Skip to main content
Greater Essex County District School Board
Building Tomorrow Together Every Learner, Every Day
Itinerant Teacher Services
Itinerant Teachers - Blind and Low Vision
  • provide a comprehensive Braille instruction program that establishes a medium through which the student may become literate
  • work collaboratively with the classroom teacher, educational support staff, principal, parents and community partners in developing programs to meet the specific needs of individual students who are receiving Braille instruction
  • obtain and provide ongoing accurate assessment of student’s individual needs and to report results on a regular basis
  • recommend needed accommodations and modifications to assist the student with classroom functioning
  • ensure that safety concerns have been considered with respect to the classroom and school environment for each student on their caseload
  • provide students with safe travel and safe play training in and around the school environment
  • provide training for students, staff and parents in the use and care of specialized equipment
  • follow up on the vision recommendations from qualified practitioners such as Ophthalmologists, Optometrists,
  • PPM 76C guides the assignment of direct or indirect services by the Itinerant Teacher for the Blind.
The Itinerant Teacher will also develop strategies in conjunction with classroom teachers that will enable students to access the curriculum. This includes providing suggestions about classroom visual aides and strategies to enhance communication opportunities for the students. The Itinerant Teacher provides school in-service about the impact of blindness and low vision as well as liaison and consultation with community agencies, GECDSB Special Education Services and provincial schools for the blind.
Itinerant Teachers -  Deaf and Hard of Hearing

Our Itinerant Teachers of the Deaf and Hard of Hearing provide a range of services described below.

Indirect Service:

Indirect service is provided to both staff and students.
  • Advocate for and encourage self-advocacy by students with hearing loss throughout their school years
  • In-service school teams, including classroom teachers, on the educational impact of hearing loss
  • Develop strategies with classroom teachers to most effectively enable the student to access the curriculum, including providing suggestions around classroom acoustics
  • Liaise effectively with teachers, parents and support staff
  • In-service students' peers as appropriate
  • Attend team meetings, Individual Placement and Review Committee Meetings (IPRC), and work collaboratively with the school team to develop and implement the student's IEP
  • Collaborate and consult with community agencies/professionals such as audiologists, Children First, Canadian Hearing Society, Provincial Schools for the Deaf, Talk-2-Me, HelpLink, Infant Hearing Program, Cochlear Implant Teams, etc. regarding information that would assist with developing specific program supports and transition needs for students with a hearing loss
  • Monitor the academic progress of students using amplification who are not receiving direct itinerant support through regular contact with classroom teachers
  • Understand, implement, monitor and provide in-service in the use of all amplification equipment and technical devices for students with hearing loss and central auditory processing difficulties
  • Submit Special Equipment Amount (SEA) claims for students' equipment needs such as FM systems
  • Remain current in knowledge of amplification devices by meeting regularly with representatives of companies that provide FM equipment
Direct Service:
Direct Service is provided to students with:
  1. a bilateral sensorineural hearing loss of at least 40 dB in the better ear
  2. evidence of a language delay of at least one year as determined by a Speech and Language Pathologist
  3. difficulty accessing curriculum due to the apparent impact of their hearing loss
These students are provided regularly scheduled individual and classroom support in the development of auditory skills, incidental speech, language, including the pre-teaching of classroom curriculum and amplification management.