Taking a little extra time (I'm only talking about one or two minutes) to find a mistake isn't that big of a deal. In fact, strictly legally speaking, it sounds like a reasonable accommodation. For full disclosure, I also have a difficult time remembering the exact order of the alphabet (or really that has anything to do with sequencing). I always have to write it down or sing my ABCs to myself. I also take an extra second or two to figure out my left and right. Using your definition of fluency, I guess I can't even teach pre-schoolers. And, yet, I've managed to earn multiple degrees and get accepted into a PhD program. Also, you mentioned previously that I might not be able to spot a student with poor mathematics skills. I can spot it almost instantly, because I see the same behavior in myself. In fact, in has been my experience, that I can spot learning disabilities much better than someone who doesn't, because I hung around a lot of special ed kids growing up and know exactly what to look for in a student. As I said before, I know my strengths and weaknesses. I started getting services from the district at three; had my first IEP at five; entered resource at eight. I know EXACTLY what I can and can't do. Shouldn't I be the best one to determine if I can teach something? Maybe it won't work teaching elementary, because I feel it might be just too much with the math? Maybe secondary might be a better place for me? Honestly, I just don't know. I have to explore my options and only I can make that decision. The bottom line is that I am not my disability, which is something special ed teachers should instilling in their students.