Technician, Deaf-Blind Intervener

Deaf-Blind Intervener

Applications will be received until July 28, 2026. If the position is not filled by then, we may consider applications submitted after the deadline. Interested applicants must apply online by visiting the Denver Public Schools job board k12.org.

About this job:

The Deaf-Blind Intervener provides direct support to a student with deaf-blindness under the supervision of a certificated special education teacher for all or part of the instructional day as determined by the student's Individual Educational Plan (IEP) and assists students with deaf-blindness to participate in activities and to provide a supportive environment in which the student can learn. The Deaf-Blind Intervener facilitates communication between the child and others, provides access to visual and auditory information and develops and maintains trusting relationships.

In this position, you will work collaboratively with a variety of direct service providers and consultants including teachers of children with hearing impairments, visual impairments, or severe disabilities; speech therapists; occupational and physical therapists; orientation and mobility instructors; and other professionals and paraprofessionals. This is a 1:1 assignment for a student with Deaf Blindness needs.

What DPS Offers You:

• A culture that values equity, accountability, integrity, collaboration and fun with a shared vision that every learner thrives.
• Hourly range: $20.00 - $24.00 hourly.  for more information on compensation for these roles.
• In addition to competitive compensation, DPS has other total reward offerings such as; time off, health and wellness benefits, and PERA retirement. For more information visit our New Employee Resources.

What You'll Do:

• Provide direct, individualized support (1:1) to a student with deaf-blindness as a part of an educational team, as indicated by the student's IEP, and as directed by licensed staff or administration. Follow the student's IEP and accommodations, modifications and instructional techniques recommended by the special educators and related services staff members.
• Become proficient in students' individual communication methods and strategies.
• Provide access to and/or assist in the development and use of receptive and expressive communication skills.
• Facilitate the student's communication with others by explaining and modeling the student's specific communication system, acting as a bridge and creating a safe and supportive environment that encourages successful interaction.
• Perform assigned lunch/recess/bus duties which include supervision in the cafeteria, playground and pre/post boarding of buses.
• Perform health and personal need duties as directed by teacher or nurse, including bathroom assistance, diapering, feeding and lifting students.
• Provide specially designed instruction under the direction of the student's special education teacher. Provide consistent access to instruction and environmental information that is usually gained by typical students through vision and hearing, but that is unavailable or incomplete to an individual who is deaf-blind.
• Provide support and clarification for new concepts or homework.
• Facilitate the development and maintenance of trusting, interactive relationships that promote social and emotional well-being. Provide support to help the student form relationships with others and increase social connections and participation in activities.
• Provide support to special education teacher such as preparing materials, assist in the preparation and implementation of IEP, and assist in adapting curriculum to students' individual learning level.
• Attend regularly scheduled planning and feedback meetings with the teacher and other team members. Provide support to classroom teachers as appropriate for the needs of an individual student and, on occasion, the classroom as directed by the teacher.

What You'll Need:

• High school diploma/GED is required
• Must have received or are receiving training for interveners through a state or district program (CDE, for example)
• Experience with individuals with hearing impairments, visual impairments, deaf-blindness, and/or multiple disabilities is highly preferred
• Basic sign language skills are highly preferred
• Working towards credentials to become a credentialed Intervener is preferred
• Must have a high degree of integrity in handling confidential information
• Must be able to work collaboratively with others on a team
• Must have the ability to take responsibility for one's own performance
• Effective communication skills
• The ability to handle multiple demands and competing deadlines
• Strong attention to detail
• Must be comfortable working in close physical proximity to students while frequently using touch to communicate with and instruct students who are primarily tactile learners
• Aptitude for variety and changing expectations and a fast-paced environment.
• Maintain composure in stressful situations; be flexible; recognize and adjust to different cultural backgrounds.
• Lead for racial and…