The Multifaceted Role of the Special Education Itinerant Teacher

The Special Education Itinerant Teacher (SEIT) plays a crucial role in the educational landscape, particularly for preschool students with disabilities. This article delves into the responsibilities, qualifications, and collaborative nature of this position, highlighting its significance in fostering inclusive learning environments.

Core Responsibilities of a Special Education Itinerant Teacher

The SEIT's primary function revolves around planning, implementing, and adapting educational and therapeutic activities to meet the unique needs of children with disabilities. These responsibilities encompass a broad spectrum of tasks, all geared towards improving a child's social, physical, and psychological well-being. The SEIT is responsible for working with teacher assistants, aides, therapists, other teachers, and parents in the development and implementation of goals, designed to improve a child's social, physical, and psychological functioning. The SEIT also works cooperatively with community agencies to supplement and enhance programming.

Individualized Education Program (IEP) and Individualized Family Service Plan (IFSP) Development

A cornerstone of the SEIT's role is the creation and implementation of Individualized Education Programs (IEPs) or Individualized Family Service Plans (IFSPs). This process involves collaboration with parents and therapists to establish specific, measurable, achievable, relevant, and time-bound (SMART) goals for each child. The SEIT generates an Individual Education Plan (IEP), or Individualized Family Service Plan (IFSP) with input from parents and therapists on each child.

Implementing Therapeutic Activities

The SEIT plans and implements educational and therapeutic activities designed to meet the stated IEP/IFSP goals and objectives, integrating them into the classroom routine. These activities are carefully designed to address the specific needs outlined in the IEP/IFSP, ensuring that the child receives targeted support.

Documentation and Progress Monitoring

The SEIT meticulously documents the progress of children in reaching their goals and objectives per session. This documentation provides valuable insights into the effectiveness of the interventions and informs future planning.

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Parent and Family Involvement

Recognizing the importance of family involvement, the SEIT actively engages parents in their child's program. This may involve home visits and other means of communication to ensure that parents are informed and equipped to reinforce learning at home. The SEIT visits parents at home and uses other means of communication to involve them in their child's program. They also advise parents how they can reinforce at home what is taught in school.

Collaboration and Communication

Effective collaboration is paramount to the SEIT's success. The SEIT works cooperatively with classroom teachers and other program personnel, providing them with direction and knowledge to benefit the children. They also work cooperatively with peers and coworkers, fostering a supportive and collaborative environment. The SEIT also provides collaborative approaches for a consistent and supportive educational program.

Professional Development and Meetings

The SEIT actively participates in team, CSE (Committee on Special Education), CPSE (Committee on Preschool Special Education), and other designated meetings. These meetings provide a platform for sharing information, discussing progress, and making collaborative decisions. The SEIT also meets with the Principal on a regular basis.

Evaluation and Recommendations

The SEIT performs ongoing evaluations on students receiving itinerant special education services and makes placement recommendations based on their assessments.

Adherence to Professional Standards

The SEIT practices in accordance with agency standards and professional conduct and ethics, respecting the confidentiality of consumer and family information and demonstrating multicultural awareness and respect for all people. They maintain appropriate records according to agency policies, completing records and reports in a timely manner.

Additional Duties

The SEIT performs duties as assigned by Administration.

Required Qualifications and Skills

To effectively fulfill the responsibilities of a SEIT, certain educational qualifications, certifications, and skills are essential.

Educational Background and Certification

A Master’s Degree in Special Education or a Bachelor’s Degree in Special Education with enrollment in a Master’s Degree program is typically required. Additionally, New York State Certification in Special Education and Early Childhood education (birth to Grade 2) is necessary.

Clearances and Legal Requirements

The SEIT must obtain clearance from the Office of Children and Family Services (OCFS), including NYS Department of Criminal Justice Services, Federal Bureau of Investigation, Statewide Central Register Database Check, and NYS Justice Center clearances. They must also provide documentation demonstrating their legal ability to perform work in the United States and possess a valid New York State Driver’s License.

Essential Knowledge, Skills, and Abilities

CPR/First Aid Certification: Trained in CPR/First Aid and maintained according to Red Cross standards.
Collaboration and Communication: Ability to work cooperatively with parents/guardians, agency staff, and community agencies. Demonstrated ability to communicate effectively, both in writing and verbally, in all situations with colleagues, families, and students.
Understanding of Professionals' Roles: Possesses an understanding of the roles and responsibilities of other professionals, demonstrating effective problem-solving and decision-making abilities in conjunction with other team members.
Knowledge of Human Development: Basic knowledge of human growth and development with the ability to apply that knowledge in a holistic manner when planning educational programming for children, adults, and families.
Confidentiality and Multicultural Awareness: Maintain confidentiality. Multicultural awareness and respect for all people in accordance with agency standards, professional conduct, and ethics.
Transdisciplinary Approach: Demonstrates knowledge of a transdisciplinary approach through active participation as a team member. Share’s educational/therapeutic knowledge and techniques as appropriate with other team members and willingly shares in team routines.
Evidence-Based Strategies: Knowledge of, experience with, or willingness to learn a variety of evidence-based educational strategies to include but are not limited to Applied Behavior Analysis, Pivotal Response Training, and Picture Exchange Communication System.
Computer Skills: Strong computer skills including proficiency with Windows, Microsoft Office, Gavras’ internal CMS software, and the internet.
Legal Knowledge: Knowledge of law as it relates to educating students with disabilities.
Decision-Making and Problem-Solving: Ability to make independent decisions as circumstances are warranted. Problem-solving skills. Collaboration skills.

Physical and Environmental Considerations

The SEIT role may involve physical demands such as lifting up to 50 pounds consistently throughout the day. The SEIT must also be able to physically respond to students requiring behavioral or crisis interventions within the parameters of NYSED and PBIS. They should be able to physically assist students requiring direct self-help care. The role requires regular standing, walking, sitting, and using hands to guide, coach, and assist students, as well as reaching, stooping, kneeling, crouching, talking, bending, stretching, and running. Specific vision is required, including close vision, distance vision, and the ability to adjust focus. The noise level may range from low to high, and there may be exposure to various weather conditions and travel to different job sites. Exposure or potential exposure to blood, body fluids, spills, or splashes from related substances may occur. The SEIT should be able to appropriately respond to unpredictable individuals and situations.

The Itinerant Model: Bringing Expertise to the Child

The "itinerant" aspect of the role is crucial. The SEIT travels to various locations, such as preschools, daycares, homes, or community settings, to provide one-on-one services. This model allows the SEIT to work directly with the child in their natural environment, fostering a more comfortable and effective learning experience.

Benefits of the Itinerant Model

Flexibility: The itinerant model offers flexibility in scheduling and location, allowing the SEIT to adapt to the child's needs and the family's preferences.
Real-World Application: By working with the child in their everyday environment, the SEIT can help them apply their skills in real-world situations.
Collaboration with Multiple Stakeholders: The itinerant model facilitates collaboration with various stakeholders, including parents, teachers, and other professionals.

Challenges of the Itinerant Model

Travel: The SEIT must be prepared for frequent travel between different locations.
Coordination: Coordinating schedules and communication between multiple parties can be challenging.
Paperwork: The SEIT is responsible for completing paperwork, which may not always be compensated.

The SEIT's Role in Inclusive Preschool Classrooms

The New York City Department of Education (DOE) emphasizes the importance of inclusive preschool classrooms, where children with disabilities can learn and socialize with typically developing peers. The SEIT plays a vital role in creating these inclusive environments.

Supporting Integration and Participation

The SEIT's services are designed to be integrated into the routines and activities of the classroom as much as possible. This ensures that the child is an active member of the early childhood program and that their skills develop in naturally occurring activities. The SEIT supports teachers in developing daily lesson plans that consider differentiation, accommodations, and modifications, and integrating IEP goals and services into daily learning and routines.

Collaboration with Classroom Teachers

The SEIT collaborates closely with classroom teachers to adjust the learning environment and modify instructional methods to meet the individual needs of the child. This collaboration ensures that the child receives consistent support throughout the day.

Best Practices for Collaboration

When a SEIT starts at a program, it is important to:

Provide a school tour and introduce key staff.
Share the program’s educational philosophy and mission statements.
Share information about the program’s curriculum.
Ensure that the SEIT is aware of policies regarding personal use of cellphones.
Discuss policies regarding the use of technology with students.
Discuss how the SEIT can best communicate and collaborate with the child’s classroom teaching staff.
Share expectations for family engagement practices.
Review student-specific health care plans/allergies and school-wide safety procedures.
Provide a copy of the staff handbook and family handbook.
Discuss expectations regarding dress code.
Assign a point person for any questions, concerns, or issues.
Discuss expectations if a SEIT is absent.
Have the SEIT fill out an emergency contact form and provide contact information for their agency and supervisor.
Identify the individual(s) at the site responsible for authorizing the “SEIT Service Form.”
Record the contact information for the SEIT, the SEIT agency, and the supervisor assigned by the SEIT agency.
Obtain the calendar from the SEIT agency and share the calendar from the program.
Share notification procedures to follow if the program or the SEIT agency is forced to close because of unanticipated circumstances.
Establish notification procedures when field trips or other special events will mean that the student will be unavailable for a regularly scheduled SEIT session.
Clarify notification expectations should the student be absent.
Discuss classroom coverage plans if indirect SEIT service provision would result in the classroom teacher being unavailable for their regular classroom duties.

Confidentiality and Information Sharing

Early childhood programs may share general information regarding preschool special education services, such as SEIT and related services, with families. However, confidentiality protections under IDEA and FERPA require that the contents of all IEPs must be kept confidential. Therefore, early childhood programs may not disclose information about a child’s IEP or recommended services to anyone not directly responsible for the implementation of the IEP or to that student’s parent.

Security Clearances

All SEIT agencies are required to clear SEIT providers through the DOE security clearance process and the Statewide Central Register (SCR) of Child Abuse and Maltreatment. Early childhood programs may request that the SEIT agency supply the “Notification of Assignment of Professional Consultant” form to verify that the SEIT has State Central Registry clearance and is licensed or credentialed by NYSED, which includes criminal clearance and reference checks.

Even if the assigned SEIT (or a substitute SEIT) does not present the “Notification of Professional Consultant Assignment” form to the program leader, the SEIT must provide services to the assigned child within line-of-sight supervision of a program staff member who has undergone all required security clearance procedures. A Head Start program must secure confirmation of SCR clearance within 90 days of the SEIT’s first date of service provision and must provide line-of-supervision while that confirmation is pending.

Early childhood programs may not deny access to individuals providing IEP-mandated services. At a minimum, early childhood programs must permit the SEIT to provide services to students under line-of-sight supervision of a program staff member who has undergone all required security clearance procedures.

SEIT Service Delivery: Direct and Indirect Services

A SEIT provides specialized individual or group instruction and/or indirect services to preschool students with Individualized Education Programs (IEPs). Services are provided on an itinerant basis, meaning the SEIT travels to the childcare or educational setting where the child attends during the day. SEIT services may be provided alone or in combination with one or more related services.

Direct Service

“Direct service” is specially designed instruction in which the SEIT works directly with a child, one-on-one or in a group (based on the IEP recommendation). Direct SEIT allows the preschool child with an IEP to benefit from the early childhood program and to participate in age-appropriate activities.

Indirect Service

“Indirect SEIT” means consultation provided by a certified special education teacher to assist the child's early childhood program teacher in adjusting the learning environment and/or modifying their instructional methods to meet the individual needs of a preschool student with a disability who attends an early childhood program.

SEITs should support teachers in the development of daily lesson plans that consider differentiation, accommodations and modifications, and integrating IEP goals and services into daily learning and routines.

SEIT service delivery should be integrated into the routines and activities of the classroom as much as possible, depending upon the needs of the student and the goals being addressed. All SEIT services should align with the overall classroom curriculum and instruction and be focused on preparing the student to be an active member of the early childhood program.

A preschool student’s IEP will specify direct and/or indirect SEIT, including the frequency (how often, e.g., 3x/week), duration (length of session, e.g., 1 hour), intensity (group or individual, e.g., 1:1), and location (where, e.g., childcare setting selected by parent) for SEIT services. The IEP will indicate the projected date for initiation of services and whether the child is eligible for 10-month or 12-month services (July and August).

SEIT may be provided at a location identified on the IEP including, but not limited to, an approved or licensed pre-Kindergarten or Head Start program, a hospital, a State facility, or a childcare location selected by the parent or home under certain circumstances.

Coordination of Services

The SEIT is responsible for the coordination of services. This includes:

Working with the CPSE to resolve any scheduling or service delivery issues
Sharing information with related service providers to support the integration of SEIT and related services
Gathering progress reports and anecdotal information relating to the student’s progress from all related service providers to ensure that the SEIT has a general knowledge of the student’s progress and any significant problems, in each related service area
Participating in person or by telephone in all CPSE meetings
Providing progress information to parents and the CPSE
Ensuring effective communication practices, such as telephone conferences, as needed

If a preschool student is recommended for related services and is not receiving the related services as recommended in the IEP, the SEIT must identify this concern to the related service provider(s) and the CPSE.

Supervision of SEITs

The SEIT is an employee of a NYSED-approved SEIT agency. The agency is responsible for supervising the SEIT. Supervision includes oversight of the delivery of SEIT services to ensure safe and effective implementation of SEIT services. SEIT supervisors may conduct on-site visits and should always be accessible to SEIT providers via phone or other means when the SEIT agency’s supervisor is not physically present.

Although program leaders do not directly supervise SEITs, they play an important role in ensuring that SEIT services are successfully delivered to children and integrated into classrooms. Program leaders are responsible for building a positive classroom culture, supporting engagement with families, and promoting trust among children, families, staff, and partners and providers. Program leaders should collaborate with classroom teaching staff and assigned SEITs on an ongoing basis to integrate IEP-mandated services into the instruction and family engagement practices provided by classroom teaching staff.

Scope of SEIT Services

SEIT services should always work toward facilitating a child’s participation in activities with other children in the early childhood classroom. This is particularly appropriate when the child’s goals and objectives address interaction with peers.

However, a SEIT should not supervise children that have not been assigned to them for the provision of IEP recommended services. This includes removing children out of the classroom to work with an assigned child or supervising other duties, such as toileting, for other children in the classroom. A SEIT also may not be used to meet classroom ratio requirements. This includes functioning as the supervising or certified teacher in the classroom, including delivery of whole classroom instruction, such as circle time, or providing lunch, prep or absence coverage.

Documentation of SEIT Services

SEIT providers are required to keep documentation showing that provided services are consistent with the child’s IEP. This includes the start and end times for each session provided and documentation of any make-up sessions due to SEIT or student absence.

Itinerant Teaching for Visually Impaired Children

The role of the itinerant teacher extends beyond general special education to encompass specific areas such as visual impairment. Providing education for visually impaired children presents unique challenges, and itinerant teachers play a crucial role in supporting these students in mainstream schools.

Addressing the Needs of Visually Impaired Students

Children who are blind or visually impaired may learn skills more slowly than their sighted peers, as a great majority of early learning comes through vision. Itinerant teachers with specialized training in visual impairment provide crucial support to these students.

Responsibilities of Itinerant Teachers for the Visually Impaired

Individual Tutoring: Providing individual tutoring in reading and writing Braille for blind children and those with severe low vision.
Transcription: Transcribing class work, tests, and examinations to and from Braille for both teachers and children.
Classroom Advice: Providing advice to class teachers on how to meet children's needs in the classroom.
Home Support: Spending time with visually impaired children at home to prepare them for primary school education, providing tutoring in pre-Braille skills and daily living skills.
Early Identification: Often the first professionals to identify that a child has a problem with vision, alerting their co-ordinator, who will then refer the child for clinical assessment.
Family Liaison: Acting as an important link between families and clinicians, providing health professionals with useful background information about a child's circumstances and visual functioning.
Counseling: Providing individual and family counseling on how to raise a child who is visually impaired, helping the family to see their child in a positive light and to develop a supportive attitude towards their child.
School Sensitization: Sensitizing local primary schools about issues related to teaching a visually impaired child in a mainstream class.

Challenges and Skills

One of the biggest challenges itinerant teachers face is working with visually impaired children who have additional complex needs or disabilities. Teachers who work with these children at home need to be able to deliver a program of training in basic development areas (i.e. motor, communication, and social skills) and involve parents in practicing these skills with the child. In spite of the many challenges they face in their work, itinerant teachers still offer a range of skills that can complement the skills of other professionals in eye care and rehabilitation.

Virginia's Itinerant Early Childhood Special Education (IECSE) Model

Virginia has developed a specific Itinerant Early Childhood Special Education (IECSE) Model to support young children with developmental delays or disabilities in high-quality early childhood care and education (ECCE) settings.

Key Components of the IECSE Model

Consultation and Collaboration: Building the knowledge and skills of Pre-kindergarten endorsed teachers and teaching assistants so embedded instruction can be delivered across the school day.
Direct Instruction: Providing direct services to individual children as needed.
Professional Development: Offering professional learning activities for school-based, county-wide staff, and teaching adult learners.

Resources and Support for IECSE Implementation

The Virginia Department of Education (VDOE) provides various resources to support the implementation of the IECSE model, including:

Technical Assistance Document: A description of the Virginia Itinerant Early Childhood Special Education Model developed by the VDOE.
Video Series for Administrators: A three-part video series intended for administrators who want to learn more about the Itinerant Model for children with Individualized Education Programs (IEP).
Webinars: Overviews of the model and its three service delivery components (direct instruction, consultation and collaboration, and professional development).
Planning and Documentation Forms: Forms for itinerant teachers to document their visits and services provided.
Administrator Start-Up Checklist: A checklist for administrators to prepare for the itinerant model.
Communication Templates: Letters and interagency agreements to help all parties involved understand and support the IECSE delivery model.

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