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dc.contributor.authorAntia, Shirin D.
dc.contributor.authorRivera, M. Christina
dc.date.accessioned2016-12-15T17:44:35Z
dc.date.available2016-12-15T17:44:35Z
dc.date.issued2016-07
dc.identifier.citationInstruction and Service Time Decisions: Itinerant Services to Deaf and Hard-of-Hearing Students 2016, 21 (3):293 Journal of Deaf Studies and Deaf Educationen
dc.identifier.issn1081-4159
dc.identifier.issn1465-7325
dc.identifier.pmid27179117
dc.identifier.doi10.1093/deafed/enw032
dc.identifier.urihttp://hdl.handle.net/10150/621712
dc.description.abstractThe 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.sponsorshipU.S. Department of Education [H324C010142]en
dc.language.isoenen
dc.publisherOXFORD UNIV PRESSen
dc.relation.urlhttps://academic.oup.com/jdsde/article-lookup/doi/10.1093/deafed/enw032en
dc.rights© The Author 2016. Published by Oxford University Press. All rights reserved.en
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.titleInstruction and Service Time Decisions: Itinerant Services to Deaf and Hard-of-Hearing Studentsen
dc.typeArticleen
dc.contributor.departmentUniv Arizonaen
dc.identifier.journalJournal of Deaf Studies and Deaf Educationen
dc.description.notePublished: 13 May 2016; 12 Month Embargo.en
dc.description.collectioninformationThis 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.versionFinal accepted manuscripten
refterms.dateFOA2017-05-14T00:00:00Z
html.description.abstractThe 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.


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