"Being Dyslexic Doesn't Make Me Less of a Teacher". School Placement Experiences of Student Teachers with Dyslexia: Strengths, Challenges and a Model for Support

Autor/in	Griffiths, Sue
Titel	"Being Dyslexic Doesn't Make Me Less of a Teacher". School Placement Experiences of Student Teachers with Dyslexia: Strengths, Challenges and a Model for Support
Quelle	In: Journal of Research in Special Educational Needs, 12 (2012) 2, S.54-65 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1471-3802
DOI	10.1111/j.1471-3802.2011.01201.x
Schlagwörter	Student Teachers; Dyslexia; Teaching Methods; Teacher Placement; Student Experience; Teaching Experience; Performance Factors; Models; Change Strategies; Student Teacher Attitudes; Case Studies; Teacher Effectiveness; Educational Practices; Foreign Countries; Accessibility (for Disabled); United Kingdom + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Teaching method; Lehrmethode; Unterrichtsmethode; Studienerfahrung; Leistungsindikator; Analogiemodell; Lösungsstrategie; Case study; Fallstudie; Case Study; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Bildungspraxis; Ausland; Accessibility; Zugänglichkeit; Großbritannien
Abstract	This research investigated the school practice placement experiences of six student teachers with dyslexia representing each year of a 3-year initial teacher training course at a UK university. Placement performance and outcome has enormous implications for student teachers in demonstrating their professional competence and ability to meet the Training and Development Agency for Schools Professional Standards for Teachers and obtain qualified teacher status. The research focused thematically on student strengths, challenges and management strategies using a case research approach. Findings indicate student teachers with dyslexia bring unacknowledged strengths to placements but face a number of challenges despite proactive adoption of management strategies. A model of placement support to enhance student effectiveness has been developed. Conclusions indicate the importance of listening to the student's voice to understand individual placement requirements and co-ordinate and implement specific reasonable adjustments as required by UK legislation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10