The intervener plays a vital role in the education of a student who is deafblind.  The relationship between the student and the intervener is based on a level of trust that provides the foundation for interaction and learning.  The intervener facilitates access to the environmental information that the student cannot access because of the combined hearing and vision loss.  The intervener learns the highly individualized communication system of the student and works to facilitate both receptive and expressive communication development.  It is critical that the intervener understands the student’s vision, hearing, functioning levels, likes and dislikes, and the impact of additional disabilities if present.  The intervener must use judgment, creativity, and persistence in effectively meeting the complex needs of the student who is deafblind, while at the same time encouraging independence and self-determination. 

While functioning under the daily direction of a teacher, the intervener will work more closely with the student than any other service provider.  Consequently, the intervener will get to know the student extremely well, and will have knowledge that can add to the team’s understanding of the student.  The intervener must integrate the methods and strategies of other service providers and share this information with team members so that everyone, including educators and family members, can work in an effective, collaborative way.  To do so, the intervener must participate in high quality training on deafblindness, in order to be skilled in deafblind specific intervention and educational strategies.

An Intervener is NOT a…….

• Paraprofessional
• Classroom aide
• Classroom teacher
• Nurse

Interveners work closely with all team members (i.e. OT, PT, TB/VI, TD/HH, O&M, SLP etc.) to implement the IEP goals on a day-to-day basis, and provide feedback to them about student performance. The student with deafblindness will be more successful when the teacher, intervener, and all members of the educational team work together. 

Although the educational team for a student who is deafblind may include service providers representing many disciplines, the classroom teacher, whether general education or special education, has a critical role in the student’s program.  It is possible that this may be the teacher’s and/or team’s first experience with a student who is deafblind, so they may need training, support, and resources from individuals who have knowledge and skills in deafblindness.  It is important to recognize the intervener as an equal member of the team who should attend team meetings and participate in the IEP process.  (Excerpt from “Interveners in the Classroom: Guidelines for Teams Working with Students Who Are Deafblind”, below.)  

What is the Difference Between an Intervener and a Paraprofessional?

Intervener	Paraprofessional
Works under the direction of the classroom teacher (regardless of supervisory funding source)	Works under the direction of the classroom teacher
Abides by district or agency policies	Abides by district or agency policies
Assigned to work one-to-one with a student who is deafblind to facilitate the process of intervention	Usually works with groups of students but can work one-to-one when assigned by the teacher
Must have comprehensive specialized training in deafblindness	Typically does not receive disability specific training
Has skills in deafblind intervention including communication methods, environmental access, sensory loss, deafblind instructional strategies, and how to create independence rather than dependence	Has varying levels of skills dependent on assignment, experience, and training
Prepares materials for the one student who is deafblind with whom he/she works in coordination with the teacher	Responsible for materials preparation for entire class as assigned by the teacher (e.g., copying, cutting, activity preparation)
Not assigned to do classroom maintenance because of the continuous one-to-one time required by the student with deafblindness	Responsible for classroom maintenance as assigned by the teacher (e.g., bulletin boards, setting up and cleaning up materials)
Usually attends regularly scheduled planning and feedback meetings with the teacher and other team members	Typically does not attend planning meetings
Participates as an active member of the student’s team including attendance at IEP meetings in order to contribute valuable day-to-day knowledge of the student	Generally does not attend IEP meetings
Not generally assigned to additional school duties because of one-to-one time required by the student	May be assigned to additional school duties such as lunchroom, bus, playground, etc.
Facilitates the student’s connection to others by explaining and modeling the student’s specific communication system, acting as a bridge to the world, and creating a safe and supportive environment that encourages successful interations	Typically is not required to facilitate communication connections between students and others

Intervener Booklet

Additional Resources

Intervener Code of Ethics

Deafblindness and the Role of the Intervener in Educational Settings PowerPoint Presentation