Itinerant Teachers’ Perspectives of Using Collaborative Practices in Serving Students Who Are Deaf or Hard of Hearing

2015 ◽  
Vol 160 (3) ◽  
pp. 255-272 ◽  
Author(s):  
Mary V. Compton ◽  
Margo Appenzeller ◽  
Megan Kemmery ◽  
Stephanie Gardiner-Walsh
Keyword(s):  
Hard Of Hearing ◽  
Collaborative Practices ◽  
Itinerant Teachers ◽  
Teachers Perspectives

Practioner Reflection That Enhances Interprofessional Collaborative Practices for Serving Children Who Are Deaf/Hard-of-Hearing

2017 ◽  
Vol 2 (9) ◽  
pp. 3-9 ◽  
Author(s):  
Kristina M. Blaiser ◽  
Mary Ellen Nevins
Keyword(s):  
Young Children ◽  
Professional Practice ◽  
Hard Of Hearing ◽  
Service Providers ◽  
Interprofessional Collaboration ◽  
The Self ◽  
Self Awareness ◽  
Collaborative Practices ◽  
Interprofessional Teams ◽  
Client Care

Interprofessional collaboration is essential to maximize outcomes of young children who are Deaf or Hard-of-Hearing (DHH). Speech-language pathologists, audiologists, educators, developmental therapists, and parents need to work together to ensure the child's hearing technology is fit appropriately to maximize performance in the various communication settings the child encounters. However, although interprofessional collaboration is a key concept in communication sciences and disorders, there is often a disconnect between what is regarded as best professional practice and the self-work needed to put true collaboration into practice. This paper offers practical tools, processes, and suggestions for service providers related to the self-awareness that is often required (yet seldom acknowledged) to create interprofessional teams with the dispositions and behaviors that enhance patient/client care.

The Transition to School Among Deaf/Hard-of-Hearing Children: Teacher and Parent Perspectives

2019 ◽  
Vol 24 (4) ◽  
pp. 396-407
Author(s):  
Anat Zaidman-Zait ◽  
Brenda T Poon ◽  
Deirdre Curle ◽  
Janet R Jamieson ◽  
Nancy Norman
Keyword(s):  
Hard Of Hearing ◽  
School Setting ◽  
Smooth Transition ◽  
Parent Perspectives ◽  
Transition To School ◽  
Teachers Experiences ◽  
Inclusive School ◽  
Teacher Reports ◽  
Hearing Children ◽  
Teachers Perspectives

AbstractAlthough entry into the school system is a major milestone in the lives of young d/Deaf or hard-of-hearing (DHH) children and their families, relatively little is known about parents’ and teachers’ experiences and perspectives of this important transition. The aims of this study were to describe parents’ concerns during their children’s transition from early intervention to school, to describe practices available for families of DHH children, and to explore parents’ and teachers’ perspectives regarding practices that support a smooth transition to school. Parents (N = 40) and teachers (N = 37) of the deaf and hard of hearing completed surveys examining their experiences and perspectives on DHH children’s transition to school. Among concerns expressed among parents was their child’s ability to participate successfully in an inclusive school setting, as well as the level of supports their child would receive. Teachers reported numerous policies and practices that supported the transition to school, emphasizing high-intensity practices often used to gather information about the child and set accommodations in place. Parent and teacher reports on facilitators for the transition are compared and contrasted. Recommendations for research and practice are provided.

Description of the direct teaching activities of itinerant teachers of deaf and hard of hearing students

2018 ◽  
Vol 20 (1) ◽  
pp. 23-40
Author(s):  
John Davison-Mowle ◽  
Greg Leigh ◽  
Jill Duncan ◽  
Michael Arthur-Kelly
Keyword(s):  
Hard Of Hearing ◽  
Teaching Activities ◽  
Itinerant Teachers ◽  
Direct Teaching

scholarly journals Collaboration in the Elementary School: What Do Teachers Think?

2019 ◽  
Vol 8 (2) ◽  
pp. 54
Author(s):  
Mercedes Tichenor ◽  
John Tichenor
Keyword(s):  
Elementary School ◽  
Student Learning ◽  
Teacher Collaboration ◽  
Educational Practices ◽  
Individual Activity ◽  
Collaborative Practices ◽  
Collaborative Activities ◽  
Teachers Perspectives

Teaching is often seen as an isolated profession in which individual teachers work behind closed doors independentlyfrom other teachers. However, this view of teaching as primarily an individual activity belies the reality of modern,collaborative educational practices that most significantly impact student learning. In this study, we examineelementary teachers’ perspectives on common collaborative practices and discuss what teachers believe are the biggestbenefits of and barriers to teacher collaboration. The results from this investigative survey suggest that althoughteachers do not regularly participate in many collaborative activities, they believe that collaboration is valuable and aneffective use of their time.

Itinerant Teachers’ Perspectives Interview

2015 ◽  
Author(s):  
Mary V. Compton ◽  
Margo Appenzeller ◽  
Megan Kemmery ◽  
Stephanie Gardiner-Walsh
Keyword(s):  
Itinerant Teachers ◽  
Teachers Perspectives
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