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Articoli di riviste sul tema "Itinerant teachers"

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Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 25 gennaio 2023

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1

Lee, Jeongmi, e Kyoungwon Lim. "An Itinerant Teacher’s Experience in Adapting at Facilities for Students with Disabilities". Korean Association for Qualitative Inquiry 8, n. 2 (30 giugno 2022): 213–59. http://dx.doi.org/10.30940/jqi.2022.8.2.213.

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This study was aimed to reflect on myself and to find socio-cultural meaning by sharing my experiences as an itinerant teacher and my interactions with the surrounding culture, using self-cultural descriptive papers, and to give implications for special education. In order to achieve the purpose of this study, the researcher collected memory data, self-reflection data, cultural artifacts, self-observation data, call records, and transcripts of various conferences related to itinerant education for 4 years and 3 months. The collected data were analyzed by applying a comprehensive analysis procedure based on pragmatic eclecticism. The result of the study showed, first, it was not only an individual ability problem that caused itinerant teachers to have difficult in class. Second, the answer to the frustration and confusion caused by the students was eventually found in the students. Third, the most important thing in relation to facilities was how to build a rapport. Fourth, it was the receptive atmosphere and interest in the school that help itinerant teachers feel positive about teacher efficacy. Fifth, all the difficulties and confusion that itinerant teachers may have in the field of itinerant education could be overcome through cooperative relationships with higher-level institutions including the learning community of itinerant teachers, not through individual efforts of the itinerant teachers. The results of this study will be the basis to better understand the itinerant education, which has not been getting much attention in the past. In addition, it will be of comfort to itinerant teachers who, including myself, are struggling with itinerant education.

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Dinnebeil, Laurie A., William F. McInerney e Lynette Hale. "“Shadowing” Itinerant ECSE Teachers: A Descriptive Study of Itinerant Teacher Activities". Journal of Research in Childhood Education 21, n. 1 (settembre 2006): 41–52. http://dx.doi.org/10.1080/02568540609594577.

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Cho, Su Min, e Jae Young Hong. "The Challenges and Support Needs of Beginning Teachers Working at The Special Education Support Centers for Itinerant Education". Korean Association For Learner-Centered Curriculum And Instruction 22, n. 19 (15 ottobre 2022): 253–72. http://dx.doi.org/10.22251/jlcci.2022.22.19.253.

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Objectives The purpose of this study was to conduct a qualitative study and deeply examine the challenges and support needs experienced by beginning teachers in special education support centers during itinerant education. Methods To this end, snowball sampling was conducted to target 5 beginning teachers working in special education support centers in Jeollabuk-do Province as the research participants. This study intended to closely investigate the experience of beginning teachers that implement itinerant education in special education support centers, so a semi-structured interview was developed with 3 domains and 12 components about the ‘operation status of itinerant education,’ ‘challenges of itinerant education,’ and ‘support needs for itinerant education.’ Based on the semi-structured interview, 1-2 sessions of in-depth interview, which is a qualitative study, were conducted and the collected data were analyzed with inductive analysis through the three coding processes that consisted of transcription, coding, and meaning generation. Results The analysis result showed that the struggles of the beginning teachers can be classified into 4 upper categories and 13 sub-categories. The first upper category is ‘a lack of expertise’ and recognized the lack of expertise as a teacher such as establishing itinerant education activity plans, classes, and interventions for behavior problems. The second upper category is ‘psychological conflicts from relationships’ and beginning teachers experienced challenges in their relationships with inclusive teachers, guardians, and the students during the itinerant education. The third upper category was the ‘barren road for self-development’ as there were limits in the training for itinerant education or human resource. The fourth upper category is the ‘poor environment and administrative⋅financial support’ and there were insufficient environmental conditions for itinerant education and administrative⋅financial support. The support needs of the beginning teachers can be categorized into 3 upper categories and 6 sub-categories. The first upper category is for ‘teachers to develop’ through efforts for the growth of teachers' expertise such as training and professional learning community. The second upper category is ‘a school that collaborates and communicates.’ The beginning teachers emphasized the need to cooperate and communicate with the inclusive teachers and the school parents. The third upper category is ‘effective administrative⋅financial support’ as there were demands of appropriate administrative⋅financial support to perform the duties effectively. Conclusions The study results can be applied as the base data of policy support plans for the itinerant education of the beginning teachers in special education support centers and also to examine the measures required for the beginning teachers to develop into professional itinerant teachers.

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Bina, Michael J. "Rural special education itinerant service delivery: Practical suggestions to overcome job realities and shortcomings". Rural Special Education Quarterly 7, n. 4 (marzo 1987): 20–26. http://dx.doi.org/10.1177/875687058700700407.

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This article focuses on the realistic shortcomings and advantages of rural special education itinerant service delivery. Practical strategies for overcoming the job realities are provided. Discussion centers on implications for school administrators, teacher training personnel, and the itinerant teachers themselves. The article emphasizes the much needed abilities to adjust to change, to modify expectations, and to exercise a healthy sense of humor.

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Gallimore, Desirée P. M. "Multiculturalism and Students with Visual Impairments in New South Wales, Australia". Journal of Visual Impairment & Blindness 99, n. 6 (giugno 2005): 345–54. http://dx.doi.org/10.1177/0145482x0509900604.

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This study found that a large number of students with visual impairments in public and private schools in New South Wales come from culturally diverse backgrounds, that teacher training does not incorporate multicultural perspectives, and that instructors and itinerant vision teachers lack knowledge and skills to teach from a multicultural perspective. Recommendations are provided to guide the inclusion of multicultural perspectives in teacher preparation programs and teachers’ practices.

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김현집 e 손승현. "Perceptions and Practices of Itinerant Teachers on the Inclusive Model of Itinerant Education". Journal of Inclusive Education 5, n. 2 (dicembre 2010): 19–39. http://dx.doi.org/10.26592/ksie.2010.5.2.19.

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Donald F. Moores. "Inclusion, Itinerant Teachers, and the Pull-out Model". American Annals of the Deaf 153, n. 3 (2008): 273–74. http://dx.doi.org/10.1353/aad.0.0048.

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8

Luckner, John L., e Kevin J. Miller. "Itinerant Teachers: Responsibilities, Perceptions, Preparation, and Students Served". American Annals of the Deaf 139, n. 2a (1994): 111–18. http://dx.doi.org/10.1353/aad.2012.0044.

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Dinnebeil, Laurie A., William F. McInerney e Lynette Hale. "MINI-THEME COMMENTARY: "Itinerant ECSE Teachers in Action"". Journal of Educational and Psychological Consultation 15, n. 2 (giugno 2004): 167–75. http://dx.doi.org/10.1207/s1532768xjepc1502_4.

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Luckner, John L., e Jennifer Howell. "Suggestions for Preparing Itinerant Teachers: A Qualitative Analysis". American Annals of the Deaf 147, n. 3 (2002): 54–61. http://dx.doi.org/10.1353/aad.2012.0210.

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Freeman, Ashley Thomas. "Bushrangers, itinerant teachers and constructing educational policy in 1860s New South Wales". History of Education Review 48, n. 1 (3 giugno 2019): 15–30. http://dx.doi.org/10.1108/her-12-2017-0027.

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Purpose The purpose of this paper is to examine how rural outlaws, known in the Australian context as bushrangers, impacted on the introduction of itinerant teaching in sparsely settled areas under the Council of Education in the colony of New South Wales. In July 1867 the evolving process for establishing half-time schools was suddenly disrupted when itinerant teaching diverged down an unexpected and uncharted path. As a result the first two itinerant teachers were appointed and taught in an irregular manner that differed significantly from regulation and convention. The catalyst was a series of events arising from bushranging that was prevalent in the Braidwood area in the mid-1860s. Design/methodology/approach The paper draws on archival sources, particularly sources within State Archives and Records NSW, further contemporary sources such as reports and newspapers; and on secondary sources. Findings The paper reveals the circumstances which led to the implementation of an unanticipated form of itinerant teaching in the “Jingeras”; the impact of rural banditry or bushranging, on the nature and conduct of these early half-time schools; and the processes of policy formation involved. Originality/value This study is the first to explore the causes behind the marked deviation from the intended form and conduct of half-time schools that occurred in the Braidwood area of 1860s New South Wales. It provides a detailed account of how schooling was employed to counter rural banditry, or bushranging, in the Jingeras and provided significant insight into the education policy formation processes of the time.

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Kang, Su Jin, Chang Wan Ha e Dae Young Jung. "A Study on Perception of Cooperation Status and Effect of Inclusive Educational Itinerant Education for Itinerant Teachers and Integrated Class Teachers". Journal of Emotional & Behavioral Disorders 36, n. 1 (31 marzo 2020): 113–37. http://dx.doi.org/10.33770/jebd.36.1.6.

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Bina, M. J. "Meeting the Needs of Rural Teachers of Visually Impaired Students". Journal of Visual Impairment & Blindness 81, n. 5 (maggio 1987): 204–9. http://dx.doi.org/10.1177/0145482x8708100508.

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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.

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Gedfie, Mebrat, e Dawit Negassa. "The Contribution of Cluster Resource Centers for Inclusion: The Case of Atse Sertse Dingil Cluster Primary School, Ethiopia". International Journal of Education and Literacy Studies 7, n. 2 (30 aprile 2019): 31. http://dx.doi.org/10.7575/aiac.ijels.v.7n.2p.31.

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The purpose of this study was to assess the contributions of cluster resource centers in the implementation of inclusive education of children with special educational needs, and more specifically visually impaired children in Atse Sertse Dingil Cluster Primary School. A qualitative approach with case study design was used to elicit the required information from the principal, itinerant teacher, regional advisor and regular teachers. The study involved seven participants. The data collected through semi-structured interview guide and document review was analyzed thematically. Findings indicate that participants have varied levels of understanding and use of resource centers for inclusion. The resource center did not address the diverse needs of children with special educational needs and teachers adequately. The result showed that the resource center plays a vital role in professional development of teachers in implementing inclusive education even if much focus was given to knowledge development of teachers. It also confirmed that the regional advisor and itinerant teacher in collaboration with the principal of the school tried to mobilize the community for the education of children with special educational needs through organizing dialogues and workshops though there was limitation. The study revealed that the resource center did not function adequately in supporting the education of children with special educational needs because of financial, attitudinal, materials and trained manpower related barriers. Therefore, such measures as allocation of sufficient funds, awareness raising trainings on issues of inclusion such as skill trainings and collaborative work among stakeholders need to be taken by the school and the education office.

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Kluwin, Thomas N., C. S. Morris e Jesteene Clifford. "A Rapid Ethnography of Itinerant Teachers of the Deaf". American Annals of the Deaf 149, n. 1 (2004): 62–72. http://dx.doi.org/10.1353/aad.2004.0012.

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Vogler, E. William, Hans van der Mars, Paul Darst e Barbara Cusimano. "Relationship of Presage, Context, and Process Variables to ALT–PE of Elementary Level Mainstreamed Students". Adapted Physical Activity Quarterly 7, n. 4 (ottobre 1990): 298–313. http://dx.doi.org/10.1123/apaq.7.4.298.

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Classroom processes were analyzed to study the effectiveness of main-streaming in physical education. Thirty teachers and 30 mainstreamed handicapped students were videotaped in elementary school P.E. classes. Data on their classroom behavior were coded using standard systematic ALT–PE “effective teaching” observation practices. There were many favorable classroom processes to indicate that mainstreaming was a good context for both handicapped and nonhandicapped students (e.g., comparable ALT–PE percentages and a more positive than negative interaction between teacher and student). Variables most predictive of ALT–PE were interruptions in class and whether a teacher was itinerant or not.

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Janson, Elizabeth. "ITINERANT CURRICULUM THEORY: TOWARDS A JUST PEDAGOGY". Revista Teias 20, n. 59 (20 dicembre 2019): 212–18. http://dx.doi.org/10.12957/teias.2019.47462.

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Abstract: In this article, I examine how Joao Paraskeva’s Curriculum Epistemologies deepens his previous work on Itinerant Curriculum Theory (ICT) and discuss how this can be seen within the US public education classroom. I analyze (a) how the intricacies of ICT allow educators to fight for a just pedagogy by creating spaces of empowerment for youth and decolonizing the Curriculum; (b) how the standardization of US curriculum can be seen as an anti-ICT which helps teachers theorize spaces for ICT. This analysis of ICT reflects the need to struggle for social and cognitive justice through a just pedagogy of hope.

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Lee, Kyungtai, Sangjin Moon e Byungun Jeon. "The Lived Experience of Exclusion among Teachers Who Participate in Itinerant Education". Korea Association of Yeolin Education 24, n. 1 (29 febbraio 2016): 171–98. http://dx.doi.org/10.18230/tjye.2016.24.1.171.

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HAMATANI, NAOTO. "Using Itinerant Consultation to Support Teachers in Inclusive Elementary Schools: A Model". Japanese Journal of Educational Psychology 54, n. 3 (2006): 395–407. http://dx.doi.org/10.5926/jjep1953.54.3_395.

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Dinnebeil, Laurie, William McInerney e Lynette Hale. "Understanding the Roles and Responsibilities of Itinerant ECSE Teachers Through Delphi Research". Topics in Early Childhood Special Education 26, n. 3 (luglio 2006): 153–66. http://dx.doi.org/10.1177/02711214060260030301.

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TERESA GADENS MARCON, GABRIELLI. "INCLUSÃO E EDUCAÇÃO ESPECIAL DO ALUNO COM ALTAS HABILIDADES OU SUPERDOTAÇÃO". Revista Científica Semana Acadêmica 10, n. 227 (10 novembre 2022): 1–22. http://dx.doi.org/10.35265/2236-6717-227-12288.

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This paper discusses the theme Inclusive Education, with emphasis on students with High Abilities or Giftedness (AHSD) and has a qualitative approach, defining itself as a literature review, where the objective is to carry out a survey of the main actions, strategies, methods and resources that the teacher can adopt, aiming to promote the reception and the full development of the potential of the student with AHSD. Among the modalities used in service programs for students with such characteristics, there are those of the three main axes: grouping, acceleration and enrichment, and three other modalities, known as: regular common class, resource rooms and itinerant teacher. All these have points in common, not being necessarily conflicting, nor needing to be adopted exclusively; they can be used to guide the work of teachers in the classroom, given the demands of a student with AHSD.

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Morris, Christine, e Umesh Sharma. "Facilitating the Inclusion of Children With Vision Impairment: Perspectives of Itinerant Support Teachers". Australasian Journal of Special Education 35, n. 2 (1 dicembre 2011): 191–203. http://dx.doi.org/10.1375/ajse.35.2.191.

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AbstractChildren with vision impairment (VI) and blindness are largely educated in mainstream schools in Australia. Specialist itinerant support teachers – vision (ISTVs) travel from school to school to facilitate the education of these children. The purposes of this study were to examine the barriers that ISTVs face in this role, and to identify strategies used to address these barriers. Seven ISTVs participated in the study. Focus group interviews were conducted to collect data from participants. Constant comparison, a form of thematic analysis, was used to examine the data. Results indicate that barriers include a lack of understanding among regular school educators of the needs of children with VI, lack of awareness of the role of ISTVs, insufficient resources and time, and inadequate training. Frequent communication and good working relationships with staff help to minimise or negate many of the potential barriers. However, barriers such as lack of time and inadequate training remain unaddressed and require the attention of policymakers at higher levels.

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Kadmon, H. "Education of the Blind and Visually Impaired Population of Israel". Journal of Visual Impairment & Blindness 83, n. 1 (gennaio 1989): 26–27. http://dx.doi.org/10.1177/0145482x8908300107.

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This article describes the various models of educating blind and visually impaired students in Israel, including residential schools, resource rooms, itinerant teachers, and joint and individual initiatives. Although the overall policy on special education encourages the mainstreaming of blind and visually impaired students into regular classrooms, the staff of special education have considerable autonomy in planning programs. This freedom encourages the development of programs that cater to the needs of individual students.

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Brown, Don, Charlotte Thomson, Angelika Anderson, Dennis W. Moore, Joanne Walker, Ted Glynn, Angus Macfarlane, John Medcalf e James Ysseldyke. "Resource Teachers Learning and Behaviour: An Ecological Approach to Special Education". Australasian Journal of Special Education 24, n. 1 (gennaio 2000): 5–20. http://dx.doi.org/10.1017/s1030011200024659.

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The Resource Teachers Learning and Behaviour (RTLB) program is a unique special education development in New Zealand. The aim of this program is the creation of a nation-wide network of more than 700 RTLB operating as itinerant consulting teachers providing support in inclusive classrooms. The principles underlying the program are described and an outline provided of the curriculum and methods of delivery. The program also acknowledges the need to address the important bi-cultural elements of New Zealand society. The paper reports on RTLB demographic profiles and the initial responses of teachers to their training. Preliminary indices of program effectiveness are also presented. The paper indicates ways in which the RTLB initiative is likely to develop and notes issues within the New Zealand education system that will both strengthen and constrain the overall development of the program.

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Luckner, J. L., e C. Ayantoye. "Itinerant Teachers of Students Who Are Deaf or Hard of Hearing: Practices and Preparation". Journal of Deaf Studies and Deaf Education 18, n. 3 (20 marzo 2013): 409–23. http://dx.doi.org/10.1093/deafed/ent015.

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Susan Foster e Katie Cue. "Roles and Responsibilities of Itinerant Specialist Teachers of Deaf and Hard of Hearing Students". American Annals of the Deaf 153, n. 5 (2009): 435–49. http://dx.doi.org/10.1353/aad.0.0068.

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Douglas, M. "Educating Blind and Visually Impaired Children in Western Australia". Journal of Visual Impairment & Blindness 83, n. 1 (gennaio 1989): 51–53. http://dx.doi.org/10.1177/0145482x8908300117.

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The vastness of Western Australia presents special problems for the provision of equal education to blind and visually impaired children who are mainstreamed in schools throughout the state, especially those who are in underpopulated areas. This article describes the history of education of blind and visually impaired people in the state, culminating in the granting of integrated education in the 1970s and the subsequent effects of mainstreaming. It also discusses the special problems of itinerant teachers, who often travel hundreds of miles, by car, and airplane, to see one student.

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Henderson, Robyn. "Student mobility: moving beyond deficit views". Journal of Psychologists and Counsellors in Schools 11 (novembre 2001): 121–30. http://dx.doi.org/10.1017/s1037291100004374.

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This paper discusses issues that relate to student mobility and implications for teachers and guidance officers. Whilst there has been a tendency to locate problems associated with mobility in the children themselves or in their families, it is argued that this is not a particularly productive approach. Taking lessons from recent literacy understandings and using data from a study about the children of itinerant fruit pickers, this paper takes a broader perspective, recommending that school personnel widen their focus to include an examination of school practices and to consider equity implications for mobile students.

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Benitez-Herrera, Sandra, e Patricia F. Spinelli. "GalileoMobile, sharing astronomy with students and teachers around the world". Proceedings of the International Astronomical Union 11, A29A (agosto 2015): 399–400. http://dx.doi.org/10.1017/s1743921316003410.

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GalileoMobile is a non-profit, itinerant, science outreach initiative that brings Astronomy closer to young people in areas with little or no access to outreach programs. We perform astronomy-related activities in schools and communities we visit and encourage follow-up activities through teacher training workshops and the donation of telescopes and other educational resources. GalileoMobile also extends its impact to a worldwide audience through deliverable products. Our work is shared worldwide through the production of documentaries, books and a wide range of Internet resources (OfficialWebsite - www.galileo-mobile.org - and Blog, Facebook page, Google+,Twitter, Youtube and Vimeo). GalileoMobile is an unprecedented initiative promoting science knowledge and the interaction beyond borders through Astronomy while raising awareness for the diversity of human cultures, conveying the message of “unity under the same sky”. We take advantage of the local astronomical culture of the visited communities to establish a dialogue between different ways of understanding the world and to share different types of knowledge (historic, scientific, anthropological . . .), encouraging a process of mutual learning.

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박은송, Kim Sam-Sup e 박은영. "A Study on Teachers' Recognition and Educational Application of ICT at Residential and Itinerant Education". Korean Journal of Physical, Multiple, & Health Disabilities 50, n. 2 (luglio 2007): 63–81. http://dx.doi.org/10.20971/kcpmd.2007.50.2.63.

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Prause, Julie. "Book Review: Itinerant Teaching: Tricks of the Trade for Teachers of Students with Visual Impairments". Journal of Visual Impairment & Blindness 99, n. 8 (agosto 2005): 504–6. http://dx.doi.org/10.1177/0145482x0509900807.

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Bolborici, Ana-Maria, e Diana-Cristina Bódi. "Issues of Special Education in Romanian Schools". European Journal of Education 1, n. 3 (29 novembre 2018): 135. http://dx.doi.org/10.26417/ejed.v1i3.p135-141.

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School managers, teachers, students, as well as their parents are faced with increasingly frequent attempts to integrate the diversity of pupils as a result of integration policies at national and European level. Educational needs of impaired persons require special attention. Is necessary to make steps should be taken to ensure access to education for each category of disabled person as part of the education system. Legislative framework in the field of special education Romania takes into account the legislation created by the international bodies on the education of persons with special educational needs, to which Romania has adhered. This paper presents aspects regarding the organization of educational support services dedicated to children, students and young people with special educational needs in mainstream schools in accordance with Romanian law; it also underlines the international legal framework of reference.This paper is part of a wider project that focuses on teacher training to optimize the integration of SEN pupils into the mainstream school; we used data collection methods, such as social document study and focus-group. An integrated and tailored approach is needed for children with SEN (special educational needs); focus-groups organized with primary school and gymnasium children, as well as with support teachers, revealed a number of adaptation issues from both sides (pupils with SEN and students with no problems). On the other hand, the itinerant teachers are assaulted by a series organization problems and it becomes impossible to provide support and assistance to children with special needs who are growing in numbers.Training of teachers is one of the most important pillars in the integration of all those involved in education, it is the way to optimize service organizations. Teacher training must respond to the real and complex needs of the beneficiaries, based on exploratory learning.In the final, will be presented and analyzed the main important problems faced by both teachers and pupils in the current educational context. Keywords: special education, educational needs, integration policies, children, teachers

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Park, So-young, Song ha Yoon e Jang Soon Yoo. "Roles and Support Needs of Early Childhood Special Education Teacher in Special Education Support Centers". Korean Journal of Early Childhood Special Education 22, n. 2 (30 giugno 2022): 151–73. http://dx.doi.org/10.21214/kecse.2022.22.2.151.

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The purpose of this study is to investigate the roles, difficulties, points of reward, and support needs of early childhood special education teachers working in special education support centers through their experiences and perception. For the research method, Focus Group Interview(FGI) was conducted with 6 early childhood special education teachers who had more than 2 years of work experience in special education support center. As a result of the study, 5 categories and 23 sub-themes were derived. In the special education support center, the duties and roles of early childhood special education teachers were diagnosis and evaluation, itinerant education, therapy support, infant class operation, in-service training program operation, etc. They felt the reward of working in the special education support center was positive and rewarding in the center's administrative work, and infant class operation support. The difficulties were to complaints, conducting diagnostic evaluations, appropriate placement according th children’s educational needs, counseling with parents, lack of understanding of work due to lack of work and field experience. The improvement related to the work of the special education support center required division of work, systematic training support, and a balanced teacher arrangement. Needs for support related to the work of the special education support center included administrative and financial support and placement of a special education supervisor for early childhood special education. Based on the results of this study, the role of early childhood special education teachers working in the special education support center and improvement measures were discussed to strengthen their professionalism.

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Cihan, Mehmet Akif, e Rona L. Pogrund. "Educational Impact of Using the VISSIT to Determine Service Delivery Time of Itinerant Teachers of Students With Visual Impairments". Journal of Visual Impairment & Blindness 116, n. 3 (maggio 2022): 404–9. http://dx.doi.org/10.1177/0145482x221109535.

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High-quality education for students with visual impairments starts with service intensity determination based on the needs of students by teachers of students with visual impairments (Lewis & Allman, 2017; Spungin et al., 2016). Even though the Individuals with Disabilities Education Improvement Act (IDEA) emphasizes addressing students’ needs for service delivery (United States Department of Education, 2004), some teachers of students with visual impairments continue taking other factors such as caseload size into account for service intensity determination (Pogrund et al., 2019). Similarly, The Michigan Vision Services Severity Rating Scale (Michigan Department of Education, 2017) does not focus on the individual needs of the students to recommend service time. For example, it considers teachers’ availability such as travel time while determining service intensity. It also uses students’ visual condition as a criterion, which may not always accurately reflect the needs of the students for service delivery time.

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Reed, Susanne. "Beliefs and Practices of Itinerant Teachers of Deaf and Hard of Hearing Children Concerning Literacy Development". American Annals of the Deaf 148, n. 4 (2003): 333–43. http://dx.doi.org/10.1353/aad.2003.0031.

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Davison-Mowle, John, Greg Leigh, Jill Duncan e Michael Arthur-Kelly. "Description of the direct teaching activities of itinerant teachers of deaf and hard of hearing students". Deafness & Education International 20, n. 1 (2 gennaio 2018): 23–40. http://dx.doi.org/10.1080/14643154.2018.1442908.

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Power, Des, e Merv Hyde. "Itinerant Teachers of the Deaf and Hard of Hearing and Their Students in Australia: some state comparisons". International Journal of Disability, Development and Education 50, n. 4 (dicembre 2003): 385–401. http://dx.doi.org/10.1080/1034912032000155185.

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Compton, Mary V., Margo Appenzeller, Megan Kemmery e Stephanie Gardiner-Walsh. "Itinerant Teachers’ Perspectives of Using Collaborative Practices in Serving Students Who Are Deaf or Hard of Hearing". American Annals of the Deaf 160, n. 3 (2015): 255–72. http://dx.doi.org/10.1353/aad.2015.0023.

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Norman, Nancy, e Janet R. Jamieson. "Social and Emotional Learning and the Work of Itinerant Teachers of the Deaf and Hard of Hearing". American Annals of the Deaf 160, n. 3 (2015): 273–88. http://dx.doi.org/10.1353/aad.2015.0024.

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Lee, Sung Suk, e Tae-Young Kim. "A study of itinerant early childhood English teachers’ motivation and demotivation: Focusing on the post COVID-19 era". Korea Association of Primary English Education 28, n. 1 (31 marzo 2022): 79–105. http://dx.doi.org/10.25231/pee.2022.28.1.79.

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Mourão, Sandie. "English as a foreign language in ECE: itinerant teachers of English and collaborative practices for an integrated approach". European Early Childhood Education Research Journal 29, n. 3 (4 maggio 2021): 455–71. http://dx.doi.org/10.1080/1350293x.2021.1928726.

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Pogrund, Rona L., Shannon Darst e Michael P. Munro. "Initial Validation Study for a Scale Used to Determine Service Intensity for Itinerant Teachers of Students with Visual Impairments". Journal of Visual Impairment & Blindness 109, n. 6 (novembre 2015): 433–44. http://dx.doi.org/10.1177/0145482x1510900602.

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43

Stough, Laura M. "Special Education and Severe Disabilities in Costa Rica: Developing Inclusion in a Developing Country". Research and Practice for Persons with Severe Disabilities 28, n. 1 (marzo 2003): 7–15. http://dx.doi.org/10.2511/rpsd.28.1.7.

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Abstract (sommario):

Special education has been part of the Costa Rican public education system for more than 60 years. Approximately 10% of the 75,000 students who receive special services have a severe disability; however, there is a chronic shortage of personnel trained to educate students with significant educational needs. In the last 5 years, Costa Rica has promulgated four educational service models that extend special education expertise: Consulting teachers, educational assistance teams, itinerant teams, and resource centers. These models more equitably distribute the technical skills and knowledge of special education professionals throughout the country. In addition, the Department of Special Education has developed a pragmatic educational classification system that describes the level of modifications required by students with disabilities, rather than one that is driven by their diagnostic label. Few publications have been written about special education in Costa Rica. This is the first historical overview of the development of inclusion in this country.

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Naimoli, Joseph F., Anani Gbekley, Tchao Bamaze, Kathleen A. Parker, Jennifer Bryce e Gail C. Naimoli. "Working with Communities to Increase the Use of Health Services: An Experience from Togo, West Africa". International Quarterly of Community Health Education 14, n. 3 (ottobre 1993): 257–71. http://dx.doi.org/10.2190/00k6-qrjk-4cnx-rfm3.

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A project in Togo, West Africa, demonstrated that motivated and skilled district health teams can increase community involvement in promoting positive health behavior. Village health committees, village volunteers, health workers, itinerant health agents, and school teachers collaborated with district health personnel in village-wide efforts to increase the use of health services targeted to children under five years of age. The project also demonstrated that in areas where health services are accessible, high levels of service utilization can be achieved by villages through a combination of strategies that rely on person-to-person and group methods of communication. Village-level educational programs, which included theater, storytelling, patient education at health facilities, and child-to-child activities in schools contributed to improvements in immunization coverage levels in children twelve to twenty-three months of age after less than one year following the educational intervention. The major factors responsible for the success of the project are summarized, and issues related to project replication and diffusion are discussed.

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Obara, A. T., M. L. Kovalski, V. B. Regina, P. B. Riva, M. R. Hidalgo, C. B. Galvão e B. T. Takahashi. "Environmental education for sustainable management of the basins of the rivers Pirapó, Paranapanema III and Parapanema IV". Brazilian Journal of Biology 75, n. 4 suppl 2 (dicembre 2015): 137–47. http://dx.doi.org/10.1590/1519-6984.01113suppl.

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The growing concern about the quantity and quality of water has led managers and researchers from various countries to concentrate efforts in the study, planning and management of watersheds, considered appropriate units for the rational and sustainable management of water resources. This experience report presents results of the Program for Communication, Environmental Education and Social Mobilization, which is part of the project “Monitoring Network of the basins of the rivers Pirapó, Paranapanema III and Paranapanema IV – analysis and monitoring of the hydrological behavior”, developed by a multidisciplinary team of researchers and graduate students of the State University of Maringá (Paraná, Brazil). The goals of the program were: a) To develop continuing education for teachers of basic education, active in state schools located in the basins studied; b) To raise awareness and to promote training of various local social actors; c) To produce educational and promotional materials for teachers and general community, respectively. The methodology was the action research, on the basis of collaborative work between university researchers and participants of the program. The results evidence that teachers and representatives of different social groups had a limited view of issues related to water resources of their region. Courses, workshops and itinerant exhibitions, beyond teaching aids and promotional material prepared by the group of researchers and graduate students contributed to broaden the view of social actors about watersheds to which they are part, from the perspective of an active, critical and responsible participation focused on sustainable use and management of water resources.

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Hong, Sunggye, Irene Topor e Jane Erin. "A Comparison of Distance and On-Campus Learning Models to Prepare Teachers of Students With Visual Impairments". Journal of Visual Impairment & Blindness 116, n. 3 (maggio 2022): 343–53. http://dx.doi.org/10.1177/0145482x221109517.

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Introduction Since the 1970s, many universities and agencies have prepared professionals in visual impairment through distance educational approaches, including concentrated off-campus courses, video and telephone connections, and synchronous or asynchronous online methods. Although online professional preparation in visual impairment has become common, there is little data that compares outcomes of on-campus instruction with distance education methods. This article reports follow-up data from a federally funded graduate university program that prepares teachers of students with visual impairments: It compares results from a survey that describes how on-campus and distance education students perceived the quality of their preparation. Methods An online survey was sent to 37 bachelor’s degree students who had earned certification as teachers of students with visual impairments. 27 students returned usable surveys, in which they reported relevant demographic information and current job roles. The survey included 13 demographic questions about employment and setting. Eight questions related to general evaluation of their preparation program, and 22 questions related to perceived competence in skills needed to prepare teachers of students with visual impairments. Results There were few differences between perceptions of students who were prepared in the full-time on-campus model and those who were prepared through distance education. Most respondents were graduates working as itinerant teachers in public schools or specialized school settings. With regard to perceptions of their own skills related to visual impairment, only the item on assistive technology showed a significant difference between the two models. Students in distance education perceived themselves as less well prepared in that area. Discussion Given the increased shift toward distance learning caused by the COVID-19 virus, the authors suggest that a broad-based national study of outcomes related to distance learning in visual impairment might offer more detailed insights into the quality of teaching produced through distance learning.

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Lynch, Paul, Steve McCall, Graeme Douglas, Mike McLinden e Asher Bayo. "Inclusive educational practices in Uganda: evidencing practice of itinerant teachers who work with children with visual impairment in local mainstream schools". International Journal of Inclusive Education 15, n. 10 (dicembre 2011): 1119–34. http://dx.doi.org/10.1080/13603116.2011.555070.

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Lynch, Paul, Steve McCall, Graeme Douglas, Mike McLinden, Bernard Mogesa, Martha Mwaura, John Muga e Michael Njoroge. "Inclusive educational practices in Kenya: Evidencing practice of itinerant teachers who work with children with visual impairment in local mainstream schools". International Journal of Educational Development 31, n. 5 (settembre 2011): 478–88. http://dx.doi.org/10.1016/j.ijedudev.2010.08.006.

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Lee, So Hyun, e lee Young Kim. "Effects of the Itinerant Consulting Program on Teaching Efficacy of Care- Providing-Teachers for Young Children with Disabilities in Inclusive Daycare Center". Special Education Research 7, n. 2 (31 ottobre 2008): 103. http://dx.doi.org/10.18541/ser.2008.10.7.2.103.

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Martins, Daniel Valério, e Ruan Rocha Mesquita. "Sala de Aula Itinerante e o diálogo entre Universidade e Comunidade: uma ação na EEFM de Forte Velho em Santa Rita-PB". Revista Educação, Pesquisa e Inclusão 1 (1 dicembre 2020): 1. http://dx.doi.org/10.18227/2675-3294repi.v1i0.6664.

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Neste artigo apresentamos, ademais da proposta de atividade do Programa de Pós-graduação em Educação - PPGE da UFPB diante da Campanha Ação Educação Democrática da ANPED com a criação da Sala de Aula Itinerante, a primeira ação realizada no projeto na EEFM de Forte Velho no município de Santa Rita-PB. A ação surge da demanda da Escola na busca por novas metodologias de ensino frente aos problemas enfrentados pelo corpo docente no intuito de incentivar os alunos no processo de ensino-aprendizagem, além de desenvolver mecanismos de mediação frente ao problema, bem como a assiduidade desse alunado. De acordo com os pensamentos de Ginzburg (1990), Vygotsky (2001), Montessori (1965), Hoffmann (2005), Freire (2002), Freinet (1975) e Lozanov (1983), foi elaborado um minicurso de novas metodologias e ferramentas didáticas, aplicado aos professores e gestor(a) escolar com o objetivo de identificar possíveis falhas no processo, resistência docente frente ao novo e a possível ressignificação da ação docente. Assim, o presente artigo possui uma perspectiva puramente qualitativa, realizado por meio da observação participativa e teve como objetivo mostrar desenhos didáticos e metodologias para atenuar problemas de interação em sala de aula, bem como o desenvolvimento de um processo de ensino-aprendizagem com um olhar mais humano. Os resultados obtidos foram além da conscientização docente assumindo falhas e sua parcela de culpa na carência de um olhar mais humano, com a constatação de uma possível elaboração de aulas dinâmicas com material de baixo custo.ITINERANT CLASSROOM AND THE DIALOGUE BETWEEN UNIVERSITY AND COMMUNITY: AN ACTION AT THE EEFM OF FORTE VELHO IN SANTA RITA-PBIn this article we present in addition to the activity proposal of the UFPB Postgraduate Program in Education - PPGE before the ANPED Democratic Education Action Campaign with the creation of the Itinerant Classroom, the first action carried out in the project at Forte Velho EEFM in the municipality of Santa Rita-PB. The action arises from the demand of the School in searching for new teaching methodologies in the face of the problems faced by the faculty in order to encourage students in the teaching-learning process, besides developing mediation mechanisms to the problem, as well as the attendance of this student. According to Ginsburg (1990), Vygotsky (2001), Montessori (1965), Hoffmann (2005), Freire (2002), Freinet (1975) and Lozanov’s (1983) thoughts, a short course of new methodologies and didactic tools was developed, applied to teachers and school managers in order to identify possible failures in the process, teacher resistance regarding the new and the possible reframing of teaching action. Thus, this article has a purely qualitative perspective, carried out through participatory observation and its objective was to show didactic drawings and methodologies to alleviate problems of interaction in the classroom, as well as the development of a teaching-learning process with a more human view. The results obtained went beyond teaching awareness, assuming flaws and its share of guilt in the lack of a more human view, the finding of a possible elaboration of dynamic classes with low cost material.KEYWORDS: Methodologies; Itinerant Lesson; Didactics; Mediation.AULA ITINERANTE Y EL DIÁLOGO ENTRE LA UNIVERSIDAD Y LA COMUNIDAD: UNA ACCIÓN EN LA EEFM DE FORTE VELHO EN SANTA RITA-PBEn este artículo presentamos además de la propuesta de actividad del Programa de Postgrado en Educación - PPGE de la UFPB frente a la Campaña Acción Educación Democrática de la ANPED con la creación del Aula Itinerante, la primera acción llevada a cabo en el proyecto, en la EEFM de Forte Velho en el municipio de Santa Rita-PB. La acción surge de la demanda de la Escuela en la búsqueda de nuevas metodologías de enseñanza frente a los problemas que enfrenta el personal docente para alentar a los estudiantes en el proceso de enseñanza-aprendizaje, además de desarrollar mecanismos de mediación frente al problema y la asistencia de los estudiantes. De acuerdo con los pensamientos de Ginzburg (1990), Vygotsky (2001), Montessori (1965), Hoffmann (2005), Freire (2002), Freinet (1975) y Lozanov (1983), se desarrolló un breve curso de nuevas metodologías y herramientas didácticas, aplicado a los maestros y gerentes de la escuela para identificar posibles fallas en el proceso, la resistencia de los maestros a lo nuevo y la posible resignificación de la acción docente. Así, el presente artículo posee un carácter meramente cualitativo, realizado por medio de la observación participante, y su objetivo fue mostrar dibujos didácticos y metodologías para paliar problemas de interacción en el aula, así como el desarrollo de un proceso de enseñanza-aprendizaje con una mirada más humana. Los resultados obtenidos fueron más allá de la concienciación docente, asumiendo fallas y su parte de culpa en la falta de una mirada más humana, pero también el hallazgo de una posible elaboración de clases dinámicas con material de bajo costo.PALABRAS CLAVE: Metodologías; Aula Itinerante; Didáctica; Mediación.

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