About the book
This book will focus on the implications of dyslexia for teacher education and schools. Existing research demonstrates that many pre-service teachers experience discrimination during periods of practical training in schools. Educational standards tend to be defined by high standards in literacy and therefore dyslexic pre-service teachers are often perceived as being a risk to schools, particularly when overall school effectiveness is determined based on learners' attainment in reading and writing. There is an ableist discourse in education that results in the marginalisation of those with disabilities. However, rather than being a threat to standards, teachers with dyslexia bring unique strengths to the classroom. They are often creative, they think laterally and they can adapt lessons and tasks automatically to meet the needs of learners with special educational needs, disabilities, and those with English as an additional language. This book explores the challenges associated with being a dyslexic pre-service teacher, both in the university context and school contexts. It considers the implications for teacher education providers in relation to the teacher education curriculum, mentoring, and school placements. In addition, it considers evidence-based strategies to support dyslexic children and young people in schools.