The main focus of this paper is an investigation, based partly on the results of a questionnaire circulated to a representative sample of participating primary teachers, of the experiential and holistic education practised by the Pushkin Trust, with particular reference to the impact of its work for children with special educational needs (SEN). The investigation is set against the theory of multiple intelligences expounded by Howard Gardner, and the ideas about different learning styles advocated by Kolb, and other educationalists. In thus tapping into and, in a sense, capitalising on important and innovative educational ideas and concepts, the work of the Pushkin Trust is seen to be an exciting, energising and innovative educational development in the Irish context, and with special significance for SEN teaching. The replies to the questionnaire highlight the educational benefits which the teachers felt the Pushkin Trust had provided their SEN pupils. These benefits, it is argued, are particularly valuable given the current emphasis on educational testing and on a standardised, prescriptive curriculum.