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Increasing Recognition & Use of Interveners: State Success Stories

Interveners and Qualified Personnel

Increasing Recognition & Use of Interveners: State Success Stories

Interveners and Qualified Personnel

This page was last updated on Jan 19, 2018 at 12:49 pm

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Promoting recognition of intervener services and establishing an infrastructure for intervener training and support is a goal of many state deaf-blind projects. To aid in these efforts, NCDB is interviewing and collecting information from projects that have made progress in this area. The first reports are from Utah, the state with the most highly developed system for intervener training and support in the U.S., and Illinois, where deaf-blind intervention recently became a related service. These will soon be followed by reports from Minnesota, West Virginia, Arizona, and Virginia.

All of these states have engaged in systemic-change activities to establish or strengthen intervener services. The approaches they have taken are varied and have been informed by available opportunities and the nature of their state systems. They include influencing regulatory and legislative processes, advocacy, and program development at state and local levels. For some states, legislation and regulation has come first. Others have focused on the development of training systems as a way to build capacity and promote examples of exemplary practice.   

Our goal is to provide succinct, practical information that other state projects can use to plan their own intervener systems-change activities. This main page will provide key points from each of the highlighted states and links to more information contained in short summary reports. Although efforts undertaken by the states have differed significantly, the information is organized in as consistent a fashion as possible, with the content divided into two main areas:

  • Advocacy - describes activities that have occurred or are occurring to promote change
  • Adoption - describes processes or structures that have already been put in place (e.g., legislation, regulation, training systems) 

Utah

Key Points

  • "Intervener" is defined in the Utah Administrative Code as "a specially trained paraprofessional who provides access to information and communication and facilitates the development of social and emotional well-being for children who are deaf-blind.”
  • Teachers of the deaf-blind are essential for supervising and supporting interveners.
  • Family advocacy to the Utah State Legislature has been the driving force behind the adoption and maintenance of intervener services.
  • The use of state and federal funds is essential to sustaining services for students who are deaf-blind.
  • The state deaf-blind project and other deaf-blind services (including outreach services) are based at the Utah Schools for the Deaf and the Blind.

Read the Utah Report 

Illinois

Key Points

  • Intervener regulations have been added to Illinois School Code as a related service.  
  • The development of regulatory language to make interveners a related service came from the state deaf-blind project and the State Board of Education.
  • Illinois has a teacher of the deaf-blind exam and endorsement, but no training program or reciprocal arrangement with another state.

Read the Illinois Report


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