The Itinerant Teacher’s Handbook - 2nd Edition

Carolyn Bullard, PhD & John Luckner, EdD

A resource for DHH Programs, new teachers, professional community study. The 22 chapters provide a wide variety of information that describes the foundations of itinerant services to support students with hearing loss.

The Itinerant Teacher’s Handbook, Second Edition provides information and guidance to itinerant teachers of deaf and hard of hearing students. It covers the itinerant’s role and responsibilities and other topics important to the success of itinerant teachers but not necessarily included in teacher preparation programs. The itinerant will find here the answers to essential, practical questions such as: How do I collaborate and consult with classroom teachers and other adults? What are the best ways to deal with conflict? How do I communicate effectively with teachers and principals in inclusion settings? How do I best help students learn to study and take tests? Classroom teachers who have deaf or hard of hearing students in their classes, principals who are responsible for the success of inclusion, and support personnel will also find this book an invaluable resource. Special materials in the book include in-depth information for working with students’ families, sample presentations for orienting school personnel to the needs of deaf and hard of hearing students, and handouts for interpreters and classroom teachers.

Chapter 1: Being an Itinerant Teacher—An Overview: - What Is an Itinerant Teacher?, Differences Between Being an Itinerant Teacher and a Classroom Teacher, Effective Practices of Itinerant Teachers, Enjoyable Aspects of Being an Itinerant Teacher, Challenges of Being an Itinerant Teacher, Characteristics of Successful Itinerant Teachers

Chapter 2: Roles and Responsibilities of the Itinerant Teacher: - A Complex Position, The Itinerant Teacher’s Responsibilities, Special Characteristics of the Itinerant Teacher’s Role, Perceptions of the Itinerant Teacher’s Role

Chapter 3: Educating Students Who Are Deaf or Hard of Hearing in General Education Settings: - Changes in Placement, Potential Benefits and Barriers, Inclusion and Assumptions about How Inclusion Works, Successful Inclusion

Chapter 4: Potential Impact of a Hearing Loss and Promoting Student Success: - Potential Impact of a Hearing Loss, Promoting Student Success

Chapter 5: Working Within Schools: - Working with General Education Teachers, Effective Collaboration and Consultation, Relationships, Understanding School Cultures, Establishing Yourself and Your Credibility in Schools, Working with School Districts, Coordinating Services, Addressing Issues of Placement and Scheduling, Working with Students in Private Educational Settings

Chapter 6: Personal Life and Professional Life: - Managing It All, Professional Development, Personal Factors That Affect Professional Life, Standards of Conduct

Chapter 7: Successful Communication with Adults: - Why Itinerant Teachers Study, Communication, Problem Solving, Frame of Reference, Effective Communication Strategies, Tips on Reaching Clarity

Chapter 8: Collaboration, Consultation, and Teamwork: - Collaboration, Consultation, Teamwork

Chapter 9: Conflict and Negotiation: - Conflict Negotiation, Dealing with Anger, Overcoming Resistance to Change, When Conflict Resolution Fails

Chapter 10: Working with Educational Audiologists, Speech-Language Pathologists, and Other Specialists: - The Team of Educational Specialists, Roles and Responsibilities of Educational Audiologists, The Itinerant Teacher’s Audiological Responsibilities, Supporting the Educational Audiologist, Teaching Students About Hearing Loss, Speech-Language Pathologists, Physical and Occupational Therapists, Other Support Personnel

Chapter 11: Working with Supplementary Service Providers—Educational Interpreters, Paraeducators, Captionists, and Notetakers: - Roles and Responsibilities of Educational Interpreters, Roles and Responsibilities of Paraeducators, The Educational Interpreter/Paraeducator–General Education Teacher–Itinerant Teacher Relationship, Supervising Educational Interpreters Captionists and Notetakers, Potential Issues in Working with Supplementary Service Providers

Chapter 12: Orienting the School to Students Who Are Deaf or Hard of Hearing: - Inclusion and Professionals’ Attitudes about Inclusion, Creating Change, Your Responsibility for Orientation, Beginning the Orientation Meeting with Your Supervisor, First Meeting with the Principal, First Meeting with the General Education Teacher, Orienting School Staff and Students

Chapter 13: Accommodations and Modifications: - Introduction, Arranging the Classroom, Communicating with Students who are Deaf or Hard of Hearing, Accommodations for Instruction, Presenting Content Visually, Group Discussions, Student Notetakers, Facilitating Language and Concept Development, Assessment of Students who are Deaf or Hard of Hearing, Additional Modifications

Chapter 14: Working with Families: - Understanding Families, Understanding the Itinerant Teacher–Family Relationship, Respecting Family Life, Building an Effective Partnership with Families, Providing Support and Information to Families, Communicating with Families, Families and Report Cards, Families and Educational Interpreters or Paraeducators

Chapter 15: Language, Literacy, Speech, and Audition: - Language, Literacy ,Speech, Audition

Chapter 16: Working with Students Who Have Additional Disabilities and Students Who Are Culturally and Linguistically Diverse: - Students Who Are Deaf or Hard of Hearing with Additional Disabilities, Ecological Assessment, Curriculum Focus, Students Who Are Deaf or Hard of Hearing and Culturally and Linguistically Diverse, Providing Culturally Responsive Services

Chapter 17: Social Development of Young Children: - The Impact of Newborn Hearing Screening and Early Intervention, Basic Human Needs, Social Development – 7 to 18 Months, Social Development – 19 Months to 3 Years, Social Development – 3 to 5 Years

Chapter 18: Social Development of School Age Students: - Developing Social Skills, General Strategies for Teaching Social Skills, Strategies for Helping Students Develop Friendships and Peer Relationships, Stereotyping Hearing Loss and Identity, Promoting Self-Advocacy, Strategies for Academic Independence, Strategies for Stress Management

Chapter 19: Behavior Management: - Personal Beliefs and Behavior Management, Problems of Managing Students Who Are Deaf or Hard of Hearing, Developing a Behavior Management Plan, Behavior Management Strategies for Students Who Are Deaf or Hard of Hearing

Chapter 20: Assessment, Test-Taking and Study Skills Instruction, and Grading: - The Usefulness of Assessment, The Purposes of Assessment, Challenges of Assessing Students who are Deaf or Hard of Hearing, Types of Assessment, Commonly Used Assessment Tools and Procedures, Accommodations and Modifications to Assessment, Helping Students Build Test-Taking Skills, Helping Students Develop Effective Study Skills, Grading

Chapter 21: Individualized Education Programs and Individualized Family Service Plans: - U.S. Federal Legislation, Special Education, Required Components of the IEP, Communication Considerations for Students Who Are Deaf or Hard of Hearing, The Role of Itinerant Teachers in the IEP Process, Parents/Guardians and the IEP Process, The Individualized Family Service Plan, Map Action Planning System (MAPS), Student Involvement in the IEP Process, Section 504 of the Rehabilitation Act, Special Issues for Itinerant Teachers

Chapter 22: Transitions: - The Stress and Challenges of Transitions, The Itinerant Teacher’s Role in Transitions, IDEA and Required Transition Planning, Working with Families During the Transition from Early Intervention, Transitions During Elementary School, Transitions During the Middle and High School Years, The Transition from High School

References 

Index

Contents: 494 pages