Experiences of disabled students in initial teacher education

Abstract

This paper reports on a survey that aimed to explore the experiences of students undertaking initial teacher education and community education degrees in a Scottish University. The survey focused in particular on decisions around disclosure of disability and experiences on 'placements' in schools or community work settings. Findings indicated that many students chose not to disclose their disability, and for those who did this was a very individual process that was made up of a series of negotiations, rather than being a one-off decision. Those students who did choose to discuss their disability during placements reported positive responses on the whole, although for a few students the demands of placement proved problematic. Implications are discussed in the context of the current disability legislation. In particular, the notion of attendance on placement as a required competence standard is considered.

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

“…Botham & Nicholson, 2014;Brown, James, & MacKenzie, 2006;Griffiths, 2012;MacLeod & Cebula, 2009;Riddell et al, 2007). In addition, the only research study, prior to the research presented in this paper, that has investigated the experience of disabled and non-disabled students on professional programmes, compared the degree outcomes of students on one initial teacher education (ITE) programme (Fuller, Healey, Hurst, Riddell & Wareham, 2008).…”

“…White, 2007), the timing of disability disclosure (e.g. MacLeod & Cebula, 2009), and the availability of support (e.g. Morris & Turnbull, 2007).…”

Resilience strategies employed by teachers with dyslexia working at tertiary education

“…The few discussions that have taken place relating to teacher diversity in terms of (dis)abilites have brought forth contradictions. For example, in the UK the necessity of teacher trainees' increased literacy and numeracy standards (Macleod & Cebula, 2009;Riddick & English, 2006) has led to questioning whether individuals with specific learning difficulties are suitable applicants for teaching positions (Singleton, 1999;O'Dwyer & Thorpe, 2013). A pool of studies illustrate that the number of students with specific learning difficulties entering higher education has increased (Griffin & Pollak, 2009;Griffiths, 2012;Kunttu & Pesonen, 2013;Valle, Solis, Volpitta, & Connor, 2004).The latest statistics reveal that 5% of students in Finnish HE have a learning difficulty of which dyslexia has been notified as the most common condition (74%) among them (Kunttu & Pesonen, 2013).…”

“…This has raised questions whether individuals with dyslexia are suitable applicants for teaching (Singleton, 1999;O'Dwyer & Thorpe, 2013) In contrast, research confirms that people with dyslexia have been found to be highly successful and effective at the highest occupational levels, including in the teaching profession (Logan, 2009;Reid, Came, & Price, 2008;West, 2010in Leather et al, 2011. Previous studies on the experiences of teacher trainees' from Canada, UK and US (Duquette, 2000;Glazzard & Dale, 2013;Griffiths, 2011;Macleod & Cebula, 2009;Morgan & Rooney, 1997;Riddell & Weedon, 2013;Riddick, 2003) as well as of those practicing teachers with dyslexia (Ferri, Connor, Solis, Valle & Volpitta, 2005;Ferri, Keefe & Gregg, 2001;O'Dwyer & Thorpe, 2013;Riddick, 2003;Valle et al, 2004;Vogel et al, 2007;Vogel & Sharoni, 2011) confirm their existence. How then do tertiary teachers with dyslexia perceive themselves as teachers and negotiate their professional identities?…”

“…Common reasons for nondisclosure included fear of losing their job, being discriminated against and fear of negative impacts on relationships with other staff members (Gerber & Price, 2008;Madaus et al, 2003). Research further suggests that prospective applicants with dyslexia for teacher education did not declare their learning difficulty due to the fear of being discriminated against (Griffiths, 2011;Macleod & Cebula, 2009;Riddick, 2003). On the other hand, once accepted into a university some students were comfortable enough to disclose their learning difficulties in order to receive reasonable adjustments.…”