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ERIC Number: EJ897108
Record Type: Journal
Publication Date: 2010-Oct
Pages: 15
Abstractor: As Provided
Reference Count: 42
ISBN: N/A
ISSN: ISSN-1354-0602
Voices of Teachers with Dyslexia in Finnish and English Further and Higher Educational Settings
Burns, Eila; Bell, Sheena
Teachers and Teaching: Theory and Practice, v16 n5 p529-543 Oct 2010
This paper sheds light onto a poorly presented group of professionals--teachers with dyslexia in Finnish and English further and higher educational settings. The purpose of this qualitative study was, firstly, to discover what teachers with dyslexia could tell us about the manifestation of dyslexia and the challenges they face in the practice of teaching, and secondly, to find out what these professionals feel about being a dyslexic teacher. The data were gathered through the narrative interviews of six teachers and was analysed using thematic narrative analysis. Teachers' narratives revealed that they had accepted their difficulties but also discovered their own strengths to overcome them. The data also indicated that these teachers appreciate their educator's role, acknowledging the importance of empathy and understanding towards their students. Teachers with dyslexia can be successful and useful in training fellow practitioners to be more aware of students' difficulties with dyslexia, hence having the potential to broaden capacity for inclusion and social equality in educational establishments. (Contains 1 table.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education; Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Finland; United Kingdom (England)