Connections Beyond Sight & Sound (CBSS) -- Special Topic Presentation -- Advisory Committee Meeting 11/07/2014: INTERVENERS for students with deafblindness. More: www.CBSS.UMD.EDU (The Maryland and DC Deafblind Project)

1. CONNECTIONS
BEYOND SIGHT AND SOUND
Advisory Committee Meeting
November 7, 2014
SPECIAL TOPIC PRESENTATION: INTERVENERS
- Overview
- Family and Provider Perspectives
- Discussion

2. CBSS Presentation
Intervener Overview
Lauri Triulzi
CBSS Project Coordinator
All links in this section are available here:
www.CBSS.UMD.EDU
(Who We Are  AC  11/7/14 meeting)

3. What is an Intervener?
Children Who are Deaf-blind (video)
https://animoto.com/play/YEdgZ8nmOH2lkh5Qhre5Ug
(2:00-2:50)
State Deaf-Blind Project Intervener Survey
• 42/50 states responded
• 9 did not know
• 7 had none
• 26 states had 391 Interveners working
(MD has ____ interveners working with children. DC has 2 people working in
the capacity of an intervener with a child who is DB)
National Center on Deaf-Blindness definition
NCDB Intervener Services Definition
http://0a6a5bfc42275da80092-
13cee80c2bfb23b1a8fcedea15638c1f.r47.cf1.rackcdn.com/cms/NCDB_Inte
rvener_Services_Definition_179.pdf

4. Role of the Intervener
• Provides consistent 1:1 support to a student who is deaf-blind
(age 3-21) through-out the instructional day
• Provide access to information and communication
• Facilitate the development of social and emotional well-being
• Typically a paraeducator who has received specialized
training in deaf blindness and the process of intervention
• Working under the guidance and direction of the student’s
classroom teacher or another individual responsible for
implementing the IEP

5. Interveners at work
Interveners at Work video
https://www.youtube.com/watch?v=aKIXMD3NQIA
Council for Exceptional Children
Intervener Competencies
CEC has validated a set of corollary knowledge and skills
for paraeducators of individuals with deaf-blindness
Training Programs
• Utah State University Intervener Competencies
http://intervener.org/competencies/
• East Carolina University Definitions
http://www.ecu.edu/cs-educ/ci/sped/dbproject/upload/RevisedDBWebpage-
2.pdf

6. OHOA Modules
• The Open Hands Open Access (OHOA) Intervener
Learning Modules
• A national resource designed to increase awareness,
knowledge, and skills related to intervention for students
who are deaf-blind and are being served in educational
settings (ages 3 through 21).

7. Modules Currently Available
1. Overview of Deaf-Blindness
2. The Sensory System and Learning
3. Role of the Intervener (in educ. Settings)
4. Building Trusting Relationships
5. Availability for Learning
6. Understanding Communication Principles
7. Emergent Communication
8. Progressing to Symbolic Communication

8. Modules Currently Being Field Tested
9. Routines As a Framework for Assessment & Teaching
10. Concept Development and Active Learning
11. Calendars
Modules Under Development
(To Be Field Tested January through June, 2014)
12. Maximizing Vision and Hearing
13. Calendars (currently in field test)
14. Orientation and Mobility Part 1
15. Self-Determination
16. Social Skills and Peer Relationships
17. Teaming and Family Partnerships

9. Future Modules
• Sexuality
• AT and Access to the Curriculum
• Touch—Learning and Connecting
• Behavior and Environmental Supports
• Transition and Community Connections for Adult Living
• Symbols—Introduction to Sign Language and Braille
• Values, Ethics and Professionalism
• Putting it all Together

10. Announced on October 15, 2014
• OSEP has asked NCDB, in partnership with the National
Deaf-Blind TA Network, to develop a certification option to
identify individuals who are qualified to work as
interveners in educational settings
• This will involve a review process that will allow
candidates to demonstrate their mastery of the Council for
Exceptional Children’s specialization knowledge and skill
set for paraeducators who are interveners for individuals
with deaf-blindness

11. Guest Presentation
Interveners: A Family Perspective
Eric Lewis
“Neo’s dad”

12. Family Perspective

13. Guest Presentation
An Intervener’s Perspective
Heather Harman
Special Education Paraeducator

14. A Brief History
• 2009 began as a school secretary
• Student at school needed support and principal
asked for my assistance
• Paired with student who has deaf-blindness
• CBSS provided training and the Utah State
Intervener Program was mentioned

15. Utah State Intervener Program
• Completed USU Program Summer, 2014
sponsored by CBSS
• Received National Intervener Credential
• On-line courses for 2 semesters
• Practicum for 1 semester with coaching from CBSS
• Portfolio

16. Applying What I Learned
• Creating calendar systems
• Sequencing systems in activities
• Tools and strategies to motivate student
• Making materials accessible

17. Applying What I Learned
• Applying what I learned about sensory integration
• Gaining knowledge and confidence to educate team
members
• Working with team:
Special Ed Teachers,
OT, SLP, PT, TVI, O & M
School Psychologist
Specials Teachers
Parents

18. Calendar Systems / Sequencing

19. Tools & Strategies for Motivation

20. Adapted Materials

21. Sensory Integration

22. What the Future Holds
• There are students who may need interveners but….
• Continue to be an intervener and begin teacher
training program

23. Conversation
Connecting Policy, Practice & Progress
Comments & Questions
Impact & Needs
What Next…