Instruction and Service Time Decisions: Itinerant Services to Deaf and Hard-of-Hearing Students
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...
Gespeichert in:
| Veröffentlicht in: | Journal of deaf studies and deaf education 2016-07, Vol.21 (3), p.293-302 |
|---|---|
| Hauptverfasser: | , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 302 |
|---|---|
| container_issue | 3 |
| container_start_page | 293 |
| container_title | Journal of deaf studies and deaf education |
| container_volume | 21 |
| creator | Antia, Shirin D. Rivera, M. Christina |
| description | 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. |
| doi_str_mv | 10.1093/deafed/enw032 |
| format | Article |
| fullrecord | <record><control><sourceid>jstor_proqu</sourceid><recordid>TN_cdi_proquest_miscellaneous_1796245891</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ1105773</ericid><jstor_id>26172472</jstor_id><sourcerecordid>26172472</sourcerecordid><originalsourceid>FETCH-LOGICAL-c384t-2e7f17817e56ff3914a044644ecb7f066b985748111bda277eaba74c31085bbc3</originalsourceid><addsrcrecordid>eNpNkM1P3DAQxa0KVCjtsceiXCr1EvDYTibhhvjoLkLqAXq2HGdcGe06YDtU_e8xDVv1NKN5v5nRe4x9Bn4CvJenIxlH4ymF31yKd-wQVNvUKEWzV3reQa2g6Q_Yh5QeOOdCYv-eHQgE7AHwkOl1SDnONvspVCaM1R3FZ2-puvdbqi7J-lSUdFatsw8UTcg7IlV5KoBxf9dWJo715OoVmejDr-ouzyOFnD6yfWc2iT691SP28_rq_mJV3_74vr44v62t7FSuBaED7ACpaZ2TPSjDlWqVIjug42079F2DqgOAYTQCkcxgUFlZLDbDYOUR-7bcfYzT00wp661PljYbE2iaky5-W6GaroeC1gtq45RSJKcfo9-a-EcD16-Z6iVTvWRa-OO30_OwLeMdvQuxAF8WgKK3_-SrGwDeIMqif130h5Sn-P83ITlq0QIKhUK-ACX9iKs</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>1796245891</pqid></control><display><type>article</type><title>Instruction and Service Time Decisions: Itinerant Services to Deaf and Hard-of-Hearing Students</title><source>MEDLINE</source><source>Elektronische Zeitschriftenbibliothek - Frei zugängliche E-Journals</source><source>JSTOR Archive Collection A-Z Listing</source><source>Oxford University Press Journals All Titles (1996-Current)</source><source>Education Source</source><source>Alma/SFX Local Collection</source><creator>Antia, Shirin D. ; Rivera, M. Christina</creator><creatorcontrib>Antia, Shirin D. ; Rivera, M. Christina</creatorcontrib><description>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.</description><identifier>ISSN: 1081-4159</identifier><identifier>EISSN: 1465-7325</identifier><identifier>DOI: 10.1093/deafed/enw032</identifier><identifier>PMID: 27179117</identifier><language>eng</language><publisher>United States: Oxford University Press</publisher><subject>Academic Achievement ; Achievement Tests ; Child ; Deafness ; Delivery Systems ; Direct Instruction ; Education, Special ; Educational Practices ; EMPIRICAL MANUSCRIPT ; General Education ; Humans ; Interviews ; Itinerant Teachers ; Longitudinal Studies ; Partial Hearing ; Persons With Hearing Impairments ; Qualitative Research ; Questionnaires ; Reading Instruction ; Related Services (Special Education) ; Self Advocacy ; Statistical Analysis ; Students ; Writing Instruction</subject><ispartof>Journal of deaf studies and deaf education, 2016-07, Vol.21 (3), p.293-302</ispartof><rights>Copyright © 2016 Oxford University Press</rights><rights>The Author 2016. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c384t-2e7f17817e56ff3914a044644ecb7f066b985748111bda277eaba74c31085bbc3</citedby><cites>FETCH-LOGICAL-c384t-2e7f17817e56ff3914a044644ecb7f066b985748111bda277eaba74c31085bbc3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.jstor.org/stable/pdf/26172472$$EPDF$$P50$$Gjstor$$H</linktopdf><linktohtml>$$Uhttps://www.jstor.org/stable/26172472$$EHTML$$P50$$Gjstor$$H</linktohtml><link.rule.ids>314,780,784,803,27924,27925,58017,58250</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1105773$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/27179117$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Antia, Shirin D.</creatorcontrib><creatorcontrib>Rivera, M. Christina</creatorcontrib><title>Instruction and Service Time Decisions: Itinerant Services to Deaf and Hard-of-Hearing Students</title><title>Journal of deaf studies and deaf education</title><addtitle>J Deaf Stud Deaf Educ</addtitle><description>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.</description><subject>Academic Achievement</subject><subject>Achievement Tests</subject><subject>Child</subject><subject>Deafness</subject><subject>Delivery Systems</subject><subject>Direct Instruction</subject><subject>Education, Special</subject><subject>Educational Practices</subject><subject>EMPIRICAL MANUSCRIPT</subject><subject>General Education</subject><subject>Humans</subject><subject>Interviews</subject><subject>Itinerant Teachers</subject><subject>Longitudinal Studies</subject><subject>Partial Hearing</subject><subject>Persons With Hearing Impairments</subject><subject>Qualitative Research</subject><subject>Questionnaires</subject><subject>Reading Instruction</subject><subject>Related Services (Special Education)</subject><subject>Self Advocacy</subject><subject>Statistical Analysis</subject><subject>Students</subject><subject>Writing Instruction</subject><issn>1081-4159</issn><issn>1465-7325</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2016</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><recordid>eNpNkM1P3DAQxa0KVCjtsceiXCr1EvDYTibhhvjoLkLqAXq2HGdcGe06YDtU_e8xDVv1NKN5v5nRe4x9Bn4CvJenIxlH4ymF31yKd-wQVNvUKEWzV3reQa2g6Q_Yh5QeOOdCYv-eHQgE7AHwkOl1SDnONvspVCaM1R3FZ2-puvdbqi7J-lSUdFatsw8UTcg7IlV5KoBxf9dWJo715OoVmejDr-ouzyOFnD6yfWc2iT691SP28_rq_mJV3_74vr44v62t7FSuBaED7ACpaZ2TPSjDlWqVIjug42079F2DqgOAYTQCkcxgUFlZLDbDYOUR-7bcfYzT00wp661PljYbE2iaky5-W6GaroeC1gtq45RSJKcfo9-a-EcD16-Z6iVTvWRa-OO30_OwLeMdvQuxAF8WgKK3_-SrGwDeIMqif130h5Sn-P83ITlq0QIKhUK-ACX9iKs</recordid><startdate>20160701</startdate><enddate>20160701</enddate><creator>Antia, Shirin D.</creator><creator>Rivera, M. Christina</creator><general>Oxford University Press</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7X8</scope></search><sort><creationdate>20160701</creationdate><title>Instruction and Service Time Decisions: Itinerant Services to Deaf and Hard-of-Hearing Students</title><author>Antia, Shirin D. ; Rivera, M. Christina</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c384t-2e7f17817e56ff3914a044644ecb7f066b985748111bda277eaba74c31085bbc3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2016</creationdate><topic>Academic Achievement</topic><topic>Achievement Tests</topic><topic>Child</topic><topic>Deafness</topic><topic>Delivery Systems</topic><topic>Direct Instruction</topic><topic>Education, Special</topic><topic>Educational Practices</topic><topic>EMPIRICAL MANUSCRIPT</topic><topic>General Education</topic><topic>Humans</topic><topic>Interviews</topic><topic>Itinerant Teachers</topic><topic>Longitudinal Studies</topic><topic>Partial Hearing</topic><topic>Persons With Hearing Impairments</topic><topic>Qualitative Research</topic><topic>Questionnaires</topic><topic>Reading Instruction</topic><topic>Related Services (Special Education)</topic><topic>Self Advocacy</topic><topic>Statistical Analysis</topic><topic>Students</topic><topic>Writing Instruction</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Antia, Shirin D.</creatorcontrib><creatorcontrib>Rivera, M. Christina</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>MEDLINE - Academic</collection><jtitle>Journal of deaf studies and deaf education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Antia, Shirin D.</au><au>Rivera, M. Christina</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1105773</ericid><atitle>Instruction and Service Time Decisions: Itinerant Services to Deaf and Hard-of-Hearing Students</atitle><jtitle>Journal of deaf studies and deaf education</jtitle><addtitle>J Deaf Stud Deaf Educ</addtitle><date>2016-07-01</date><risdate>2016</risdate><volume>21</volume><issue>3</issue><spage>293</spage><epage>302</epage><pages>293-302</pages><issn>1081-4159</issn><eissn>1465-7325</eissn><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.</abstract><cop>United States</cop><pub>Oxford University Press</pub><pmid>27179117</pmid><doi>10.1093/deafed/enw032</doi><tpages>10</tpages><oa>free_for_read</oa></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 1081-4159 |
| ispartof | Journal of deaf studies and deaf education, 2016-07, Vol.21 (3), p.293-302 |
| issn | 1081-4159 1465-7325 |
| language | eng |
| recordid | cdi_proquest_miscellaneous_1796245891 |
| source | MEDLINE; Elektronische Zeitschriftenbibliothek - Frei zugängliche E-Journals; JSTOR Archive Collection A-Z Listing; Oxford University Press Journals All Titles (1996-Current); Education Source; Alma/SFX Local Collection |
| subjects | Academic Achievement Achievement Tests Child Deafness Delivery Systems Direct Instruction Education, Special Educational Practices EMPIRICAL MANUSCRIPT General Education Humans Interviews Itinerant Teachers Longitudinal Studies Partial Hearing Persons With Hearing Impairments Qualitative Research Questionnaires Reading Instruction Related Services (Special Education) Self Advocacy Statistical Analysis Students Writing Instruction |
| title | Instruction and Service Time Decisions: Itinerant Services to Deaf and Hard-of-Hearing Students |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2024-12-19T08%3A04%3A45IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-jstor_proqu&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Instruction%20and%20Service%20Time%20Decisions:%20Itinerant%20Services%20to%20Deaf%20and%20Hard-of-Hearing%20Students&rft.jtitle=Journal%20of%20deaf%20studies%20and%20deaf%20education&rft.au=Antia,%20Shirin%20D.&rft.date=2016-07-01&rft.volume=21&rft.issue=3&rft.spage=293&rft.epage=302&rft.pages=293-302&rft.issn=1081-4159&rft.eissn=1465-7325&rft_id=info:doi/10.1093/deafed/enw032&rft_dat=%3Cjstor_proqu%3E26172472%3C/jstor_proqu%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=1796245891&rft_id=info:pmid/27179117&rft_ericid=EJ1105773&rft_jstor_id=26172472&rfr_iscdi=true |