Instruction and Service Time Decisions: Itinerant Services to Deaf and Hard-of-Hearing Students

Antia, Shirin D.; Rivera, M. Christina

dc.contributor.author	Antia, Shirin D.
dc.contributor.author	Rivera, M. Christina
dc.date.accessioned	2016-12-15T17:44:35Z
dc.date.available	2016-12-15T17:44:35Z
dc.date.issued	2016-07
dc.identifier.citation	Instruction and Service Time Decisions: Itinerant Services to Deaf and Hard-of-Hearing Students 2016, 21 (3):293 Journal of Deaf Studies and Deaf Education	en
dc.identifier.issn	1081-4159
dc.identifier.issn	1465-7325
dc.identifier.pmid	27179117
dc.identifier.doi	10.1093/deafed/enw032
dc.identifier.uri	http://hdl.handle.net/10150/621712
dc.description.abstract	The purpose of this study was to (a) describe the specific kinds of services provided by itinerant teachers to deaf and hard-of-hearing (DHH) students in general education settings, (b) examine the relationship between student academic performance and instructional support provided by the itinerant teacher, and (c) examine how service provision decisions are made by itinerant teachers. We used quantitative and qualitative data collected during a 5-year longitudinal study. Data were obtained from teacher questionnaires, standardized achievement tests, and interviews. Results indicated that itinerant teachers of DHH students provided direct academic instruction to 60% of students with the majority of students receiving instruction in reading and writing. They provided instruction in nonacademic areas to 80% of students with a majority of students receiving instruction in self-advocacy. Low-achieving students were the most likely to receive academic instruction from the itinerant teacher. Decisions regarding service time were influenced by student needs and performance, age, parental request, and transitions.
dc.description.sponsorship	U.S. Department of Education [H324C010142]	en
dc.language.iso	en	en
dc.publisher	OXFORD UNIV PRESS	en
dc.relation.url	https://academic.oup.com/jdsde/article-lookup/doi/10.1093/deafed/enw032	en
dc.rights	© The Author 2016. Published by Oxford University Press. All rights reserved.	en
dc.rights.uri	http://rightsstatements.org/vocab/InC/1.0/
dc.title	Instruction and Service Time Decisions: Itinerant Services to Deaf and Hard-of-Hearing Students	en
dc.type	Article	en
dc.contributor.department	Univ Arizona	en
dc.identifier.journal	Journal of Deaf Studies and Deaf Education	en
dc.description.note	Published: 13 May 2016; 12 Month Embargo.	en
dc.description.collectioninformation	This item from the UA Faculty Publications collection is made available by the University of Arizona with support from the University of Arizona Libraries. If you have questions, please contact us at repository@u.library.arizona.edu.	en
dc.eprint.version	Final accepted manuscript	en
refterms.dateFOA	2017-05-14T00:00:00Z
html.description.abstract	The purpose of this study was to (a) describe the specific kinds of services provided by itinerant teachers to deaf and hard-of-hearing (DHH) students in general education settings, (b) examine the relationship between student academic performance and instructional support provided by the itinerant teacher, and (c) examine how service provision decisions are made by itinerant teachers. We used quantitative and qualitative data collected during a 5-year longitudinal study. Data were obtained from teacher questionnaires, standardized achievement tests, and interviews. Results indicated that itinerant teachers of DHH students provided direct academic instruction to 60% of students with the majority of students receiving instruction in reading and writing. They provided instruction in nonacademic areas to 80% of students with a majority of students receiving instruction in self-advocacy. Low-achieving students were the most likely to receive academic instruction from the itinerant teacher. Decisions regarding service time were influenced by student needs and performance, age, parental request, and transitions.