Experiences of teachers and trainee teachers who are dyslexic
Dados Bibliográficos
| ID | 12579158 |
|---|---|
| Autores | Barbara Riddick (autor correspondente) |
| Ano | 2003 |
| Volume | 7 |
| Fascículo | 4 |
| Páginas | 389-402 |
| Data de publicação | 2003-12-01 |
| Open Access | Não |
| Tipo | ARTICLE |
| Periódico | International Journal of Inclusive Education (JOURNAL) |
| Identificadores do periódico | ISSN: 1360-3116 • E-ISSN: 1464-5173 |
| Editora | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/1360311032000110945 |
| OpenAlex | W2085909973 |
| Idioma | EN |
| Citações recebidas | 27 |
In the current climate of inclusion, an important issue involves the inclusion of teachers with a range of disabilities. The Dyslexia in Higher Education Report raised concerns about the negative attitude of some teacher training departments to admitting and supporting students with dyslexia. This study interviewed a small number of practising teachers and trainee teachers with dyslexia about their experiences of teaching and training and the specific coping strategies they adopted in the classroom. They were all asked if (and how) their own experiences of literacy difficulties had influenced the way they taught children, and especially those with literacy difficulties. All the participants reported using a number of effective coping strategies and felt on balance the advantages of being dyslexic outweighed the disadvantages in terms of giving them greater empathy and understanding of children's problems. The majority felt their own very negative experiences of school had been a strong motivating factor in wanting to teach in order to give children a better educational experience than their own. Trainee and newly qualified teachers were fearful of being 'found out' by other members of staff and often felt low in confidence despite performing well in the classroom. Most would have welcomed constructive support and mentoring from experienced teachers with dyslexia. In a supposedly inclusive education culture, it is argued that a more enabling and open attitude to teachers with dyslexia should be adopted
Accommodation · Constructive · Coping (psychology · Developmental psychology · Dyslexia · Empathy · Inclusion (mineral · Literacy · Mainstreaming · Mathematics education · Medical education · Pedagogy · Reading (process · Special education · Clinical Psychology · Collaborative Teaching and Inclusion · Disability Education and Employment · Education Systems and Policy · Medicine · Psychology · Social Psychology
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Students with disabilities in initial teacher training and the dilemma of professional competence
Happier on the outside? Discourses of exclusion, disempowerment and belonging from former autistic school staff
“What should I say to my employer… if anything?”- My disability disclosure dilemma
“This is my way … I am an ambassador” identity voices of teachers with learning disorders
Using a transdisciplinary model to address inequities in field placements for teacher candidates with disabilities
My success as a teacher amazes me each and every day’ – perspectives of teachers with learning disabilities
Fit(ness) to teach
The work lives of disabled teachers
Beyond cognitive deficit
I’m a cracked vase’
What are the views and experiences of autistic teachers? Findings from an online survey in the UK
Teachers performing gender and belonging
Formation de stagiaires en enseignement ayant une situation de handicap
Resilience strategies employed by teachers with dyslexia working at tertiary education
Ethical dilemmas among teachers with disabilities
Narrative construction of professional teacher identity of teachers with dyslexia
I've got something to tell you. I'm dyslexic”
Teachers with disabilities
Re-visioning disability and dyslexia down the camera lens
Teachers’ Disability Disclosure
To Be the Best Teacher Possible”
An international review of empirical studies examining the experiences of teachers and student teachers with learning disabilities
Learning to become a teacher with a disability
Cripistemologies of Teacher Education
Learning impacts reported by students living with learning challenges/disability
| Citações por ano | 1,69 |
|---|---|
| Intervalo de citações | 2010 - 2025 (16) |
| Altamente citado | Não |