The itinerant teaching model is the most common service delivery method for students who are deaf and hard of hearing (DHH) in the United States. Itinerant teachers of the deaf and hard of hearing (ITODHHs) may serve several school buildings and travel extensive distances. Substantial literature exists regarding ITODHHs; however, a notable gap…

The number of deaf and hard of hearing students served in an itinerant capacity in recent years has steadily increased. As a result, school districts have increased need for an itinerant teacher workforce that is engaged, satisfied, and committed. However, while research tells us a good deal about special educators' job satisfaction, research…

Despite extensive research on teacher self-efficacy, little has focused on certified itinerant teachers who work with students ages infancy through 22 identified as deaf or hard of hearing (DHH). During a U.S. shutdown and global pandemic, the researcher explored factors that influence itinerant teachers' sense of teacher self-efficacy and…

Students who are deaf and hard of hearing (DHH) are predominately educated in inclusive settings, sometimes with support from itinerant teachers of the DHH. Often, these teachers provide vocabulary instruction to support students with content-area coursework (e.g., social studies). Morphological word analysis is a recommended strategy for…

The past two decades have seen unprecedented changes to the field of deaf education. Several factors including technological advances and educational policy have resulted in the inclusion of the majority of students who are deaf or hard of hearing in the general education classroom with various levels of support services. Consequently, the role of…

According to the University of Notre Dame's online dictionary (n.d.), the word advocacy comes partly from the Latin word "advocare," which means "to summon or call to one's aid." This definition provides an interesting look into what advocacy means when looking at the special needs of a child. Advocacy is a summoning of…

This study sought to describe and classify the support activities provided by all itinerant teachers for students who are deaf or hard of hearing (DHH) in regular schools in the Australian Capital Territory (ACT), without exclusion. The itinerant teachers (n = 14) varied in terms of formal qualifications and experience and provided support to all…

Teachers of students who are deaf or hard of hearing find consultation increasingly part of the job due to the national trend toward inclusion. The push toward inclusion has been accelerated by implementation of universal newborn hearing screening and advances in technology that have included digital hearing aids, cochlear implants, and hearing…

As a significant number of British Columbia's Teachers of the Deaf and Hard of Hearing (ToDHHs) reach retirement eligibility in the coming decade, this report highlights various educational, economic and workplace-related impediments to attracting and retaining qualified ToDHHs in British Columbia (BC) public schools. The report endeavours to…

The purpose of this study was to (a) describe the specific kinds of services provided by itinerant teachers to deaf and hard-of-hearing (DHH) students in general education settings, (b) examine the relationship between student academic performance and instructional support provided by the itinerant teacher, and (c) examine how service provision…