AN INTERVENER – NOT AN INTERPRETER! – (BUT THE STUDENT MAY NEED BOTH ON THE TEAM)

Alana Zambone, PhD

East Carolina University

Ellen Bowman, MA, COMS

University of Alabama at Birmingham

Mary Jean Sanspree, PhD

University of Alabama at Birmingham

DEAFBLINDNESS

An individual who is deafblind is one who has a combined loss of both vision and hearing such that neither of these two distance senses can be used as a primary source of learning.

The W. Ross Macdonald School -Deafblind Resource Services

THE FOLLOWING IS A NEWSPAPER ADVERTISEMENT: FOR SALE 1985 Blue Volkswagen Golf Driven only 30 miles Only first gear and reverse used Never driven hard Original tires, brakes, fuel and oil

Owner wishing to sell due to employment lay-off

Photograph attachedA.M. Zambone

A.M. Zambone

THE QUESTION?How do we provide the connection to the Mainland?

A.M. Zambone

INTERVENTION

The term “intervention” means to go between or to mediate between. With regards to persons who are deafblind, intervention is the process which allows an individual who is deafblind to receive non-distorted information such that he or she can interact with his or her environment.

The W. Ross Macdonald School -Deafblind Resource Services

INTERVENER

An intervener is a person who provides intervention to an individual who is deafblind. An intervener mediates between the person who is deafblind and his or her environment to enable him or her to communicate effectively with and receive non-distorted information from the world around them. An intervener acts as the eyes and ears of the person with deafblindness

The W. Ross Macdonald School -Deafblind Resource Services

Annie Sullivan….the first intervener

Helen and AnnieHelen, Annie and Alexander

Graham Bell

“is specially trained to provide clear and consistent sensory information to an individual who is deafblind, compensating for both vision and hearing loss in such a way as to facilitate and enhance learning and interaction with the physical environment and society. An intervener acts as the eyes and ears of the individual who is deafblind, making him or her aware of what is occurring and attaching language and meaning to all experiences. An intervener intercedes between the individual who is deafblind andthe environment in such a way as to minimize the effects of multi-sensory deprivation, and to empower the individual to have control over his or her life.”: Henderson & Killoran (2000) Interveners: One Key to Success. Deafblind Perspectives

•

•Consistently bridge the gap of sensory deprivation so that the child can receive information and become linked to the world around her is needed•Interpret information from the child and act as a conduit for communication between the child and others•Be a consistent filter, communication cable facilitator, or bridge

•Fox (2001). Out of the corner and into the class: The role of the intervener with deafblind children. P. 1

In 1922 the founders of CEC embraced professional standards and ethics for the field of special education.

As the recognized leader for special education professional standards, CEC continues to develop standards, ethics and practices, and guidelines to assure that individuals with exceptionalities have well-prepared, career-oriented special educators.

CEC collaborates with other professional organizations to ensure that all educators are well-prepared to support the learning of individuals with exceptionalities and to recruit, retain, and develop well-prepared special educators.

Paraeducator Development Guidelines

For more than 50 years, special education paraeducators have helped special educators provide services to individuals with exceptional learning conditions. Today special education paraeducators are an essential member of the special education team.

The CEC Paraeducator Development Guidelines help paraeducator programs ensure the program addresses nationally validated knowledge and skills for safe and effective practice.

http:..www.cec.sped.orgCommon Core Standards Interveners for Individuals with Deafblindness

CEC CODE OF ETHICS & COMPETENCIES FOR INTERVENERS (WWW.CEC.SPED.ORG/)

Skills:

VDI9S1 Adhere to the identified code of ethics including confidentiality

Literature/Theory-based References

Riggio, M., McLetchie, B. (2001). Competencies for Paraprofessionals Working With Learners Who Are Deafblind in Early Intervention and Educational Settings. , : for the Blind.McLetchie, B., Riggio, M. (1997). Competencies for Teachers of Learners who are Deafblind. : Perkins National Deaf-Blind Training Project.

Practice-based References

Riggio, M., McLetchie, B. (2001). Competencies for Paraprofessionals Working With Learners Who Are Deafblind in Early Intervention and Educational Settings. , : for the Blind.Alsop, L., Blaha, R., Kloos, E. (2000). The Intervener in Early Intervention and Educational Settings for Children and Youth With Deafblindness. : The National Technical Assistance Consortium for Children and Young Adults Who Are Deaf-Blind.

VDI9S2 Pursue ongoing professional development specific to the roles and responsibilities of the intervener

Literature/Theory-based References

Riggio, M., McLetchie, B. (2001). Competencies for Paraprofessionals Working With Learners Who Are Deafblind in Early Intervention and Educational Settings. , : for the Blind.McLetchie, B., Riggio, M. (1997). Competencies for Teachers of Learners who are Deafblind. : Perkins National Deaf-Blind Training Project.

Practice-based References

Riggio, M., McLetchie, B. (2001). Competencies for Paraprofessionals Working With Learners Who Are Deafblind in Early Intervention and Educational Settings. , : for the Blind.Alsop, L., Blaha, R., Kloos, E. (2000). The Intervener in Early Intervention and Educational Settings for Children and Youth With Deafblindness. : The National Technical Assistance Consortium for Children and Young Adults Who Are Deaf-Blind.

ROLES, KNOWLEDGE, AND SKILLS OF PARAS AND INTERVENERS; AND INTERPRETER, INTERVENER AND SUPPORT SERVICE PROVIDER

Interpreter Intervener Support Service Provider

Someone who Someone who Someone who

Refer to handout:Morgan, S. “What’s my role?” A comparison of the

responsibilities of interpreters, interveners, and support providers. Deafblind perspectives, 9 (1), fall 2001.

Intervener Paraprofessional

Someone who Someone who

Refer to handout:Alsop, L., Robins, C., Goehl, K., Lace, J., Beloit, M. & Rodriguez-Gil, G. (2007) “Interveners in the classroom: Guidelines for teams working with students who are deafblind. Logan, UT: SKI-HI Institute.

DEAFBLIND CENSUS BY STATE

Tennessee

Mississippi

Alabama

Georgia Florida Kentucky North Carolina

South Carolina

213 50 174 279 317 169 287 130

2009 Deafblind December 1 Child Count for SERID states

Tennessee

Mississippi Alabama Georgia Florida Kentucky North Carolina

South Carolina

American Indian/Alaska

0 0 2 0 1 0 4 1

Asian/Pacific Islander

5 0 0 6 18 3 4 1

Black 53 23 56 82 60 12 100 48Hispanic 12 0 7 32 85 9 34 5White 143 26 109 155 148 145 145 68

Diversity - December 1 Child Count for SERID states

VIDEOS OF CHILDREN AND INTERVENERS

Pre-language communicators/ pre-symbolic

Jarvis goes to the drum storehttp://vimeo.com/12090038

Calendar Conversationhttp://vimeo.com/12094520

RELATED PERSONNEL FOR DEAFBLINDNESSTeacher of the Deafblind

Intervener

Teacher of the Visually Impaired (TVI)

Orientation and Mobility Specialist (O&M)

Teacher of the Hearing Impaired (HI)

Interpreter for the Deaf

Speech Language Pathologist (SLP)

Occupational Therapist (OT)

Physical Therapist (PT)

Audiologist (AUD)

Assistive Technology Specialist (AT)

EAST CAROLINA UNIVERSITY INTERVENER PROGRAM

zambonea@ecu.edu

Director

schmidtm@ecu.edu Coordinator

CONTENT OVERVIEW – 4 COURSES Foundation Knowledge Content DeafblindnessMultiple ImpairmentsHealth and psychosocial concerns & managementDevelopment &

learningCommunicationIntervener Process and Practice

CONTENT OVERVIEW CONTD.

Foundation Skill ContentBasic Braille Code Basic Sign Language/Manual Communication

Partnering with families, peers and others

Taking data and direction – participating on the team

Communication-based behavior support

CONTENT OVERVIEW CONTD.Specialty ContentLevel 1 CommunicationLevel 2 CommunicationLevel 1 Instructional & Support Strategies Level 2 Instructional & Support StrategiesOrientation and Mobility for the IntervenerFacilitating meaningful participation in

home, school, and communityBuilding social networks Integrative Practicum

ADVOCATING FOR INTERVENERSStandards have been developed

Job descriptions designed

College programs designed and implemented

US Department of Education recognized the “intervener” related to State Deafblind Projects

National Consortium on Deaf-Blindness: http://nationaldb.org/

 

 

SENSE for Deafblind People: http://www.sense.org.uk/

A.M. Zambone

SOME HELPFUL WEBSITES

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