Abstract
This study examined the significance of previous experiences of teachers with learning disorders on their professional identity formation process and practices. Twelve Israeli teachers diagnosed with SLD were interviewed. The thematic analysis revealed that teachers’ previous experiences oriented their professional identity formation process and was projected onto their teaching, communication with students and parents as well as in the views they expressed to their colleagues. The voices of this group of teachers shed light on the ways in which their SLD has shaped their professional identity, but also the stigma associated with learning disorders that still exists in schools.
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