Itinerant Teachers Research Articles

Listening and learning challenges for deaf or hard of hearing students during different classroom scenarios: an itinerant teachers of the deaf perspective

ABSTRACT The aim of this exploratory study was to gather survey data from itinerant teachers of the deaf (IToDs) to better understand the impact of different classroom scenarios on 6- to 9-year-old Deaf or hard of hearing students’ listening and learning. Across two surveys, 109 IToDs (Study 1) and 18 IToDs (Study 2) were either asked to list the positive or negative implications for students’ listening and learning during lecture-style lessons, guided-learning groups, and self-directed/independent work (Study 1), or were asked to rank the importance of each of the implications (Study 2). The different types of classroom scenarios differentially impacted students’ listening and learning outcomes. In lecture-style, the IToDs reported that assistive devices worked well, but there was less support for the student in this scenario. For guided-learning, IToDs identified background noise as problematic, but as the students were engaged in classroom discussions, the IToDs felt that it was also a beneficial scenario for developing social skills. When students were engaged in self-directed/independent work, IToDs noted that while the quieter environment could be beneficial for the student’s concentration, it can also be quite isolating for the student. Overall, this study provided helpful insights from IToDs into the factors affecting listening and learning during different classroom scenarios for students who are Deaf or hard of hearing. The challenges and benefits these students encounter in the different learning settings revealed valuable insights that can be utilized by educators and policymakers aiming to optimize educational outcomes for this demographic.

통합교육형 순회교육 담당 교사의 역량 탐색

The purpose of this study was to identify educational competencies (competency group - competency element - competency indicator) that itinerant teachers perceive as necessary and important according to the characteristics of inclusive itinerant education in which special education teachers from the Gyeonggi-do Special Education Support Center visit general schools to support students with special needs placed in general classrooms. This study aims to derive implications for future professional development programs to enhance the expertise of itinerant teachers at the Gyeonggi-do Special Education Support Center. To achieve this aim, a draft of the competencies for itinerant teachers was developed by analyzing papers on the competencies of special education teachers and inclusive itinerant education. The validity of these competencies was then verified through two rounds of Delphi expert surveys. Through this process, the necessary competencies for itinerant teachers at the Special Education Support Center were finalized into three competency groups, nine competency elements, and 20 competency indicators. Based on the research results, the structure and components of the final competencies required for itinerant teachers at the Gyeonggi-do Special Education Support Center were discussed; moreover, the differences from the competencies of general special education teachers and the characteristics of inclusive itinerant education conducted by the Gyeonggi-do Special Education Support Center were also considered.

Colonial education and the world market: The cotton school experiment in German Togo (1900–1914)

Critical research on colonial education should not only include the intentions of colonial actors, but also an awareness of possible learning outcomes that were intended or not intended by “the colonial masters”. The case study presented here explores the fate of an agricultural school located in Notsé (Togo) from its first ideas in 1900 until about 1914 (the end of German colonial rule in Togo). The main reason for setting up the “cotton school experiment” was to find ways of formalising the transfer of knowledge, competences and attitudes which were deemed necessary for the transformation of the local economy and society from a subsistence or household economy to capitalist modes of production. The history of this agricultural institution transcends colonial history between Germany and Togo, opening up a broader view of entanglements between the regional histories of Africa, Germany and the southern United States. The story begins with African Americans from Tuskegee in Alabama under the leadership of the African-American educationist Booker T. Washington, who were despatched to German Togo in 1900 in order to enhance local cash-crop style cotton production for the sake of the German cotton industry in Germany. It ends with the colonial government in Togo appointing German regional agricultural officers to consult and instruct local Togolese communities in cash-crop production as itinerant teachers.

Inclusive education at the centre of human development issues in Togo

AbstractIn the concept of inclusive education, the adjective inclusive stands for a universal vision for education for all students. It stands for the mobilisation of various resources in the field of education, for achieving UNESCO's Education For All agenda. Inclusive education aims to combat discrimination and give meaning to difference; that is to say, to the education of students with disabilities and students with special needs. It must be understood and oriented within the framework of the national education strategy. This article presents an analytical study on the system of itinerant teachers initiated in North Togo by the non‐governmental organisation Humanity & Inclusion. A practical and inclusive pedagogy project is described as an example of the implementation of inclusive education practices in Togo. Inclusive education is not an immutable concept and does not have a single method of implementation applicable to all countries and to all situations of need. This article reflects on the impact of inclusive education as a pedagogy, to contribute to a continued development of practices for the academic and social inclusion of children with disabilities. Specifically, different actors and interventions in the establishment of inclusive education practices in Togo are identified. Necessary and adequate means for the continued development of national inclusive education policies in Togo are proposed.

Parent perceptions of itinerant services for students who are deaf or hard of hearing

ABSTRACT 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 exists regarding parent perceptions of itinerant teacher of the deaf and hard of hearing (ITODHH) services for their children in the US. Modelled after work completed in Australia, the current study examined parent perceptions of ITODHH services for their children who were DHH. Results indicated that most parents were mostly satisfied with the ITODHH services and offered specific suggestions for improvement. Implications of these results for service delivery and attending to family-school partnerships are discussed.

INCLUSÃO E EDUCAÇÃO ESPECIAL DO ALUNO COM ALTAS HABILIDADES OU SUPERDOTAÇÃO

This paper discusses the theme Inclusive Education, with emphasis on students with High Abilities or Giftedness (AHSD) and has a qualitative approach, defining itself as a literature review, where the objective is to carry out a survey of the main actions, strategies, methods and resources that the teacher can adopt, aiming to promote the reception and the full development of the potential of the student with AHSD. Among the modalities used in service programs for students with such characteristics, there are those of the three main axes: grouping, acceleration and enrichment, and three other modalities, known as: regular common class, resource rooms and itinerant teacher. All these have points in common, not being necessarily conflicting, nor needing to be adopted exclusively; they can be used to guide the work of teachers in the classroom, given the demands of a student with AHSD.

특수교육지원센터 초임교사가 순회교육 과정에서 경험하는 어려움과 지원요구

Objectives The purpose of this study was to conduct a qualitative study and deeply examine the challenges and support needs experienced by beginning teachers in special education support centers during itinerant education. Methods To this end, snowball sampling was conducted to target 5 beginning teachers working in special education support centers in Jeollabuk-do Province as the research participants. This study intended to closely investigate the experience of beginning teachers that implement itinerant education in special education support centers, so a semi-structured interview was developed with 3 domains and 12 components about the ‘operation status of itinerant education,’ ‘challenges of itinerant education,’ and ‘support needs for itinerant education.’ Based on the semi-structured interview, 1-2 sessions of in-depth interview, which is a qualitative study, were conducted and the collected data were analyzed with inductive analysis through the three coding processes that consisted of transcription, coding, and meaning generation. Results The analysis result showed that the struggles of the beginning teachers can be classified into 4 upper categories and 13 sub-categories. The first upper category is ‘a lack of expertise’ and recognized the lack of expertise as a teacher such as establishing itinerant education activity plans, classes, and interventions for behavior problems. The second upper category is ‘psychological conflicts from relationships’ and beginning teachers experienced challenges in their relationships with inclusive teachers, guardians, and the students during the itinerant education. The third upper category was the ‘barren road for self-development’ as there were limits in the training for itinerant education or human resource. The fourth upper category is the ‘poor environment and administrative⋅financial support’ and there were insufficient environmental conditions for itinerant education and administrative⋅financial support. The support needs of the beginning teachers can be categorized into 3 upper categories and 6 sub-categories. The first upper category is for ‘teachers to develop’ through efforts for the growth of teachers' expertise such as training and professional learning community. The second upper category is ‘a school that collaborates and communicates.’ The beginning teachers emphasized the need to cooperate and communicate with the inclusive teachers and the school parents. The third upper category is ‘effective administrative⋅financial support’ as there were demands of appropriate administrative⋅financial support to perform the duties effectively. Conclusions The study results can be applied as the base data of policy support plans for the itinerant education of the beginning teachers in special education support centers and also to examine the measures required for the beginning teachers to develop into professional itinerant teachers.

Issues of Special Education in Romanian Schools

Abstract School managers, teachers, students, as well as their parents are faced with increasingly frequent attempts to integrate the diversity of pupils as a result of integration policies at national and European level. Educational needs of impaired persons require special attention. Is necessary to make steps should be taken to ensure access to education for each category of disabled person as part of the education system. Legislative framework in the field of special education Romania takes into account the legislation created by the international bodies on the education of persons with special educational needs, to which Romania has adhered. This paper presents aspects regarding the organization of educational support services dedicated to children, students and young people with special educational needs in mainstream schools in accordance with Romanian law; it also underlines the international legal framework of reference. This paper is part of a wider project that focuses on teacher training to optimize the integration of SEN pupils into the mainstream school; we used data collection methods, such as social document study and focus-group. An integrated and tailored approach is needed for children with SEN (special educational needs); focus-groups organized with primary school and gymnasium children, as well as with support teachers, revealed a number of adaptation issues from both sides (pupils with SEN and students with no problems). On the other hand, the itinerant teachers are assaulted by a series organization problems and it becomes impossible to provide support and assistance to children with special needs who are growing in numbers.Training of teachers is one of the most important pillars in the integration of all those involved in education, it is the way to optimize service organizations. Teacher training must respond to the real and complex needs of the beneficiaries, based on exploratory learning.In the final, will be presented and analyzed the main important problems faced by both teachers and pupils in the current educational context.

어느 특수교사의 시설 순회파견학급 적응기

This study was aimed to reflect on myself and to find socio-cultural meaning by sharing my experiences as an itinerant teacher and my interactions with the surrounding culture, using self-cultural descriptive papers, and to give implications for special education. In order to achieve the purpose of this study, the researcher collected memory data, self-reflection data, cultural artifacts, self-observation data, call records, and transcripts of various conferences related to itinerant education for 4 years and 3 months. The collected data were analyzed by applying a comprehensive analysis procedure based on pragmatic eclecticism. The result of the study showed, first, it was not only an individual ability problem that caused itinerant teachers to have difficult in class. Second, the answer to the frustration and confusion caused by the students was eventually found in the students. Third, the most important thing in relation to facilities was how to build a rapport. Fourth, it was the receptive atmosphere and interest in the school that help itinerant teachers feel positive about teacher efficacy. Fifth, all the difficulties and confusion that itinerant teachers may have in the field of itinerant education could be overcome through cooperative relationships with higher-level institutions including the learning community of itinerant teachers, not through individual efforts of the itinerant teachers. The results of this study will be the basis to better understand the itinerant education, which has not been getting much attention in the past. In addition, it will be of comfort to itinerant teachers who, including myself, are struggling with itinerant education.

A Comparison of Distance and On-Campus Learning Models to Prepare Teachers of Students With Visual Impairments

Introduction Since the 1970s, many universities and agencies have prepared professionals in visual impairment through distance educational approaches, including concentrated off-campus courses, video and telephone connections, and synchronous or asynchronous online methods. Although online professional preparation in visual impairment has become common, there is little data that compares outcomes of on-campus instruction with distance education methods. This article reports follow-up data from a federally funded graduate university program that prepares teachers of students with visual impairments: It compares results from a survey that describes how on-campus and distance education students perceived the quality of their preparation. Methods An online survey was sent to 37 bachelor’s degree students who had earned certification as teachers of students with visual impairments. 27 students returned usable surveys, in which they reported relevant demographic information and current job roles. The survey included 13 demographic questions about employment and setting. Eight questions related to general evaluation of their preparation program, and 22 questions related to perceived competence in skills needed to prepare teachers of students with visual impairments. Results There were few differences between perceptions of students who were prepared in the full-time on-campus model and those who were prepared through distance education. Most respondents were graduates working as itinerant teachers in public schools or specialized school settings. With regard to perceptions of their own skills related to visual impairment, only the item on assistive technology showed a significant difference between the two models. Students in distance education perceived themselves as less well prepared in that area. Discussion Given the increased shift toward distance learning caused by the COVID-19 virus, the authors suggest that a broad-based national study of outcomes related to distance learning in visual impairment might offer more detailed insights into the quality of teaching produced through distance learning.

Educational Impact of Using the VISSIT to Determine Service Delivery Time of Itinerant Teachers of Students With Visual Impairments

High-quality education for students with visual impairments starts with service intensity determination based on the needs of students by teachers of students with visual impairments (Lewis & Allman, 2017; Spungin et al., 2016). Even though the Individuals with Disabilities Education Improvement Act (IDEA) emphasizes addressing students’ needs for service delivery (United States Department of Education, 2004), some teachers of students with visual impairments continue taking other factors such as caseload size into account for service intensity determination (Pogrund et al., 2019). Similarly, The Michigan Vision Services Severity Rating Scale (Michigan Department of Education, 2017) does not focus on the individual needs of the students to recommend service time. For example, it considers teachers’ availability such as travel time while determining service intensity. It also uses students’ visual condition as a criterion, which may not always accurately reflect the needs of the students for service delivery time.

ANALISIS PEMBELAJARAN DARING MELALUI MEDIA WHATSAPP TERHADAP MINAT BELAJAR MATEMATIKA SISWA KELAS IV

The purpose of this research is to describe the implementation of online mathematics learning through WhatsApp media and interest in learning mathematics through WhatsApp media students in the fourth-grade Elementary school 2 Lubuk Seberuk. This research uses a quantitative descriptive approach (descriptive research). This study was conducted in Elementary school 2 Lubuk Seberuk, which is located at Lubuk Seberuk, Lempuing Jaya, Ogan Komering Ilir, South Sumatra. The data source of this research is the headmaster, fourth-grade teacher, and all students in the fourth-grade Elementary school 2 Lubuk Seberuk. Data collecting techniques used are observation, interviews, questionnaires, and documentation. The validity of the items was tested using product-moment correlation, while reliability using the formula of Spearman-Brown. The results of the calculation of the reliability of the declared reliable and validation testing experts declared eligible. Data analysis techniques, using quantitative analysis and descriptive. The results showed that (1) the Percentage of the implementation of learning mathematics through the media of WhatsApp on students in the fourth grade of 65,62% with a very high category. Implementation of mathematics learning in online media through WhatsApp using three features some feature to send images, send video, and voice messages. Of the three features, the feature sends the image that is often used because it is easily accessible by all students. Some of the obstacles experienced by students were not able to follow the learning of mathematics through the media of Whatsapp due to the limitations of the quota or having no own mobile phone. To keep students can follow the learning of mathematics so that students can follow the activities offline (outside the network) or around (itinerant teacher). (2) the Percentage of interest in learning mathematics through the media of WhatsApp on students in the fourth grade of 68,75% with a high category. But it turns out not to affect the results of student learning on the assessment at the end of the semester. This is because the learning interest of students in mathematics through the media of WhatsApp is leading to feelings of pleasure, engagement, and ease of students in accessing the media WhatsApp. Whereas the material presented is often in the form of images/photos that may not be understood by the students. As a result, when the final assessment of the odd semester is conducted face-to-face with the protocol of health, the learning outcomes of students the average is still below the KKM.

Same Standards, Different Classes: A Comparative Case Study of Two Art Classes Within Communities of Contrasting Socioeconomic Status

In this comparative case study, we critically examined the implementation of art education in two art classes situated within communities of higher and lower socioeconomic status. The findings indicated that art budgets under state regulations were equitable; however, families’ and communities’ external educational resources were starkly different. In addition, school art styles were reinforced in both classes as the itinerant art teacher differentiated her instructions only subtly to produce presentable student works instead of creating content related to students’ interests and concerns. Furthermore, the art teacher’s curricular design and pedagogy, closely aligned with the state visual arts standards, emphasized middle-class ideology, modernist values, and formalist aesthetics.

Professional Qualities of Special Education Itinerant Teachers: A Qualitative Study from China

ABSTRACT In China, many special education schools are or have been rebuilt into resource centres. To support the national program of ‘Learning in Regular Classroom’ (LRC), these centres often recruit teachers in special education schools to serve as special education itinerant teachers (SEITs), who travel across regular schools to provide specialised professional support. However, most studies of professional qualities of SEITs have been conducted in western countries and the analysis was based on SEITs for students with visual or hearing impairment. Little is known about the professional qualities of SEITs in the Chinese LRC context. This study aims to make a contribution in this regard. Semi-structured interviews were carried out with seven SEITs. It was found that beliefs, knowledge, skills, professional identity and motivation, and self-awareness of professional development were recognised as the core professional competencies necessary for the implementation of itinerant service. Implications for practice and future research in SEITs’ professional development are presented.

English as a foreign language in ECE: itinerant teachers of English and collaborative practices for an integrated approach

ABSTRACT Introducing English as a foreign language (FL) has become widespread in ECE in Europe, typified by initiatives involving specialist teachers of English visiting settings for short periods of time a week. This paper shares data from a study in Portugal that involved analyzing collaborative practices for evidence of approaches to integration in the FL. Taking a qualitative approach to data collection, four case-study settings are described resulting from visits and interviews with ECE practitioners and teachers of English. Data were analyzed following six core themes of collaboration. Findings indicate that successful FL initiatives depend upon administrative support and guidelines that foster collaborative practices which involve communication between professionals, mutual trust, common goals, and joint responsibility for outcomes and decision-making. Implications highlight the need for more robust policy-making and training which alerts ECE practitioners to their proactive role in early English initiatives and collaborative practices.

Teacher beliefs about evidence-based practice: A systematic review

High quality research has established an evidence base for a number of practices that produce positive outcomes for students with disabilities. However, teachers’ beliefs may hinder their use of these evidence-based practices. This literature review comprises a systematic search locating research at the intersection of teachers’ beliefs and evidence-based practices for students with disabilities, published in peer-reviewed journals between 2001 and 2018. Ten articles met the inclusion criteria. Results were synthesised to an a priori model depicting factors that influence teachers’ beliefs. Five new factors specific to practices for students with disabilities emerged: (i) co-teaching, (ii) itinerant teachers in a supporting role, (iii) different practices of special education and general education teacher, (iv) insufficient professional development, and (v) insufficient time.

Practices and perceptions of German itinerant teachers in the field of visual impairment: Exploratory research focussing on three types of itinerant services

This study aimed to clarify the practices and perceptions of itinerant teachers of students with visual impairments (TVIs) in inclusive education following three different types (i.e., school-based, school-based single role, and centre-based), identifying the salient factors that enable them to fulfil their roles. To date, the majority of the existing research has focussed on centre-based itinerant TVIs, with scant attention paid to the other itinerant types. This study mitigates this lack of research. Designed as an exploratory study to provide a useful reference for future research, the study employed a qualitative research design using semi-structured interviews with nine German TVIs. The results showed more similarities than differences among the three types of TVIs in their daily tasks, needed qualities and skills, and overall perceptions of the job. Two crucial elements enabled these TVIs to work effectively: the existence of a large community of TVIs and TVIs possessing good ‘collaborative skills’. The school-based dual role seemed to provide much-needed emotional and technical support. Further investigations are needed on the factors that contribute to a good ‘team’ or a ‘community’ of TVIs and on the effectiveness of the school-based dual role.

순회교사와 통합학급 교사의 통합교육형 순회교육 협력 실태 및 효과에 대한 인식

순회교사와 통합학급 교사의 통합교육형 순회교육 협력 실태 및 효과에 대한 인식

Isaac Olsen – The First Missionary among the Sami People in Finnmark?

This article deals with Isaac Olsen, a Norwegian who was an itinerant catechist and teacher among the Sami people in Finnmark, Northern Norway. The author claims that Isaac Olsen, as a forerunner to the Sami missionary Thomas von Westen, in fact was the first missionary among the Sami people in Finnmark. Isaac Olsen came to Finnmark just after 1700, learned the Sami language and started his work among the Sami population in Eastern Finnmark. He got to know the Sami people well, and they gave him information about Sami pre-Christian religious practice, among other names of places of sacrifice. These names, in addition to many other pieces of information, were written down by Isaac Olsen in a copybook that has been preserved. The article discusses in great detail the contents of this book, which contains valuable knowledge about Early Modern Sami culture and religion. Isaac Olsen, also as a pioneer, translated Danish religious texts into the Sami language, called to Copenhagen to perform translation work by the Missionary College.

Role of resource centres in facilitating inclusive education: experience from Ethiopia

This article focuses on access of students with disabilities to education in Ethiopia and, in particular, on the role of inclusive education resource centres (IERCs). A mixed-methods approach was used to collect both quantitative and qualitative data. The participants were school administrators, itinerant teachers, special educators, regular classroom teachers, and school directors. It was identified that a large number of students and teachers benefitted from the support provided by IERCs. The target schools are equipped with materials that support inclusive pedagogy. The awareness of parents and communities is gradually changing, except in some unreached communities. As a result, the number of students with disabilities enrolled is increasing. There were some barriers observed, such as assignment of itinerant teachers to a large number of satellite schools, high turnover of local government officials, and whether there was investment in the sustainability of IERCs and the positive outcomes observed.