Intervener - Special Education

Type of Position

Non-Represented

Hourly

Hours may vary based on program needs

Director of Special Education Programs, Special Education Supervisors, Building Principals

None

$22.50 - $28.50/hr (dependent on qualifications and experience)

Education

• Associate Degree in ASL or completion of beginning and intermediate ASL courses through Community Education or other program (coursework to be completed within 1 year of date of hire)
• Enrollment and completion of an approved Intervener training program (program to be completed within 1 year of date of hire)
• Ability to refresh and build upon ASL (American Sign Language) skills

Experience

• Training in (1) the overall impact of vision and hearing on human development and learning; (2) strategies to facilitate interactions and communication with others; (3) strategies of basic instruction of students who are deafblind; (4) American Sign Language (ASL) proficiency

Preferred

• Background and experience working with students who are deafblind

Excellent organization and interpersonal skills; strong communication skills including writing, speaking and listening; creativity and able to think "outside of the box" to assist in meaningful programming; ability to work with diverse groups; skill in team building and collaboration with a demonstrated ability to involve others in work and to inform others of processes, decisions and events.

Under the general direction of the deafblind student's case manager, Teacher for Blind/Visually Impaired (TBVI), Teacher for Deaf Hard of Hearing, provides a direct 1:1 link between the learner and his or her world. The intervener provides specialized communication support and critical connections to other people and the environment. As a support to the instructional staff, the intervener has both direct and indirect responsibilities for the deafblind student.

• Helps the student gather information, learn concepts/skills, develop communication and language, and establish relationships that lead to greater independence
• Facilitates access to the environmental information that is usually gained through vision and hearing, but which is unavailable or incomplete to the student who is deafblind
• Facilitates the development and/or use of the student's receptive and expressive communication skills
• Develops and maintains a trusting, interactive relationship with the student who is deafblind that promotes social and emotional development and well-being
• Assists in implementing the student's individual plan in various settings/environments/locations including general and special education, lunchroom, hallway, and buses
• Assists in creatively preparing instructional materials for meaningful access for the student with a dual sensory loss
• Participates in team and department meetings in order to contribute valuable day‑to‑day knowledge of the student
• 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 interactions
• Evaluates the physical setting in the classroom so as to position the student in an optimal learning situation
• Works to establish and maintain open communication with the mainstream and Special Education staff
• Demonstrates cooperation within the education team which serves the student
• Provides information to the classroom teacher, in collaboration with the student's case manager, as to the role of the intervener in the classroom
• Other duties as assigned

• Engages in continual professional development in all areas of dual sensory loss
• Ability to operate office equipment, assistive technology, orthopedic aids/equipment, medical equipment, and maintain amplification equipment

• Will work with students ranging in age from three to 21, who are deafblind and may also have a variety of secondary disabilities
• Frequently required to work in different settings including special education settings, general education, lunchroom, hallways, playgrounds, buses, field trips, and community…