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Sixty-nine subjects were teachers not enrolled in university classes, and six did not indicate their status. All participants were volunteers; subjects in university classes were solicited by instructors; graduate students also asked for volunteers within their school districts. Thirty-three of the participants identified themselves as having a learning disability.
Of these 33 participants, 17 stated that their disability was dyslexia. Of these 17 participants, six participants indicated that they had another learning disability as well as dyslexia. Eight of the participants indicated that they thought that they had dyscalculia. Of the participants with a learning disability, only five had been formally diagnosed.
Because the researchers were using self-reporting as the criteria for identification, it was assumed for the purposes of this research that students' self-diagnoses of dyslexia or dyscalculia were correct. The checklists of characteristics used for the study confirmed that these subjects had more characteristics of dyslexia or dyscalculia than other subjects.
Any subjects with substantial discrepancies between the self-report and checklists were removed from this study. The dyslexia and dyscalculia instruments consisted of two questionnaires developed for this study. Each consisted of six items with a likert scale to pinpoint areas affected by participants' dyslexia or dyscatculia as well as two open-ended questions so that participants could explain and make comments.
A third one-page instrument requested demographic data. In addition, subjects self-reported frequency and severity of symptoms of dyslexia and dyscalculia using a likert scale on two characteristics checklists. The data was analyzed using twelve two sample t-tests between those with moderate-to-high frequencies of dyslexia or dyscalculia symptoms e. In addition, effect sizes were calculated using Cohen's d to determine the magnitude of any significant differences found.
Effect on social relationships was not significant. Cohen's d was 0. Cohen's d was 5. Qualitative Effect on Daily Routine Regarding daily routine, organization appeared to be a big problem for students with dyslexia or dyscalculia. Comments included, "My home is cluttered;. Organizing my bills and checkbook is a nightmare. My teaching suffers because I'm unprepared sometimes," and "The multi-tasking and organization required for teaching hinders my ability to focus on lesson structure.
This allows me to function quite well. My husband who has dyslexia talks to his tape recorder all day long. When he gets home, I help him make a list. I feel like I'm still a teacher at home. Typical comments included, "I chose to work with children with dyslexia because I have dyslexia," and "I chose special education because I knew organization would be easier in smaller classes.
I would like to do administrative work but sometimes paperwork confuses me," and "Dyscalculia has affected my career choice dramatically. I was originally in computer science. But after failing two math classes, I switched to English. Now I panic when I substitute in a math class. I knew that I would never finish even reading it. I had to study intensely for the Praxis over several months and still had to have extra time to successfully complete it the second time.
I get anxious if I have to write in front of other teachers or parents, so I write things ahead of time. Example of comments were "The fact that I suffer from dyslexia has driven me to be the best educator I can be. It's very rewarding to see students discover the learning style that helps them the most," and "The fact that I have had problems with reading makes me a better reading teacher, I'm much more empathetic and make my class risk-free.
I tell my students that I am dyslexic. They help me. I tell them to double-check their grade averages in case I transposed numbers. If I stumble over a word when I read aloud, a student will say it for me; then I repeat it and keep going. Typical comments were, "Math has always been my weakest area. I don't feel comfortable helping students do math. I have trouble comprehending statistics and data," and "I never liked math as a kid.
I have struggled with it all of my life. I do not like teaching math above fifth grade. I joke that I'm not sure I could pass the sixth grade state math exam. This helps some kids and hurts others. Regarding dyslexia, participants reported that "I have difficulty expressing myself with strangers.
I have to pause to answer. I always try to avoid reading aloud in case I can't pronounce a word" and "Emotionally, I feel inferior when people can read better than me. This makes me feel bad about myself," and "Math actually makes me ill.
Completing this questionnaire made it all come back to me. I freeze if I have to do math. I have taken the Praxis teacher exam and choked on the math part seven times. But my problem isn't basic facts; it is understanding the process to use. For this reason, I avoid tasks that involve math. People think that I am lazy, " and "My siblings make fun of my math abilities in front of others.
It hurts. Even my husband has a hard time understanding. Some parents and peers have been upset," and "I avoid going to lunch with friends and colleagues. I always make sure that I have a credit card so I won't have to count money. But I still can't split a bill or figure the tip. Statements included, "I'm extremely introverted and antisocial due to poor communication skills.
I don't have good relationships with others," and "I have a hard time expressing myself orally and remembering what others say. So I'm very shy which affects social relationships and my teaching. I have great social skills which help me at work and in other areas. Because success in daily routines requires sequencing, directionality, organization, timeliness, spatial skills, good memory and other behaviors that are sometimes difficult for adults with dyslexia or dyscalculia, it is not surprising that this was the area with which teachers had the most problems.
Fortunately, comments revealed that many individuals have found ways e. As expected, dyslexia and dyscalculia had greatly affected career choices. However, one wonders if these adults would have had more career choices if they had been able to overcome their anxieties.
Many comments indicated panic and avoidance behaviors that are not conducive to performing well in classes and on tests. It is possible that they could have had more occupational options if their anxieties had not interfered with their learning and thwarted their ambitions. Also, considering that teaching is an occupation that requires good language and mathematical skills, many teachers must be coping very successfully with their disabilities.
In addition, often teachers felt that their disabilities helped them become more effective teachers because they understood how to help students with learning disabilities learn. Having personal experiences with dyslexia, themselves, the authors could emphasize and identify with the frustration and stress demonstrated in some of the comments.
To alleviate this type of suffering, schools must find ways to help every student e. Students must be taught to appreciate each other's and their own differences. Social skills and emotional coping strategies should be modeled and taught explicitly. What better people to do these tasks with empathy and compassion than the teachers who have experienced their own heartaches due to learning disabilities? The question arises, "Why did dyscalculia affect social relationships but dyslexia did not?
However, the researchers believe that there might be two possible explanations: 1 The cases of dyscalculia in this study were more severe than the cases of dyslexia according to the charactistic checklists. If the cases of dyslexia had been just as severe, then the already-similar pattern of findings for these two disabilities might be identical; and 2 In the very recent past, the general public has heard more about dyslexia; thus, making dyslexia an acceptable, perhaps, popular reason for poor language skills.
On the other hand, very few people can even define the term, dyscalculia, and many individuals assume that anyone can do mathematics with a calculator. Whereas at one time, it was acceptable to admit problems in mathematics but not reading, the pendulum may have swung to the opposite end of the spectrum. Findings from this study bring to mind many questions, which the authors are currently researching.
Does dyscalculia truly affect social relationships differently from dyslexia? What are the attitudes of university faculty toward students with learning disabilities who are preparing to be teachers? Do teachers with learning disabilities face bias in obtaining school employment? What are the attitudes of parents and their children toward educators with learning disabilities?
Does having a teacher with a learning disability impact student achievement? Hopefully, other researchers will also be interested in questions such as these and investigate these areas as well. Conclusion The implications of this research are clear. Dyslexia and dyscalculia affect teachers with these disabilities in many ways just as they do students with these disabilities.
These teachers should be encouraged to feel proud of their accomplishments and serve as role models. They can show students ways that they have learned to cope and compensate to overcome their learning disabilities and help students find their own unique ways to do the same.
These teachers can also serve as advocates for students on school level committees and in the community. Using their unique perspectives, they can explain how federal and state legislation will affect students with learning disabilities to parents and other voters. In short, because they have authentic, first-hand experiences with learning disabilities, they can strive to make profound differences in students' lives and, along with other enlightened educators, help make a world in which all people i.
Reference List Adelman, P. Issue in employment of adults with learning disabilities. Learning Disability Quarterly, 16 3 , Brown, D. Long term projects should be broken down into parts, and educators should provide breaks between parts. They also should actively listen to adolescents and take their ideas into account when planning. Educators should be flexible and willing to adjust as a result of teenage input. This gives teenagers a sense of ownership and control which is very important for learning.
Furthermore, they should put extra effort into working with adolescents on team projects that involve diverse individuals e. Adolescents should be helped to understand experientially that different perspectives are valid and that their own perspectives may change over time. Thirdly, an implication of our research is that educators must help children start to identify their interests and strengths and loosely correlate these to possible types of vocations at an early age.
However, adults working with adolescents should be careful not to let teenagers get locked into a career path too early without knowing themselves and about multiple types of jobs. Adults should encourage adolescents to be open to new occupations as they continue to grow and learn more about themselves. Educators can also demonstrate how occupations change as modern technologies are developed and help adolescents become aware that they might change their vocations multiple times over their life spans.
Finally, our research implies that educators should take every opportunity to help adolescents develop more self-awareness of their own emotions, interests, strengths, and weaknesses. Personality characteristics and social perception instruments e. In understanding themselves, adolescents can make personal and professional choices that encourage them to become fulfilled, productive, happy adults. Conclusion The purposes of this study included to compare teenagers' vocational interests, personality characteristics, and social perceptions to those of adults as well as to compare vocational interests, personality characteristics, and social perceptions of middle school students to those of secondary school students.
We found no significant differences in vocational interests when adolescents were compared to adults which supports research demonstrating that vocational interests are stable over time. We also found no significant differences in vocational interests, personality characteristics, and social perceptions of middle school students and secondary school students.
We plan to increase and diversify our sample in future research to further investigate these findings. We would like to expand and break the student sample down to look more closely at age groups, cultures, geographic locations, gender, and influence of life experiences. However, we did find that personality traits and social perceptions of adolescents are significantly different from those of adults. Knowing this, educators, parents, and others who work with teenagers can better understand how to deal with diverse emotions and behaviors of adolescents in effective ways.
They can also plan appropriate learning environments and activities to better hold the interests of teenagers. In addition, they can explore ways to help adolescents determine and understand their own interests, emotions, strengths, and weaknesses as well as help them see the perspectives of others. In doing so, adults will learn to work with adolescents more productively and have a lasting positive impact on the next adult generation.
Reference List Birkman, R. The Birkman Method Manual. Blakemore, S. Development of the adolescent brain: Implications for executive function and social cognition. Journal of Child Psychology and Psychiatry, 47 , Goals and personality in adolescents. School Psychology International, 27 3 , Parent and adolescent personality temperaments and the quality of parent-adolescent relations.
Merrill-Palmer Quarterly, 45 3 , Gentile, D. Media violence and public policy: Cutting through the hype. Pediatrics for Parents, 25 , Hill, A. Giving at risk students hope and opportunity through career education. Middle Ground, 13 1 , Holland, J. Making vocational choices: A theory of vocational personalities and work environments. Hudley, C. Environmental influences, the developing brain, and aggressive behavior. Theory into Practice, 46 2 , Self-perception in late adolescence: An interactive perspective.
Adolescence, 30 , Klimstra, T. Maturation of personality in adolescence. Journal of Personality and Social Psychology, 96 4 , Experience and the developing brain. Education Canada, 39 4 , Lounsbury, J. An investigation of personality traits in relation to adolescent school absenteeism. Journal of Youth and Adolescence, 33 5 , The stability of vocational interests from early adolescence to middle adulthood: A quantitative review of longitudinal studies.
Psychological Bulletin, 5 , Occupational identity development, school performance, and social support in adolescence: Findings of a Dutch study. Adolescence, 28 , Miller, C. Personality characteristics associated with persistent ADHD in late adolescence.
Journal of Abnormal Child Psychology, 36 2 , The Chronicle of Higher Education, 53 19 , A Mullis, R. Stability of vocational interests among high-school students. Adolescence, 33 ,
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Emma was born on February 6 , in England. Mathurin was born on June 19 , in Brighton, South Australia. Mira passed away on month day , at age one at death place. Mira married John Mills in , at age 18 at marriage place , South Carolina.
John was born in , in Rutherford Co. They had 3 sons: Calvin Mills and 2 other children. Mira passed away in , at age 45 at death place , Kentucky. She was buried at burial place , Kentucky. Mills and Sarah F Mills born Sydnor. Sarah was born on February 20 , in Alex.
Virginia U. Mira had 6 siblings: C. Kalie Mills, Clara Louise Mills and 4 other siblings. She lived in , at address , Texas. Sarah passed away on month day Sarah married Joseph Shepherd. Joseph was born in , in North Carolina, United States. Abraham was born on September 9 Cynthia was born on January 28 Polk Jones and 6 other siblings.
She lived in , at address , South Dakota. She lived in , at address , California. Rebecca was born in January , in Pennsylvania, United States. Sarah had 9 siblings: Alice S. Worthington born Jones , Olivia A.
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