VIDBE-Q Volume 65 Issue 1
• Transition planning, conducted by the IPCP, family, and friends
should be based on a vision of what constitutes a quality of life
for the individual who is deafblind, including aspects such as
residence, relationships, community engagement, work, leisure,
medical and physical needs, and finances (Zatta & McGinnity,
2016).
• Advocate for appropriate services and service delivery systems
for children who are deafblind and support children and youth to
participate as advocates/educators in their communities (Bruce
& Parker, 2012).
Proposed Paraprofessional Roles
Interveners: Responsibilities and Competencies
Interveners for students who are deafblind are typically
paraeducators with specialized preparation specific to deafblindness that
allows them to:
• Provide 1:1 intervention varying the level and intensity of input to
reinforce and support student engagement, self-regulation, and
learning (Janssen, Riksen-Walraven, & van Dijk, 2002).
• Provide consistent access to instruction and environmental
information that is usually gained by typical students through vision
