{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,6,24]],"date-time":"2026-06-24T20:35:56Z","timestamp":1782333356308,"version":"3.54.5"},"reference-count":49,"publisher":"Wiley","issue":"2","license":[{"start":{"date-parts":[[2015,1,13]],"date-time":"2015-01-13T00:00:00Z","timestamp":1421107200000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Dyslexia"],"published-print":{"date-parts":[[2015,5]]},"abstract":"<jats:p>This article uses a life history approach to explore personal experiences of dyslexia of one higher\u2010education lecturer and its impact on her professional identity. The informant is currently employed as a lecturer of initial teacher training in a UK university. She worked as a primary school teacher for over a decade prior to embarking on an academic career in teacher education. The informant draws on her own experiences as a pupil, teacher and lecturer, and additionally, she presents accounts of student teachers with dyslexia drawn from her current professional context.<\/jats:p><jats:p>Although the data are not generalizable, the account nevertheless illustrates the positive impact of the social model of disability for the informant and her students who had been identified as dyslexic during their initial training as teachers. Additionally, the account also illustrates the ways in which teachers' personal experiences of dyslexia can shape professional identities in very positive ways. Implications for both teacher training and pedagogic approaches in schools to support learners with dyslexia are drawn out of the narrative. Copyright \u00a9 2015 John Wiley &amp; Sons, Ltd.<\/jats:p>","DOI":"10.1002\/dys.1493","type":"journal-article","created":{"date-parts":[[2015,1,13]],"date-time":"2015-01-13T09:05:38Z","timestamp":1421139938000},"page":"177-192","source":"Crossref","is-referenced-by-count":17,"title":["\u2018It Takes Me Half a Bottle of Whisky to Get through One of Your Assignments\u2019: Exploring One Teacher Educator's Personal Experiences of Dyslexia"],"prefix":"10.1002","volume":"21","author":[{"given":"Jonathan","family":"Glazzard","sequence":"first","affiliation":[{"name":"School of Education and Professional Development University of Huddersfield Huddersfield HD1 3DH UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Kirsty","family":"Dale","sequence":"additional","affiliation":[{"name":"Huddersfield UK"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2015,1,13]]},"reference":[{"key":"e_1_2_9_2_1","first-page":"485","volume-title":"Handbook of qualitative research","author":"Altheide D.","year":"1994"},{"key":"e_1_2_9_3_1","volume-title":"Reading stories of inclusion: Engaging with different perspectives towards an agenda for inclusion","author":"Azzopardi A.","year":"2009"},{"key":"e_1_2_9_4_1","doi-asserted-by":"publisher","DOI":"10.1080\/0268093022000043065"},{"key":"e_1_2_9_5_1","volume-title":"Disabled people in Britain and discrimination: A case for anti\u2010discrimination legislation","author":"Barnes C.","year":"1991"},{"key":"e_1_2_9_6_1","doi-asserted-by":"publisher","DOI":"10.1080\/02674649266780151"},{"key":"e_1_2_9_7_1","volume-title":"Case study research in educational settings","author":"Bassey M.","year":"1999"},{"key":"e_1_2_9_8_1","unstructured":"Beverton S. 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