One of the main tasks of the itinerant teacher is to support the student’s academic progress. This support can be given one-on-one outside of the class, providing additional explanations of concepts, reviewing and discussing class assignments, and providing examples and practice in subject matter that is unfamiliar or difficult. Support can also be given within the classroom by assisting students during work groups, in-class assignments, or in informal settings such as playground activities or lunchtime to address social and communication skill development.

Itinerant teachers work closely with classroom instructors, administrators, and school staff (including school counselors, speech-language pathologists, resource room teachers, interpreters, note-takers, signing skills coaches, captions, audiologists, and audiology technicians) to help meet the needs of Deaf/HH students. They may also meet with parents to review student progress or to address concerns.

Assisting with developing study skills could include providing strategies for test taking, organizing study materials, taking notes from texts, and maximizing the use of note taker/captioning notes.

Assessment includes evaluating students’ services, placement, and progress and diagnosing students' achievements to identify IEP goals and teaching strategies.

DHH students may also need support for literacy skills. Itinerant teachers can often spend time working with students on language skill development. This can include English language and vocabulary (idioms, figurative and abstract language) and the meaning of unfamiliar language in the curriculum.

Itinerant teachers provide students with knowledge about their hearing loss, management of assistive devices, including hearing aids, how to use and manage the various services available, and how to work with school personnel to help students develop self-advocacy skills for meeting their needs.

The itinerant teacher will work with audiologists and speech-language pathologists on DHH students’ evaluations, interventions, and appropriate hearing technologies (hearing aids, cochlear implants, FM systems).

Because DHH children are often unable to overhear or participate in many informal conversations at home or with hearing peers, they may need to be made aware of informal rules for social communication. Itinerant teachers provide intentional instruction and practice regarding conversational rules to facilitate peer and adult interactions at school and work, such as appropriate ways and times to ask questions, how to repair communication breakdowns, how to make friends, be a friend, and other social issues that arise.

As students approach graduation from secondary school, itinerant teachers collaborate with the students, the school team, and the parents to identify post-secondary goals and appropriate activities to achieve those goals.

Services for students vary from direct and/or consultation services. These services vary based on the areas of need identified in the student’s IEP.