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Deaf-Blind Perspectives Articles on Interveners Bibliography

by National Consortium on Deaf-Blindness on May 1, 2012
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This is a partial list of materials on this topic available from the DB-LINK Catalog Database.  If you have additional questions, please contact us via email:

2011-0136 Intervener Competencies Training Program in Virginia --Durando, Julie; Campano, Mark. DEAF-BLIND PERSPECTIVES, vol.18, #1, Fall 2010, pp. 7-9. (2010) This article highlights The Virginia Project for Children and Young Adults with Deaf-Blindness (VADB) and the Virginia Department of Education (VDOE) working together to address the need for trained individuals to work with students who are deaf-blind. They have created a program designed to provide training and build local expertise in intervention strategies for teams that consist of one paraprofessional and one teacher who work together with a student who is deaf-blind. After completing a year of online coursework through the program, teams receive an additional year of support that includes on-site coaching. Available on the web:

2000-0707 Intervener Update --Malloy, Peggy; Bixler, Betsy. Monmouth, OR: DEAF-BLIND PERSPECTIVES, vol. 8, #1, Fall 2000, pp. 6-7. (2000) This article provides a summary of a briefing papers' main points in discussing the role of interveners. An intervener is defined and the role an intervener should play in a deaf-blind individual's life is described. Common questions are answered and intervener services in Canada are discussed. Available on the web:

2010-0183 Interveners: One Key to Success --Prouty, Sally; Prouty, Mike. DEAF-BLIND PERSPECTIVES, vol. 17, #1, Fall 2009, pp.1-4. (2009) The authors of the article are parents of a 28 year old son, Andy who is deaf-blind as a result of CHARGE Syndrome. They discuss the importance of having an intervener for a child with deaf-blindness for a variety of reasons: to gain social skills and to gain access to the world and communication, and to increase independence. Looking back over the past three decades, they express how important the influence of interveners on their son and themselves has been. Available on the web:

2004-0589 Intervenor Training --Olson, Joyce. DEAF-BLIND PERSPECTIVES, vol. 12, #1, Fall 2004, pp.1-5. (2004) Describes the underlying philosophy and structure of the intervenor training program at the British Columbia Provincial Outreach Program for Students with Deafblindness. Includes information about using simulations to promote an understanding of deafblindness, the unique role of the intervenor, key components of intervention (anticipation, motivation, communication, confirmation), the use of memory hooks to help students learning to be intervenors remember the goals and components of intervention, and practical aspects of training. Available on the web:

2008-0076 Model for Paraprofessional Training in Deafblindness --Alsop, Linda. Monmouth: DEAF-BLIND PERSPECTIVES, Spring 2006, Volume 13 Issue 3, p. 8. (2006) This is a brief announcement of a project funded by the U.S Department of Education for the Improvement of Postsecondary Education. It is a model of distance education to train paraprofessionals who work with children who are deafblind. Available on the web:

2003-0417 Oregon Deafblind Project Intervener Training Program --Carnes, Sylvia; Barnard, Shawn. Monmouth, OR: DEAF-BLIND PERSPECTIVES, vol. 10, #3, Spring 2003, pp. 1-3. (2003) This article describes Oregon's Deafblind Project Intervener Training Program, which is in its pilot phase. Describes the Regional Service delivery program including the training offered to teachers of deafblind students. The program focuses on utilizing preexisting education teams, with three teacher/intervener teams currently participating. Describes the nine modules involved in the program including three that take place off-site from the schools. Describes follow-up activities and future plans for the program. Available on the web:

2008-0081 Personal Perspectives: Services for Individuals Who Are Deaf-Blind Must be Lifelong --Hull, William; Hull, Laura. Monmouth: Deaf-Blind Perspectives, Spring 2006, Volume 13 Issue 3, pp. 6-8. (2006) This article is authored by two parents who believe parents and professionals need to work together to develop programs and approaches that meet the needs of individuals who are deaf-blind throughout their lives. They describe the school years for their son, the struggle to obtain adequate adult services; finding and retaining qualified service providers, and the hope they have for a new model known as the intervener model. Available on the web:

2008-0071 Selecting an Intervener for a Student Who Is Deafblind --Robinson, Cindi. DEAF-BLIND PERSPECTIVES, Fall 2007, Vol. 15, Issue 1, pp. 6-8. (2007) This article addresses important issues and strategies in identifying the qualities, characteristics, and training needs of effective interveners and suggests potential interview questions to help interview teams identify the best candidates. Available on the web:

2011-0138 Striving for Excellence: New Standards for Deafblind Services in Ontario --Stowell, Jolene. DEAF-BLIND PERSPECTIVES, vol.18, #1, Fall 2010, pp. 13-15. (2010) In the province of Ontario there is a wide range of services offered to people with deafblindness, including residential programs, community intervenor (the Canadian spelling of the term) programs, accessible housing, and education. Although a variety of agencies and organizations provide these types of services, until recently there were no formal standards to evaluate their consistency and quality. To address this need, in the Fall of 2009 DeafBlind Ontario Services embarked on a project, funded by the Ontario Trillium Foundation, to develop standards to ensure consistent quality of service to people who are deafblind. Standards put organizational values and principles into practice, provide a blueprint for effective and efficient operations, and act as a tool for continually evaluating and improving service. This article describes the development and pilot testing and implementation of the standards. Available on the web:

1996-0045 Utah Enhances Services for Children Who Are Deaf-Blind --Henderson, Paddi; Killoran, John. DEAF-BLIND PERSPECTIVES, vol. 3, no 1, Fall 1995, pp. 3-6. (1995) The Utah legislature recently passed legislation providing funds for intervener services for children who are deaf-blind and for the development of a task force to design a state plan to address the needs of all individuals, through age 21, who are deaf-blind. The bulk of this article is made up of interviews of Stephanie Carlson, parent of a child who is deaf-blind, and Dr. Stevan J. Kukic, representative of the Utah State Office of Education. The article concludes with the five objectives with supporting strategies that have been agreed upon by the task force which is developing the Utah State Plan for aiding those young people through age 21 who are deaf-blind. Available on the web:

2003-0210 "What's My Role?": A Comparison of the Responsibilities of Interpreters, Intervenors, and Support Service Providers --Morgan, Susanne, M.A., C.I., C.T. Monmouth, OR: Teaching Research Division. DEAF-BLIND PERSPECTIVES, vol. 9, #1, Fall 2001, pp. 1-3. (2001) This article compares and contrasts the various roles and responsibilities of interpreters, intervenors, and support service providers. It compares each in table form in a variety of categories. Categories range from age of clients, ethics, certifications required, confidentiality issues, and professional training. Available on the web:

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