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…

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…

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 dissertation examined the perceptions of three itinerant deaf educators and three general educators at the elementary level on the deaf and hard-of-hearing (D/HH) push-in service model in one American southwestern, PK-12 public school district. Open-ended research questions guided the study on educator perceptions of the model in general and…

A survey of itinerant teachers of the deaf and hard of hearing in four Australian states was conducted to describe the personal and professional characteristics of these teachers and their work with students. Of particular interest was whether itinerant teachers use consultative or pull-out models of service delivery. Other elements surveyed…