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

Autor/inn/en	Antia, Shirin D.; Rivera, M. Christina
Titel	Instruction and Service Time Decisions: Itinerant Services to Deaf and Hard-of-Hearing Students
Quelle	In: Journal of Deaf Studies and Deaf Education, 21 (2016) 3, S.293-302 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-4159
DOI	10.1093/deafed/enw032
Schlagwörter	Deafness; Partial Hearing; General Education; Academic Achievement; Itinerant Teachers; Statistical Analysis; Qualitative Research; Longitudinal Studies; Questionnaires; Achievement Tests; Interviews; Direct Instruction; Self Advocacy; Writing Instruction; Reading Instruction; Educational Practices; Delivery Systems; Related Services (Special Education) + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Hörbehinderung; Allgemein bildendes Schulwesen; Allgemeinbildung; Schulleistung; Mobile Lehrerreserve; Statistische Analyse; Qualitative Forschung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Fragebogen; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Interviewing; Interviewtechnik; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Selbstbehauptung; Schreibunterricht; Leseunterricht; Bildungspraxis; Auslieferung
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01