From birth (or age of diagnosis) to Grade 12 (or age 21), students with hearing loss require specialized services to ensure their academic success. The level and type of service provided by Itinerant Teachers for the Deaf and Hard of Hearing is determined by several factors, including the level of hearing loss, language delay, adjustment to amplification and assistive technology, academics, and whether or not hearing loss is the primary disability. It's important to note that the type and level of service can change over time.

Consult services are designed to provide support to both parents and schools. This includes contacting parents to discuss the teacher's role, providing the school with information about hearing loss, amplification, and assistive technology, providing professional learning opportunities to schools, giving a list of strategies and accommodations, applying for assistive technology, setting it up, and inservicing teachers on its use, equipment checks and troubleshooting, ensuring schools have visual fire alarms, completing language and vocabulary assessments if appropriate, and coordinating service delivery with appropriate agencies such as Audiology, SLP, AVT, etc. The teacher also participates in ISSP and IEP meetings to ensure that the student's needs are being met.

Core services include all of the above, plus regularly scheduled sessions to work on speech goals, language goals (receptive and expressive language, vocabulary, phonological awareness, grammar, concepts, etc.), listening goals in areas such as following directions, auditory memory, auditory discrimination, and listening comprehension, academic support, sign language support, and expanded core curriculum. These services are designed to provide a more intensive level of support to students who require it.

In summary, Itinerant Teachers for the Deaf and Hard of Hearing provide a range of services to support students with hearing loss. The level and type of service provided is determined by several factors, and can change over time. 

A Classroom Teacher for the Deaf and Hard and Hearing, unlike and Itinerant Teacher for the Deaf is assigned to one school and is a member of that school community.  They would participate in staff meetings, do supervision, and have their own classroom for their students.  

One of the primary responsibilities is to instruct and assist children in developing their communication skills, both orally and manually. This requires careful planning and preparation of classroom activities that are appropriate for each student's level of ability. Collaboration with other teachers and supervisory personnel is also essential in order to ensure that the curriculum is effectively implemented across the school.

Classroom teachers also evaluate student progress, using a combination of standardized tests and teacher-prepared assessments. This information will be used to prepare reports on each student's progress, which will be shared with parents and other stakeholders.

In addition to your instructional duties, you may also be responsible for supervising or assisting with social, recreational, and other extracurricular activities.