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Narratives of Teachers Labeled With ...

Harrington-Knopf, Janice.

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Narratives of Teachers Labeled With Learning Disabilities: An Exploration of Their Personal and Professional Experiences.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Narratives of Teachers Labeled With Learning Disabilities: An Exploration of Their Personal and Professional Experiences./
Author:	Harrington-Knopf, Janice.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
Description:	324 p.
Notes:	Source: Dissertations Abstracts International, Volume: 85-04, Section: A.
Contained By:	Dissertations Abstracts International85-04A.
Subject:	Disability studies. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30640149
ISBN:	9798380609319

Narratives of Teachers Labeled With Learning Disabilities: An Exploration of Their Personal and Professional Experiences.
Harrington-Knopf, Janice.

Narratives of Teachers Labeled With Learning Disabilities: An Exploration of Their Personal and Professional Experiences. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 324 p.

Source: Dissertations Abstracts International, Volume: 85-04, Section: A.

Thesis (Ed.D.)--Teachers College, Columbia University, 2023.

This item must not be sold to any third party vendors.

This narrative inquiry explored the schooling and professional experiences of seven teachers who were labeled with learning disabilities, and how those experiences affected their career decisions, teaching strategies, as well as relationships with their students, families, and friends. Their stories also challenged the associated stigmas and societal beliefs about who can be a teacher. The methodology incorporated semi-structured interviews, classroom observations, field notes, and member checks to explore the teachers' constructed meanings of their experiences and beliefs. This research was undergirded by Disability Studies in Education (DSE), along with the theory of complex embodiment. The purpose of incorporating these theoretical perspectives was to challenge normalizing dominant narratives and to advance the problematization and redefinition of disability as simply a matter of human variation. The findings highlighted three themes. They included: embracing the "Theory of Complex Embodiment"; residual emotions and feelings of (in)competence; and their decisions to disclose their learning disability labels, masquerade as a subjugated identity, or conceal their labels and pass. The participants also described the teaching strategies they utilized with their students and themselves. Following analysis, recommendations were made for both teachers labeled with learning disabilities and students enrolled in special education programs.

ISBN: 9798380609319Subjects--Topical Terms:

543687
Disability studies.
Subjects--Index Terms:

Learning disabilities

Narratives of Teachers Labeled With Learning Disabilities: An Exploration of Their Personal and Professional Experiences.
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520 $a This narrative inquiry explored the schooling and professional experiences of seven teachers who were labeled with learning disabilities, and how those experiences affected their career decisions, teaching strategies, as well as relationships with their students, families, and friends. Their stories also challenged the associated stigmas and societal beliefs about who can be a teacher. The methodology incorporated semi-structured interviews, classroom observations, field notes, and member checks to explore the teachers' constructed meanings of their experiences and beliefs. This research was undergirded by Disability Studies in Education (DSE), along with the theory of complex embodiment. The purpose of incorporating these theoretical perspectives was to challenge normalizing dominant narratives and to advance the problematization and redefinition of disability as simply a matter of human variation. The findings highlighted three themes. They included: embracing the "Theory of Complex Embodiment"; residual emotions and feelings of (in)competence; and their decisions to disclose their learning disability labels, masquerade as a subjugated identity, or conceal their labels and pass. The participants also described the teaching strategies they utilized with their students and themselves. Following analysis, recommendations were made for both teachers labeled with learning disabilities and students enrolled in special education programs.
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