A Study on Perception of Cooperation Status and Effect of Inclusive Educational Itinerant Education for Itinerant Teachers and Integrated Class Teachers

2020 ◽  
Vol 36 (1) ◽  
pp. 113-137
Author(s):  
Su Jin Kang ◽  
Chang Wan Ha ◽  
Dae Young Jung
Keyword(s):  
Itinerant Teachers

Meeting the Needs of Rural Teachers of Visually Impaired Students

1987 ◽  
Vol 81 (5) ◽  
pp. 204-209 ◽  
Author(s):  
M.J. Bina
Keyword(s):  
Teacher Training ◽  
Visually Impaired ◽  
Training Programs ◽  
Rural Teachers ◽  
Sense Of Humor ◽  
Itinerant Teachers ◽  
Teacher Training Programs ◽  
Visually Impaired Students

A survey of itinerant teachers in Texas found that, despite the numerous shortcomings of the job, the respondents believed there were many advantages. The respondents further identified the much needed ability to adjust to change, to put things in perspective, to modify their expectations, and to exercise a healthy sense of humor. This article details these shortcomings and advantages, suggests strategies for overcoming obstacles, and discusses the implications of the findings for administrators of schools and personnel of teacher-training programs.

Itinerant Low Vision Services

1975 ◽  
Vol 69 (6) ◽  
pp. 255-265
Author(s):  
Kent D. Carter ◽  
Constance A. Carter
Keyword(s):  
New Hampshire ◽  
Low Vision ◽  
Team Approach ◽  
Classroom Teachers ◽  
Itinerant Teachers ◽  
Follow Up Care ◽  
Low Vision Clinic ◽  
Close Cooperation ◽  
Education Concept

The itinerant education concept proves helpful in providing visually impaired individuals with comprehensive low vision services, because visual screenings, training, and follow-up care can be provided on a regular basis within the student's own environment. Close cooperation among low vision clinic staff, classroom teachers, parents, ancillary personnel, and low vision educational consultants develops quality low vision service through a professional team approach. Such an approach is presently functioning successfully in the state of New Hampshire. To implement this approach, itinerant teachers with training and experience in the field of low vision are badly needed. It is recommended that universities, in cooperation with low vision clinics, seek ways of implementing such training in their present programs.

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

Practices and perceptions of German itinerant teachers in the field of visual impairment: Exploratory research focussing on three types of itinerant services

2020 ◽  
pp. 026461962097214
Author(s):  
Hisae Miyauchi ◽  
Wiebke Gewinn
Keyword(s):  
Inclusive Education ◽  
Dual Role ◽  
Future Research ◽  
Exploratory Research ◽  
Structured Interviews ◽  
Qualitative Research Design ◽  
School Based ◽  
Itinerant Teachers ◽  
Scant Attention ◽  
Collaborative Skills

This study aimed to clarify the practices and perceptions of itinerant teachers of students with visual impairments (TVIs) in inclusive education following three different types (i.e., school-based, school-based single role, and centre-based), identifying the salient factors that enable them to fulfil their roles. To date, the majority of the existing research has focussed on centre-based itinerant TVIs, with scant attention paid to the other itinerant types. This study mitigates this lack of research. Designed as an exploratory study to provide a useful reference for future research, the study employed a qualitative research design using semi-structured interviews with nine German TVIs. The results showed more similarities than differences among the three types of TVIs in their daily tasks, needed qualities and skills, and overall perceptions of the job. Two crucial elements enabled these TVIs to work effectively: the existence of a large community of TVIs and TVIs possessing good ‘collaborative skills’. The school-based dual role seemed to provide much-needed emotional and technical support. Further investigations are needed on the factors that contribute to a good ‘team’ or a ‘community’ of TVIs and on the effectiveness of the school-based dual role.

Distance Learning From Itinerant Teachers to Cloud-Based Technologies

2021 ◽  
pp. 855-869
Author(s):  
Linda D. Grooms
Keyword(s):  
Distance Learning ◽  
21St Century ◽  
Teaching And Learning ◽  
Human Life ◽  
Educational Opportunities ◽  
Distance Teaching ◽  
Current State ◽  
Nature Of Technology ◽  
Itinerant Teachers ◽  
State Of Affairs

The knowledge explosion, the increased complexity of human life, and the ubiquitous, 24/7 nature of technology coupled with the globalization of the marketplace herald the need to embrace the most effective methods and platforms of teaching and learning. Currently providing powerful educational opportunities, the science and technology of distance teaching and learning continues to multiply at unprecedented rates. While historically traveling from village to village verbally disseminating knowledge was the only process of training those at a distance, today's learners eagerly embrace the rapidly expanding cloud-based technologies of the 21st century, offering a plethora of informational and educational opportunities. With this exponentially expanding global educational landscape, one must question what exactly distance teaching and learning is, how it has evolved, what the current state of affairs is, and what we anticipate in the future?

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