Citations (11)
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Hannah Ware, Nidhi Singal & Nora Groce. (2022) The work lives of disabled teachers: revisiting inclusive education in English schools. Disability & Society 37:9, pages 1417-1438.
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Shirley Har-Zvi, Merav Salkovsky & Michal Feldman. (2021) “Between exclusion and inclusion”: emotional and professional aspects of how teachers with writing difficulties cope. Australian Journal of Learning Difficulties 26:2, pages 179-197.
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Elaine Keane, Manuela Heinz & Patricia Eaton. (2018) Fit(ness) to teach?: disability and initial Teacher education in the republic of Ireland. International Journal of Inclusive Education 22:8, pages 819-838.
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Tawanda Majoko. (2018) Participation in higher education: Voices of students with disabilities. Cogent Education 5:1.
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Lynne Kendall. (2016) Higher education and disability: Exploring student experiences. Cogent Education 3:1.
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Susie Russak & Ariella Daniel Hellwing. (2015) A follow-up study of graduates with learning disabilities from a college of education: impact of the disability on personal and professional life. Australian Journal of Learning Difficulties 20:2, pages 185-200.
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G. Macleod & K.R. Cebula. (2009) Experiences of disabled students in initial teacher education. Cambridge Journal of Education 39:4, pages 457-472.
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Articles from other publishers (4)
Nidhi Singal. 2023. International Encyclopedia of Education(Fourth Edition). International Encyclopedia of Education(Fourth Edition)
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Lisa Jacobs, Edward Collyer, Clare Lawrence & Jonathan Glazzard. (2021) “I've got something to tell you. I'm dyslexic”: The lived experiences of trainee teachers with dyslexia. Teaching and Teacher Education 104, pages 103383.
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Jonathan Glazzard & Kirsty Dale. (2015) ‘It Takes Me Half a Bottle of Whisky to Get through One of Your Assignments’: Exploring One Teacher Educator's Personal Experiences of Dyslexia. Dyslexia 21:2, pages 177-192.
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Sue Griffiths. (2011) ‘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. Journal of Research in Special Educational Needs 12:2, pages 54-65.
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