VIDBE-Q Volume 65 Issue 1
Pancsofar, and Shaaban (2019) found that higher reading and problem-
solving skills were associated with placement in inclusive settings in
secondary education and with more positive post-graduation outcomes.
Additionally, research in intellectual disability suggests a positive
relationship between employment experiences in secondary education and
post-graduation employment, an area in need of more research in
Deafblindness (Ferrell, et al., 2014). Although there is extensive practitioner
research on the application of Personal Futures Planning to youth who are
deafblind, research evidence is at the emerging level.
Complementary Roles of Teachers of the Deafblind and
Interveners
Teacher of Students who are Deafblind and Interveners are
responsible for implementing aspects of the evidence-based practices in
similar and divergent ways based on their roles. Currently, the CEC
identifies interveners as paraprofessionals in educational and community-
based systems; while teachers function as professionals with associated
responsibilities such as assessment and creating appropriately designed,
student-centered instructional programs.
Like the roles of educational interpreters, interveners may, in the
future, be categorized as professionals but that projection is beyond the
