Teachers with LD

Abstract

The purpose of this study is to examine how 4 teachers with learning disabilities (LD) negotiate multiple, complex, and sometimes contradictory discourses of disabilities in constructing their own understandings of LD. We chose to study teachers with LD because of their unique access to at least 3 different sources of knowledge about LD: (a) professional discourses on disability, (b) mainstream cultural messages about LD, and (c) insights gained from their own life experience. We drew on aspects of critical discourse analysis and narrative inquiry for this investigation. Our findings indicate that participants draw on these discourses and on their teaching experience in various and complex ways to construct meaning about LD. In some instances, participants use the dominant discourses; at other times, they work to subvert these meanings. Yet, paradoxically, whether speaking with or against these meanings, their voices are inescapably engaging with authoritative discourses and cultural scripts surrounding disability.

Factors influencing work participation of adults with developmental dyslexia: a systematic review

“…Of the 20 emotions mentioned, only 3 have a positive connotation: ‘amount of passion’ [39], ‘feelings of accomplishment’ [49], and ‘sense of strength’ [29,31,35]. This is consistent with the experience of self: in three studies [30,34,37] negative self-perceptions were mentioned by the participants.…”

“…In eight studies, attention was paid to dyslexia in the work situation: two in general [30,43]; five in a specific occupation like teaching [31,32,35,39] or nursing [42]; and one in a specific group, young women entering the workforce [33]. In two studies the position of dyslexic employees was examined after the introduction of protective legislation in the United States and Canada [34,38].…”

“…One study also focused on the employers (Human Resource Managers) [41]. Teachers with DD form a special category [31,35,39]: having DD themselves, they seem to be role-models for their students. In their dual role, they build a special relationship with their students (especially those with dyslexia).…”

“…In their dual role, they build a special relationship with their students (especially those with dyslexia). In that relationship, the dyslexia serves a special function: as a tool to make them better professionals [39] and as a tool to challenge students to achieve their potential [31]. …”

Academic textbooks on ADHD genetics: balanced or biased?

“…Additionally, the analysed discourse does not stand alone as other domains of discourse (Ferri, Connor, Solis, Valle, & Volpitta, 2005), and other unselected sections and chapters can shape the perception of readers as well.…”