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Itinerant Teachers' Writing Instruction
American Annals of the Deaf
|May 4, 2026
Summary
Itinerant teachers of the deaf successfully implemented strategic and interactive writing instruction (SIWI) with fidelity. Challenges included collaboration, time, and resources, suggesting revisions for SIWI fidelity measures.
Area of Science:
- Education
- Special Education
- Literacy Instruction
Background:
- Most deaf and hard of hearing students attend public schools.
- Itinerant teachers often provide primary instruction in language, reading, and writing.
Purpose of the Study:
- To examine the implementation of strategic and interactive writing instruction (SIWI) by itinerant teachers of the deaf.
- To identify context-specific variables impacting their writing instruction.
Main Methods:
- Qualitative case study design.
- Observations of informative writing instruction units.
- Fidelity scoring and teacher interviews.
Main Results:
- Itinerant teachers demonstrated typical fidelity in implementing SIWI in their first year.
- Insights revealed potential revisions for SIWI fidelity instruments to better suit itinerant contexts.
- Key challenges identified: general education teacher collaboration, district factors, time constraints, and organizational issues.
Conclusions:
- Itinerant teachers can effectively implement SIWI.
- Educational contexts necessitate adaptable fidelity measures for SIWI.
- Addressing identified challenges is crucial for optimizing writing instruction for deaf students.
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