An international review of empirical studies examining the experiences of teachers and student teachers with learning disabilities

This review explores the experiences of teachers and student teachers with learning disabilities in international education systems. It emphasises the importance of diversity and representation in teaching, arguing that a more diverse teacher population can have transformative effects on students and learning environments. While previous efforts focused on minority-ethnic representation, there has been a shift towards a broader perspective of teacher diversity. However, teachers with disabilities generally remain significantly underrepresented, perpetuating low visibility and limited opportunities for individuals with learning disabilities to consider teaching as a career. In a scoping approach, relevant databases (ERIC, Google Scholar, JSTOR) were searched and 28 studies were identified. These were analysed in terms of their research design, key findings and implications for further research. The paper highlights the need for inclusive education systems and the valuable contributions of teachers with learning disabilities. It calls for addressing the challenges in attracting and supporting teachers with learning disabilities and recommends further research to close gaps in the field. Ultimately, the research aims to improve academic experiences and promote access for students with learning disabilities to pursue teaching careers.