title: Teachers with learning disabilities: a view from both sides of the desk.
abstract: The purpose of this qualitative multicase study was to explore the perceptions of individuals who could speak from both sides of the special education desk--as students and as teachers. The three participants for this study each received special education services for learning disabilities while in school and were currently teaching students with learning disabilities. Specifically the study focused on how participants' past experiences with receiving special education services influenced their current practice as special education teachers. Participants' views on service delivery models, the importance of teacher expectations, and the value of conceiving a learning disability as a tool rather than a deficit are discussed.
authors.affiliation: Department of Curriculum and Teaching, Teacher's College, Columbia University, New York, NY 10027-6696, USA.
authors.forename: B A
authors.initials: BA
authors.lastname: Ferri
authors.forename: C H
authors.initials: CH
authors.lastname: Keefe
authors.forename: N
authors.initials: N
authors.lastname: Gregg
mesh_terms: D000293:Adolescent; D000328:Adult; D001290:Attitude; D002648:Child; D003695:Delivery of Health Care; D004519:Education, Special; D004522:Educational Status; D006801:Humans; D007859:Learning Disabilities / Q000175:diagnosis / Q000523:psychology / Q000628:therapy*; D011361:Professional Competence; D011363:Professional Impairment / Q000523:psychology; D012649:Self Concept