The authors conducted a study to determine (a) the incidence of dual-certified vision professionals (professionals certified as both teachers of the visually impaired and orientation and mobility specialists) in Texas, (b) the degree to which these professionals worked in both roles between 2003 and 2006, (c) the reasons vision professionals…

Interviews with 23 itinerant teachers of students with visual impairments in Colorado gathered information on their views of the position, the challenges they face, and ways to improve the training of future itinerant teachers. The results offer insights into the positive and negative aspects of itinerant teaching, detail essential skills for…

A study was undertaken to ascertain the role of a field rehabilitation teacher of the visually impaired and to investigate how the teacher's time is spent in providing instruction and services to the clients in his or her caseload. (Author/DB)

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…

The majority of orally educated children with hearing loss are receiving their schooling in inclusive settings. Nevertheless, there is little recent research examining their integration experiences. A series of 10 focus groups with young people with hearing loss, their parents and itinerant teachers of deaf and hard of hearing students were used…

In an effort to document the responsibilities and professional activities of itinerant early childhood special education (ECSE) teachers, five teachers were asked to participate in an observational study in which they were observed and their behaviors coded. Observations occurred at three different times during the year, during three-week cycles.…

Examined were the functions and characteristics of 80 itinerant teachers of the visually handicapped in Pennsylvania. Teachers responded to a questionnaire which covered demographic data, functions and activities, and teacher competencies. Results indicated that the average itinerant teacher each week spent 19 1/4 hours in direct instruction, 1…

A survey of 40 resource room or itinerant teachers of students with visual impairments in British Columbia (Canada) gathered information concerning teacher training/experience, caseload characteristics, nature of service to students with multiple disabilities, contact with parents and other professionals, and teaching activities. (JDD)

The study examined the effects of an inservice program for nine resource and eight itinerant teachers on skills of regular classroom teachers in meeting needs of visually handicapped students enrolled in their classes and supportive services provided to classroom teachers by resource and itinerant teachers. An introductory chapter covers…

This study analyzed data from surveys returned by 319 itinerant teachers of students with hearing impairments. Analysis of responses suggests that itinerant teaching differs in numerous ways from more traditional special class and resource room approaches. Implications are considered, in light of the increasing use of the itinerant service…

Professional role performance difficulties experienced by 23 first year itinerant specialists in the field of special education were studied in Illinois public schools (excluding Chicago). An itinerant specialist is a teacher with specialized training in a particular disability who provides services to students on a homebound basis, in a hospital…

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…

Observes and interviews a drama specialist over eight weeks with students first through fifth grades in different schools. Notes how constraints of curriculum, time, and space seem to influence how she controls activities and students. Suggests that these control issues may provide guidance for the non-drama specialist in utilizing drama as a…

Presented is the final report of a 1973-74 Title VI project which provided educational consultant services for approximately 67 preschool handicapped children in Allegheny County, Pennsylvania. Explained is the project's use of a medical, psychosocial, educational team approach to provide parent education, and teaching of handicapped children in…

Examined was the relative effectiveness of four Ontario programs in integrating 195 hearing impaired elementary and secondary students into regular classrooms. Ss in settings classified as full integration, integration with itinerant help, partial integration, and partial segregation were given tests of hearing threshold, aural and oral…