| This study investigated the characteristics of itinerant services across the five regions of Texas. The primary characteristics focused on are demographics of itinerant teachers, assistive devices used in the itinerant services, specific itinerant services provided, and demographic characteristics of deaf and hard-of-hearing children who receive itinerant services.; One hundred thirteen itinerant teachers of deaf and hard-of-hearing students are employed by school districts across the five Texas Education Agency regions in Texas. A total of ninety-nine questionnaires (87.6%) were returned. Results on the demographics of the itinerant teachers indicated that the majority of them were female (95%), white (90%), and hearing (90%). Most itinerant teachers had bachelor's degrees (56%), although many did have master's degrees (42%). Most itinerant teachers were deaf-education college majors (85%), and certified in deaf education (94%). Most of them (78%) did not have Texas State sign-language competency certification. Itinerant teachers had an average of 13.89 years of classroom experience with children who are deaf and hard of hearing, prior to becoming an itinerant teacher, while they had an average of 6.12 years of itinerant teaching experience with children who are deaf and hard of hearing.; The area of technology focused on assistive devices that itinerant teachers use with deaf and hard-of-hearing students in Texas. Most itinerant teachers indicated the limited use of real-time captioning (89%), TTYs (72%), closed-captioned television (60%), or captioned films (56%). Also, itinerant teachers (65%) indicated the limited use of interpreter services. Most itinerant teachers (57%) did provide other assistive devices for their students. These assistive devices included auditory trainers, FM systems, assistive listening devices, sound field systems, communication boards, communication notebooks, loaner aids, computer technology, auditory trainers, note-taking assistance, personal sound boxes, and/or hearing aid instruction and care kits.; The results on specific services that itinerant teachers provide to deaf and hard-of-hearing students in Texas indicated most itinerant teachers provided the following services: working with other professionals in the school and community (99%), teaching students (98%), providing supplementary/supportive instruction in academic areas taught by other teachers (91%), developing and/or adapting materials (91%), educating parents regarding resources and organizations available for their children (91%), and educating parents regarding educational potential and limitations of their children (90%). Most itinerant teachers also provided these services: assessing students' academic abilities (85%), evaluating students' placements (85%), using recent technology and methods for their students (84%), and educating parents to manage cochlear implants and/or hearing aids for their children (69%). However, most itinerant teachers reported that they did not provide the following services: assessing students' perceptual-motor skills (82%), assessing students' social and emotional functioning (74%), and assessing students' residual hearing (65%).; A total of one thousand two hundred eighty-five deaf and hard-of-hearing students received services by the respondent itinerant teachers across the five regions in Texas. The information reported by respondents to the studies indicated that the majority of the students were male (54.5%), white, non-Hispanic (48%), and auditory/oral only (72%). The itinerant teachers reported that most of the students (67%) had hearing loss at birth. Many students (48%) were in regular classrooms and in elementary school. Many students (43%) had additional disabilities. The itinerant teachers reported that the majority of the students (83%) wore hearing aids. (Abstract shortened by UMI.)... |
