In educational environments, intervener services are provided by an individual, typically a paraeducator, who has received specialized training in deaf-blindness and the process of intervention. For students who are deaf-blind, Interveners provide a bridge to the outside world by providing access to information and communication. In addition, they facilitate the development of the student’s social and emotional well-being. An intervener provides consistent one-to-one support to a student who is deaf-blind (age 3 through 21) throughout the instructional day, working under the guidance and direction of the student’s teachers who are responsible for ensuring the implementation of the student’s IEP.
This booklet address the following:
What is deafblindness?
What is an intervener?
What is effective intervention for children who are deafblind, and what role does the intervener play in providing that intervention?
How can the need for an intervener be determined through the Individualized Education Program (IEP) process?
“The purpose of this discussion guide is to help IEP teams make informed decisions about whether intervener services are appropriate for a particular student.”
Every student who is DeafBlind has unique needs, so supports necessary to provide access will vary from student to student. Think about the student’s support needs. Do the support needs change in different environments? If so, the level of support necessary could vary across environments. Support personnel such as an intervener, paraprofessional, and/or interpreter can play a critical role in meeting the educational needs of a student who is DeafBlind. The link above provides a comparison table that describes each role and can assist teams in determining the specific supports needed for a student who is deaf-blind.