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Journal of Learning Disabilities
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Teachers with Learning Disabilities

A View From Both Sides of the Desk

Beth A. Ferri

Department of Curriculum and Teaching at Teacher's College, Columbia University

Charlotte Hendrick Keefe

Special Education Program at Texas Woman's University

Noël Gregg

Learning Disability Center at the University of Georgia

The purpose of this qualitative multicase study was to explore the perceptions of individuals who could speak from both sides of the special education desk—as students and as teachers. The three participants for this study each received special education services for learning disabilities while in school and were currently teaching students with learning disabilities. Specifically the study focused on how participants' past experiences with receiving special education services influenced their current practice as special education teachers. Participants' views on service delivery models, the importance of teacher expectations, and the value of conceiving a learning disability as a tool rather than a deficit are discussed.

Journal of Learning Disabilities, Vol. 34, No. 1, 22-32 (2001)
DOI: 10.1177/002221940103400103
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Home page
 J Learn DisabilHome page
B. A. Ferri, D. J. Connor, S. Solis, J. Valle, and D. Volpitta
Teachers with LD: Ongoing Negotiations with Discourses of Disability
J Learn Disabil, February 1, 2005; 38(1): 62 - 78.
[Abstract] [PDF]