Abstract

The Roles and Responsibilities of itinerant specialist teachers of deaf and hard of hearing students were examined. Data were collected through surveys of practicing teachers, interviews, and school observations. Questions focused on tasks itinerant teachers perform most often in their jobs, where they learned these tasks, and whether they would be interested in continuing education for a particular task. Tasks most frequently listed by respondents involved direct work with deaf and hard of hearing students followed by consultation with regular education teachers, developing individualized education plans, coordinating meetings and support services, providing information to parents, and managing equipment such as hearing aids and FM systems. Only 17% of the respondents said they learned these skills through teacher preparation programs, compared with 65% who learned on the job, and many expressed interest in taking workshops or courses in specific skill areas.

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Additional Information

ISSN
1543-0375
Print ISSN
0002-726X
Pages
pp. 435-449
Launched on MUSE
2009-02-15
Open Access
No
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