Abstract:
Throughout their schooling experiences, students with learning disabilities
(LD) face numerous academic and socioemotional challenges. Some of these
individuals rise above these obstacles to obtain a postsecondary education and
become professionals. Recently, there have been a number of individuals with
learning disabilities who have chosen a career in teaching. There is a lack of
research that documents the experiences of teachers with learning disabilities. The
purpose of this qualitative study is to gain an understanding of the challenges that
the teachers with learning disabilities strive to overcome and the supports that
they receive ^^^ch facilitate their inception into teaching. Four teachers with
learning disabilities were the participants in this collective case study research.
Data were collected through semistructured interviews. These data were coded,
collapsed into themes, and the results were presented in a narrative form. The
resultant 9 themes are: (a) Perspectives on School Experiences, (b) Identification
and Effective Accommodations, (c) Isolation, Frustration, and Support, (d)
Awareness of Learning Disability at Age 18, (e) Disclosure of Learning
Disability, (f) Negative Impact of the Learning Disability Label, (g) Desire,
Drive, and Obstacles, (h) Empathy, Compassion, and Self-Concept, and (i)
Critical Views of Colleagues. The themes reflect the common experiences among
participants. The discussion brings forth new information that is not found in
other research. The impHcations of this research will interest teacher federations,
parents of students with LD, teachers, and educational researchers.
