**7. Conclusions**

In conclusion, the key message is that teachers are responsible for the learning of *all* students in their class. The Social Model of Disability frames this as a *rights* question: it is neither fair nor effective to simply leave certain students identified with 'special needs' to be supported by TAs with limited access to their teachers [32]. New teacher/TA joint working and team-teaching approaches need to be adopted, not only to enhance all students' right to access to their teacher, which is key to enhancing their progress but also for teachers and TAs to develop their range of knowledge, understanding of and skills in dyslexia-friendly practice, which also recognises how these relate to the neurodiversity of *all* the students in their classes. A whole-school approach, which sets out the non-negotiables, needs also to support teachers and TAs in undertaking this journey.
