Division on Visual Impairments

VIDBE-Q 65.1 Winter 2020

A quarterly newsletter from the Council for Exceptional Children's Division on Visual Impairments containing practitioner tips for Teachers of Students with Visual Impairments, Certified Orientation and Mobility Specialists, and other professionals.

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VIDBE-Q Volume 65 Issue 1 The role of interveners and the process of intervention for individuals who are deafblind were developed in Canada in the 1970s (National Consortium on Deaf-Blindness, 2012). John McInnes and colleagues described an intervener as one who provides consistent access to communication, environmental information, and social supports to promote the full inclusion of individuals who are deafblind, both children and adults. Canada sustains both higher education and professional development models for preparing interveners to work in home, community-based, and school settings. In the United States the role of the intervener has been cultivated and recognized in specific local and state educational and community systems for children and youth who are deafblind. Like Canada, the U.S. has intervener preparation programs at universities as well as state professional development approaches to support personnel to become interveners (National Consortium on Deaf-Blindness, 2012). In 2009, the Division on Visual Impairment and Deafblindness developed competencies for interveners that aligned with the Council for Exceptional Children's paraprofessional general competencies (Zambone & Alsop, 2009). The development of the CEC's competencies was informed by the work of the National Intervener Taskforce and the work of state

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