• A master's degree in deaf education.
    • Bachelor's degree in education.
    • Knowledge of sign language.
    • Knowledge of auditory equipment.
    • Knowledge of elementary to high school academic curriculum.

    The itinerant teacher’s range of services for each student may include the services provided one or more of the following for direct instruction:

    ·        Instruction in the use and care of hearing aids, cochlear    implants       

        and FM systems

    ·        Individual instruction outside the classroom

    ·        Individual instruction in the regular classroom

    ·        Language development

    ·        Auditory training

    ·        Social and emotional support for the DHH student      

    Typical responsibilities of the itinerant teacher may include but are not limited to:

    • Providing in-service training for general education staff and students regarding the specific communication and educational needs of deaf and hard-of-hearing students and ways to include deaf and hard-of-hearing students in various situations and group settings.
    • Obtaining specialized services, materials, or equipment for deaf and hard-of-hearing students to use in the general education classroom and providing specialized resources and visual aids.
    • Ensuring the inclusion of deaf and hard-of-hearing students in activities.
    • Providing instruction to deaf and hard-of-hearing students regarding their hearing loss, Deaf culture, assistive devices, and various communication methods used by deaf and hard-of –hearing individuals.
    • We help them deal with the stress related to constantly having to keep track of what is being communicated by utilizing every sensory avenue available to compensate for insufficient hearing. 
    • Facilitating opportunities for deaf and hard-of-hearing students to interact socially with other deaf and hard-of-hearing students and with deaf and hard-of-hearing role models.
    • Adapting curriculum to make subject matter accessible to deaf and hard-of-hearing students.
    • Keeping parents informed of the school curriculum and methods and techniques to reinforce language and academic development.
    • Evaluating and recommending appropriate environmental conditions, such as lighting and acoustics, to meet the unique communication needs of deaf and hard-of-hearing students.
    • Assessing students in the areas of academic achievement, language, and communication.
    • Making recommendations for IEP goals and objectives for academic achievement, language, and communication and providing direct, specialized instruction in specific areas of need.
    • Assisting in the appropriate placement of students
    • Monitoring individual hearing aids, cochlear implants, and assistive listening devices
    • Meeting regularly with program coordinators or program specialists to discuss problems or concerns regarding programs for integrated students
    • Meeting regularly with general education teachers and educational interpreters to discuss areas of concern and to ensure communication is effective
    • Auditory training entails augmenting communication needs of deaf/hard of hearing students.  We help them to revise information being presented so that  they can better “hear”, visually track and interpret the information and instructions being delivered.  The setting for these services are varied and depend on the individual student’s needs.  Because of their auditory needs, accommodations and modifications are suggested so that deaf/hard of hearing children can pursue gratifying interpersonal relationships rather than experiencing isolation and loneliness.  Listening training in conjunction with academics improves our students’ grades, performance and self-esteem.


Last Modified on October 28, 2011