Date of Award
Spring 5-17-2019
Document Type
Thesis
First Advisor
Julie Mitchiner
Second Advisor
Jerri Lyn Dorminy
Abstract
Over the course of the history of the United States history, there has been a drastic shift from an exclusive education for Deaf and Hard of Hearing students to a more inclusive approach. Through the change to an inclusive setting, students who are Deaf and Hard of Hearing often have an Itinerant Teacher of the Deaf and Hard of Hearing (Itinerant TODHH) that works as their advocate and support system throughout their mainstream experiences. The role of the Itinerant TODHH is constantly evolving and adapting which led to this study to investigate the perspectives of Itinerant TODHH on the challenges of this role. Through the analyzing of four qualitative interviews and already established literature, this study has proven the existence of challenges. These challenges within the Itinerant TODHH field are found within four major themes: (1) Equal Access to Quality Education for Deaf and Hard of Hearing Students, (2) the Least Restrictive Environment, (3) Reception and Support of the Knowledge of the Teacher of the Deaf and Hard of Hearing, and (4) Expansion of School and Program Knowledge of Deaf and Hard of Hearing Needs. Acknowledging these challenges is a significant first step towards making the necessary advancements, including the development of documented guidelines and training, which will allow the Itinerant TODHH to be the most effective advocates for their students.
Recommended Citation
Neild, Hannah Rae, "The Challenges of the Itinerant Teacher of the Deaf and Hard of Hearing: The Inside Story" (2019). Undergraduate University Honors Capstones. 69.
https://ida.gallaudet.edu/honors_capstones/69
