Supporting the professional identity of trainee teachers with dyslexia
Written by: Sam Lovatt and Jemima Davey
6 min read
SAM LOVATT, SENIOR LECTURER IN PRIMARY EDUCATION, ST MARY’S UNIVERSITY, UK
JEMIMA DAVEY, SUBJECT LEAD FOR EDUCATION PARTNERSHIPS AND SENIOR LECTURER IN PRIMARY EDUCATION, ST MARY’S UNIVERSITY, UK
Initial teacher training (ITT) is complex and challenging. Routes into teaching consist of two distinct but interrelated parts: centre-based training and school-based placements. For our students, centre-based training consists of time spent on our university campus learning about learning, teaching and the curriculum, whereas school-based training is formed of several placements in a range of partnership schools. The combination of centre-based and school-based training requires students to manage a range of roles, knowledge and tasks (Gray and Colucci-Gray, 2010). In response to these challenges, a project was initiated to support students diagnosed with ADHD and autism, as well as visual, hearing and mobility impairments.
This article focuses on the support designed for students
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