In the United Kingdom, Europe and the US there has been growing interest in the concept of the 'dyslexia friendly mainstream school'. Whilst this concept appears to have high face validity and appeal to practitioners there has been little systematic evaluation of it either as a concept or in terms of outcome measures. Critics have argued that the very concept of 'dyslexia friendly' is not inclusive as it excludes other children with literacy difficulties. Supporters (BDA 2005) have argued that the principles of a dyslexia friendly approach are 'good' for a wide range of children and can legitimately be seen as an inclusive approach. Evidence for these opposing points of view is presented and critiqued. The paper starts by examining the background to dyslexia support in the UK and across Europe. It then critically discusses some of the perceived shortcomings of current support for children with dyslexia, and how this has led to the development of a "dyslexia friendly"schools movement in the United Kingdom. The key aspects of dyslexia friendly policy and practice are outlined, and issues relating to the implementation of this policy are explored. It is proposed that dyslexia friendly schools embody a complex psycho-social model of support which requires evaluation at several outcome levels.One of the main arguments for a dyslexia friendly approach is that it should address wider issues such as attitudes, access to the curriculum, classroom feedback and self-esteem as well as addressing specific skills deficits ( Coffield & O'Neill 2004, Johnson 2004). At present in the UK there has been some school level outcome data on measures such as attendance and literacy levels but there has been no detailed research into what aspects of dyslexia friendly practice are implemented in the class room and their impact on children with literacy difficulties ( Riddick 2006). This paper reports on a questionnaire study across 19 schools ( that had enroled in the dyslexia friendly school programme) assessing the impact of dyslexia friendly practice on childrens' classroom experiences and well-being.A structured questionnaire was devised based on a full range of recommended classroom practices in the BDA dyslexia friendly school pack. It also contained questions relating to childrens well being such as whether they felt as important as other children in their class. This was piloted and refined, particualr attention was paid to the ease with which children could fill in the questionnaire. Most questions asked them to circle yes or no, or respond to a simple rating scale. Two open ended questions were also included.Findings from the questionairre study will be reported on. Preliminary analysis suggests that there are marked differences in the experiences of children in different schools and in different classes with in the same school. The questionnaire provides a useful profile for schools on aspects of dyslexia friendly practice that appear to be working well from the point of view of children and aspects that need developing. This study highlights some of the difficulties involved in assessing a dyslexia friendly school approach and raises questions about how we compare the profiles of different schools or teachers in providing support for children with special educational needs. At a wider level this relates to issues about the development of inclusive educational practices across Europe and the most appropriate models for delivering support.British Dyslexia Association (2005) Achieving Dyslexia Friendly Schools (5th Ed) Oxford Information Press Coffield M & O'Neill J (2004) The Durham experience: promoting dyslexia and dyspraxia friendly schools. Dyslexia -An International Journal of Research and Practice. 10 (3) pp 253-264. Johnson M. (2004) Dyslexia friendly schools policy and practice. In G.Reid & A Fawcett, Dyslexia in Context. London, Whurr Publishers. Riddick B (2006) Dyslexia Friendly Schools in the UK. Topics in Language Disorders (Invited Paper).Vol 26, No 2, 142-154. Havn't decided yet, possibly the European Journal of Special Needs Education