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…

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…

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…

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…

The study investigated how social and emotional learning (SEL) is reflected in the attitudes, beliefs, and practices of itinerant teachers of the deaf and hard of hearing (ITDHHs). A mixed-methods approach was taken to survey 53 ITDHHs about their comfort with teaching SEL, commitment to ongoing professional development in SEL skills, and…

In a qualitative study conducted in the southern United States, the researchers explored the perceptions of seven itinerant teachers of students who are deaf or hard of hearing regarding the formation and maintenance of collaborative relationships during consultation services the teachers provide to general educators. The researchers used the…

This study considers the process of prioritisation undertaken by Hearing Impaired (HI) Support Services in England in a context of change driven by early screening, early intervention and reform in children's services. The aim of prioritisation is to identify the relative needs of deaf children and their families fairly, transparently and…

Article identifies problems of itinerant teachers of deaf students in rural Oregon and reports on a survey of 98 teachers of the deaf in Oregon. The study found 66 percent of teachers were working in itinerant positions, that 77 percent had not received any training for the itinerant role, and that 71 percent have some doubts about their…

This publication is one of a series reporting on the nationwide study, "Qualification and Preparation of Teachers of Exceptional Children," which has been one of the major continuing projects of the Office of Education. This publication reports that part of the information from the broad study which has bearing on the qualification and preparation…

A qualitative case study examined beliefs and practices of itinerant teachers of deaf and hard of hearing students concerning literacy development, the match between these teachers' beliefs and practices, and the impact of itinerant settings. Five itinerant teachers and 15 students participated. Hearing losses were mild to profound. The research…

This paper considers the definitions of inclusion for deaf students, in particular those relating to the general education class model. Some of the findings of a recent study by the authors of deaf students in regular schools are used to reflect on current policies and practices and how these relate to the implementation of inclusion in Australia.…

A national survey of teachers of the hearing impaired (n=313) in either nonintegrated classes in residential schools and day programs, or in integrated settings in regular public schools, or in itinerant programs examined perceptions of the competencies most critical to their job. Similarities and differences in teacher competencies across service…

A rapid ethnograhic study of 10 itinerant teachers in two school districts and 21 other professionals working with the itinerants was conducted. Rapid ethnography starts with the same assumptions about culture as conventional ethnography. However, it is not constrained by the assumption of cultural ignorance on the investigator's part. Thus, it…