VIDBE-Q Volume 67 Issue 4
My goal as an intervener was to see Stevan in his home setting and to see
how he interacts with his lovely family. I also wanted to demonstrate and provide,
with ease and clarity, any information that his mom and family needed to know.
Together we were able to make that happen.
We reviewed and created object cues for routines and outside activities.
Since he was learning to walk on his own, we placed object cue landmarks in key
areas in his home. We organized Stevan's communication system, worked together
to review and practice tactile sign language and coactive sign language. Stevan's
mother had a wonderful experience with him at a restaurant when she used tactile
sign language to ask him if he wanted more to eat, and he answered her back.
Since then, she has had numerous special moments communicating with Stevan.
Overall, we affirmed how essential intervener home support is, especially
during the long stretch of summer. An important part of the role of an intervener is
to develop a trusting rapport with the child who is deafblind and to take the time to
get to know the "whole child" at home and at school. The CHARGE Syndrome
summer intervener pilot project allowed me to spend important time with Stevan at
home with his family, and to discover how he communicates with them. In turn, I
was able to demonstrate and share how he communicates at school. The wonderful
outcome is that we are now integrating this together in both home and school
