Source: Teachers and Teaching: Theory and Practice, Volume 16, Issue 5, 2010, P. 529 - 543.
The current article sheds light onto teachers with dyslexia in Finnish and English further and higher educational settings.
The purpose of this qualitative study was two-fold: first, to discover what teachers with dyslexia could tell us about the manifestation of dyslexia and the challenges they face in the practice of teaching, and second, to find out what these professionals feel about being a dyslexic teacher.
The data were gathered through the narrative interviews of six teachers and was analysed using thematic narrative analysis.
Teachers' narratives revealed that they had accepted their difficulties but also discovered their own strengths to overcome them.
The data also indicated that these teachers appreciate their educator's role, acknowledging the importance of empathy and understanding towards their students. Teachers with dyslexia can be successful and useful in training fellow practitioners to be more aware of students' difficulties with dyslexia. Therefore, these teachers have the potential to broaden capacity for inclusion and social equality in educational establishments.