Abstract: The present work collects the views of the English language teachers who work in primary education in four Regional Units of Greece, those of Kavala, Florina, Kastoria and Grevena, concerning the impact they believe dyslexia can have on the teaching of English as a Second/Foreign Language (ESOL). Based on the literature, a questionnaire was prepared and distributed to 103 primary teachers of English. The results show a lack of the teachers’ knowledge regarding the nature of dyslexia, its diagnosis and the type of educational interventions that would allow students to equally integrate into the foreign language classroom. Finally, the teachers’ needs for relevant, systematic and specialized training, which would comprise both theoretical knowledge and practical guidelines to teaching practice is expressed. Based on the survey results, a training program is proposed to be implemented, in order to cater for the teachers’ expressed needs.

Key words: dyslexia, inclusive education, teacher training