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Thi s study of teacher candidates with learning disabilities profi les their experi-ence in a teacher education program. Two teacher candidates and their faculty advisors offe r perspectives at various points during the teacher education pro-gram. Findings indicate that the teacher candidates were able to complete their required courses when their professors facilitated appropriate accommodations for them. In their elementary classroom practica, the participants thrived when teaching in their trained discipline or content area, but oft en needed scaffo lding from teacher associates when teaching mathematics and reading. Prior to dis-closing their disability to their teacher associates, the teacher candidates att empted to gauge their mentors’ tolerance of learning disabilities. Based on their lived experiences, the participants held distinct beliefs about integration and reducing the stigma of learning disabilities. Discussion on the implications for teacher education and support of teacher candidates with learning disabilities is offe red. ISSN 1918-5227 Pages 61- 76 Follow this and additional works at: htt p://ir.lib.uwo.ca/eei

Accommodations in Teacher Education: Perspectives of Teacher Candidates with Learning Disabilities and their Faculty Advisors