Deaf Blind Intervener I

 

 

Minimum qualification:

• 2 year degree in education or related field
• Consistent willingness to obtain training through NC Department of Instruction that includes online and in person components at the expense of the employer. 

Compensation: $1000 bonus from state upon completion of intervener training. 

An employee in this class would be responsible for providing one-on-one support to a learner who is DeafBlind. The Intervener works under the direction of the classroom teacher and participates as an educational team member in developing and implementing the learner’s Individualized Education Program (IEP).

 

• DeafBlindness means hearing and visual impairments that occur together, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness.

• This classification should not be used in lieu of an Educational Interpreter classification or a Paraprofessional classification.

Illustrative Examples of Work Academic and Concept Development

•  Provide one-on-one intervention to learners with DeafBlindness
•  Facilitate the development of concepts
•  Provide appropriate pacing to activities to allow for auditory and visual access to the
   educational environment
•  Facilitate the learner’s participation in class routines and activities
•  Create activities and experiences to complement instructional program and IEP goals
•  Provide assistance to staff in teaching academics, daily living, and social skills
•  Facilitate and/or assist in providing direct learner experiences
•  Facilitate and/or assist the individual’s use of touch for learning and interaction
•  Implement strategies to promote sensory integration
•  Utilize strategies for travel as directed by Orientation and Mobility Specialist
•  Facilitate the development of language and literacy skills

Access to Auditory and Visual Information

• Provide consistent access to instruction and environmental information usually gained by students through vision and hearing

• Provide information so that the learner can anticipate what is happening before, during, and after an event
• Adapt instructional materials and learning environment for auditory and/or visual needs, as directed

Social and Emotional Well-Being

• Support the development and maintenance of trusting, interactive relationships that promote social and emotional well-being
• Provide support to increase social connections and participation in activities
• Provide a bridge between the learner and their school-wide environment 

Communication and Language

• Assist and/or provide access in the development and use of receptive and expressive communication skills
• Support communication between the learner and others within the school environment
• Demonstrate proficiency in the assigned learner’s communication methods and strategies
• Recognize and respond to the learner’s attempted communicative behavior intent
• Implement strategies to enhance and expand the learner’s language and
  communication skills

Educational Teaming

• Participate and collaborate as an active member of the learner’s educational team
• Attend regularly scheduled team meetings with the teacher and other service
  providers
• Work under the direction of the classroom teacher and other professionals
  responsible for the learner’s IEP
• Participate in learner’s IEP Team meeting to provide information about communication abilities and access needs

Knowledge, Skills, and Abilities

• Participate in ongoing training related to DeafBlindness
• Skills necessary to meet unique communication needs of individual learner
• Understanding of the Council for Exceptional Children (CEC) Intervener standards
• Knowledge in DeafBlindness and the impact of a dual sensory loss on learning for
  learners with DeafBlindness