Meeting the standards? Dyslexic students and the selection process for initial teacher training

The experience of disabled and non-disabled students on professional practice placements in the United Kingdom

“…Dearnley et al, 2010;Riddick & English, 2006;Ryan & Struhs, 2004). The results from this study confirmed this and provided evidence that some disabled students did not identify with a disability label or were reluctant to disclose in the placement setting.…”

Do admission criteria for teacher education institutions matter? A comparative study on beliefs of student teachers from Serbia and Slovenia about inclusive practices

“…However, selection processes based on candidates' previous academic achievements are often criticised and considered to be unfair (Moran, 2008;Stevens, 2001) on the grounds that the grades that students achieve are strongly stratified in terms of ethnicity, social class, gender and a variety of other socio-economic factors. Research has made clear that the use of such criteria restricts possibilities for diversification of the student population (Riddick & English, 2006;Stevens, 2001) and involves very little cross-cultural background, knowledge and experience (Sleeter, 2008). Furthermore, such admission criteria do not include many important aspects of teacher quality (OECD, 2005;Pantić, Closs, & Ivošević, 2010).…”

Trainee Teachers with Dyslexia: Results of a Qualitative Study of Teachers and their Mentors

“…This reduces the validity of the research. The literature which does exist focuses more on the selection process onto initial teacher training courses in relation to those with dyslexia (Riddick & English, 2006) or the general experiences of trainee teachers with dyslexia of their university courses (Cameron & Nunkoosing, 2012;Morgan & Burn, 2000). Consequently, little is known about the challenges that trainees with dyslexia face on placement and how they overcome these.…”