BC POPDB

Posting for an Intervenor Position for a Student with Deafblindness

Comments to Assist School Districts and Unions

There are three considerations that always apply in the search for an Intervenor to work at school with a deafblind student in British Columbia. These considerations stem from the nature of deafblindness and the learning environment appropriate for a deafblind student.

1. One consideration is the importance of Intervenor training for students with deafblindness. The educational model for deafblindness is definitively different from that for visual impairment, hearing impairment, autism, or for any combination of those disabilities. The specific training in deafblindness is a vital preparation for an Intervenor. Regardless of what other disabling conditions student may have (eg. cerebral palsy, autism, medical fragility, mental retardation), the principles of education for deafblindness apply.

Intervenor training is offered in British Columbia through Douglas College Continuing Education, and taught by POPDB consultants. Entry level training consists of two courses, Introduction to Deafblindness and Introduction to Intervention. The two courses total 60 hours of class time. On alternate summers, both courses are offered in Richmond (2006, 2008, etc.). They may also be scheduled elsewhere in the province for a minimum number of ten participants.

2. A second consideration is the importance of the Intervenor continuing with the student for approximately 3 years. An aspect of the educational model for deafblindness is the Trust Bond that must develop between student and Intervenor. Students with deafblindness have a learned mistrust for information from their environment, and usually a learned passivity. The mistrust and passivity stem from chronic lack of good information and feedback that would allow them to effectively act and communicate in their lives. It takes a good Intervenor often 6 months to gain the student’s trust as a reliable source of information and feedback. After the Trust Bond is established, optimal learning is possible for the student. Conversely it often takes the Intervenor about 6 months to fully tune in to the subtle and idiosyncratic communication of the student. Considering that it takes most of a year to become effective with a student, it is vital that the Intervenor then stay for a couple years of good learning time.

With regard to assuring continuity with an Intervenor, one challenge for districts and unions may be: how to maintain an Intervenor for three years in situations of possible bumping or of transfer of the student between schools.

A second challenge may be: how to select for candidates who are willing to make the commitment. Sticking with a deafblind student in an emotionally close and nurturing relationship for about 3 years is a physical and mental challenge to which many possible candidates are not equal.

3. The third consideration is providing for the other unique needs of the child in the areas of communication and care.

a. Communications skills required by the Intervenor vary greatly among students. Some students need a high-level sign language environment; others need basic sign language, or rudimentary. Some students use Braille at a high level; others use little or none. Levels of sign language and Braille needed for an Intervenor need to be assessed individually for each student.

b. Personal care skills required by the Intervenor must also be assessed from student to student. Students with deafblindness in BC vary from complete independence in self-care, to the need for full time attendance by an RN. Most require some degree of assistance in nutrition and personal hygiene, varying from prompting to total management (Gastrostomy tube, diapering). Some are in robust health; others require monitoring every moment for breathing, choking or seizures. Many require lifting.

We hope that these comments are helpful to school districts and unions in providing the best educational environment for students with deafblindness.

Check out this link for Intervenors in Texas. There is some great information here:

Sample Postings for an Intervenor

for a Student with Deafblindness

INTERVENOR/Special Education Assistant

BC School District No. 40 (New Westminster)

• Reports to the school principal or designate

• Uses the total communication approach to facilitate communication between students with deafblindness, other students and staff by providing deafblind intervenor services in and out of the classroom, adjusting too the signing, education, and communication levels required.

• Assists deafblind students by providing information to help facilitate their participation in the visual/oral world around them

• Reinforces the educational program by adapting, or modifying classroom materials to meet the specialized needs of students

• Assists in the planning and acquisition of life and social skills

• Implements educational support programs designed by professionals such as school based personnel, occupational therapists, district teacher of the deaf, deafblind outreach teacher

• Prepares written reports such as daily or weekly journals; prepares classroom materials such a booklets, flip charts and flash cards; provides input to the I.E.P. process, and performs record keeping functions.

• Utilizes a wide range of equipment including adaptive technology (VOCA), photocopiers, laminators, and kitchen equipment

• Expected to provide personal care assistance including, but not limited to lifting, feeing, toileting, etc. , during breaks

• Other related duties as required

• Grade 12 graduation

• Successful completion of a recognized 2-year program in special needs assistance supplemented by course work in the Intervenor for Deafblind Persons program, for example, George Brown College, Toronto, or Medicine Hat College, Medicine Hat

• Successful completion of final practicum or work-experience in an elementary school setting

• Demonstrated proficiency in American Sign Language including the ability to adjust to the signing, educational and communication levels required

• Demonstrated ability to manage behaviour effectively

• Working knowledge to adaptive technology related to work performed including computers (Boardmaker or BoardBuilder), wheelchairs and medical equipment

• Demonstrated ability to work at the level of independence and with the degree of initiative appropriate to the position

• Completion of a Special Education Assistant Program at an accredited post-secondary institution would be an asset

• Ability to establish and maintain good working relationships with staff, students and the community

• Good interpersonal and communication skills

• Ability to understand and effectively carry out oral and written instructions

Calgary Board of Education

SCHOOL SUPPORT SERVICES

STUDENT SERVICES SUPPORT

EDUCATION INTERVENOR, DEAF BLIND - POSITION DESCRIPTION (2006)

PURPOSE AND ACCOUNTABILITY

Under the direction and supervision of the classroom teacher and as an essential member of the student’s educational support team, the Education Intervenor, Deaf Blind works directly with students who have a dual sensory loss (vision and hearing) resulting in significant difficulties in orientation, mobility, and accessing environmental information.

This position is accountable for:

• Facilitates effective communication using methods and strategies that are appropriate for the deaf blind student in acquiring instructional and non-instructional tasks in the educational environment;

• Utilizing methods and techniques that provide the best possible opportunity for a deaf blind student, to compensate for his/her loss of both vision and hearing;

• Maintaining a patient, supportive and enthusiastic commitment to students;

• Encouraging the acceptance of the students among peers and adults within the school and community

• Building positive, productive relationships with supervisors and other members of the support team;

• Ensuring the safety of the students in the school and community; and,

• Maintaining a strict level of confidentiality, respecting the personal integrity of students, parents and staff.

MAJOR RESPONSIBILITIES

1. Under the direction of the teacher, reinforces the educational program by tutoring, adapting, or modifying classroom materials (visual and/or tactile) to meet the specialized needs of the students.

2. Facilitates effective communication between deafblind students, other students and staff by adjusting to the signing, educational and communication levels required as well as incorporating the environmental cues.

3. Assists the teacher in the planning to ensure that every experience is an opportunity for conceptual growth and skill acquisition.

4. Assists deafblind students by providing audio, visual and/or tactile information to help facilitate their participation in their environment and the world around them.

5. Utilizes a wide range of assistant technology.

6. Transcribes and interlines learning materials into Braille, etext or enlarged print as required.

7. Orders, maintains, and ensures the return of all Braille and other adapted texts, materials, and equipment.

8. Ensures the safety of the students in the school with the use of orientation and mobility techniques.

9. Facilitates and encourages the development of the student’s self-esteem and independence to their full potential through established programs and techniques.

10. Follows the student’s individual program plan (IPP) and the modifications and instructional techniques recommended by the student’s educational support team and assists in ensuring that the goals of the student’s IPP are implemented effectively.

11. Participates, as required, as a team member in meetings with the students, teacher, parents/guardians to review goals and develop revisions.

12. Performs other related responsibilities as required.

Education and Experience:

Post-secondary certification in Deaf Blind Intervening with demonstrated successful practicum experience with deaf blind students

One year intervening experience preferred

Proficiency in ASL including the ability to adjust to the signing, educational and communication levels

Working knowledge of Braille

Successful completion of CBE Literary Braille and Nemeth Braille examinations, achieving marks of 80% or better

An equivalent combination of directly related education and directly related experience may be considered

Current Standard First Aid and CPR certificates

Successful completion of a Therapeutic Crisis Intervention course or equivalent

Demonstrated Skills and Competencies:

Working knowledge of computers and assistive technology for students who are blind or visually impaired (i.e. Braille notetakers, Duxbury, OpenBook, ZoomText, Braille display), as well as Orientation and Mobility techniques for the visually impaired

Ability to transcribe and interline learning materials into Braille, etext, and/or large print

Ability and willingness to enhance skills and knowledge in order to meet the goals of the student’s individual program plan

Proven success in establishing and maintaining working relationships

Ability to work effectively as a team member in cooperation with other school personnel, parents/guardians, therapists, instructional resource personnel, and students

Ability to work effectively and independently with the degree of initiative appropriate to the position

Ability to establish trust and rapport with students

Good organizational skills

Personal suitability.