Teacher Educators' Understandings, Perspectives, and Experiences Around Dyslexia

• In Event: 58.051 - The Diversity of Exceptional Learners: Inclusive and Innovative Practices

Abstract

Dyslexia has received increased attention from policymakers in recent years. Teacher education programs across the nation are challenged with the task of preparing graduates who can advocate for students’ needs amidst this profusion of legislation. However, very few studies on dyslexia have been conducted by literacy education researchers. We undertook this qualitative study to answer the following questions: What are the understandings, perspectives, and experiences of teacher educators around dyslexia? How do teacher educators address dyslexia? Our findings reveal that many teacher educators are critical of dyslexia identification and intervention practices and believe their voices have been excluded. We believe that informed teachers and teacher educators must join the conversation to support students facing literacy challenges.

Authors

• Jo Worthy, The University of Texas - Austin

• Catherine Anne Lammert, The University of Texas - Austin

• Cori Salmeron, The University of Texas - Austin

• Stacia Long

• Lindsay Clark, The University of Texas - Austin

• Vickie Godfrey, Pflugerville ISD