found that traditional methods of instruction were not adequate for children with special needs, and through reflection and innovation, came to see that a new approach to teaching was required for pupils who had learning difficulties.The experience she gained from her involvement in the Lego Mindstorms Group and from her position as Visual Arts Coordinator in the school, (both sharing elements of the constructivist approach to education) gave her sufficient confidence to assume the responsibilities of Resource Teacher for Special Needs in the school. She devised an innovative approach to educating seven special needs primary school children through a combination of a constructivist practical crafts programme and traditional teaching of literacy and numeracy skills, during the school year 2002 to 2003.Her practical experience as Special Needs Resource Teacher coincided with formal studies and helped the author to complete a Master's thesis on the subject. The insights gained through study were applied during a ten-month programme, created for the group of seven special needs pupils. The constructivist practical crafts programme was integrated into the traditional teaching of reading, writing and mathematics. The cross-curricular modules using a thematic approach are described. Within each thematic module, crafts such as cookery, model making, painting and photography were central to the learning activities. The literacy and numeracy tasks were those necessitated by the pupils' activities. This means that the pupils come to see the uses and the need for literacy and numeracy skills.The hands-on reality of teaching combined with academic study led the author to periods of reflection, which were written down in the form of monthly journal entries; these became a guide, helping her to judge her progress both as a teacher and as student. The author attained greater awareness and sensitivity in her teaching as a result. The programme was evaluated using classroom observations, interviews, practitioner reflections, standardised tests, teacher tests and checklists. It was found that the integrated cross- curricular approach was successful in raising pupil achievement, increasing attention span and boosting self- esteem. Most importantly, a major improvement in pupils' attitude to learning occurred, and almost all members of the group became self-directed learners. These outcomes gave the author great trust in the reflective process as being of direct benefit to the pupils, while simultaneously furthering her own professional development.