VIDBE-Q Volume 67 Issue 4
teachers and service providers work together with the intervener to ensure that
materials are prepared in advance and accommodations are considered across all
disciplines. Stephanie is no longer wedged between me, the classroom teachers,
and administration. Floyd County recognizes Stephanie as an intervener. Erica has
become the thread needed to weave together the intervener, teachers,
administrators, and parents.
With the case manager residing as a consistent person, one less likely to
change during transition, the classroom teacher has headroom to gain experience in
developing classroom instruction geared toward a student with
deafblindness. Assignments are dispersed to the IEP team in advance for
consultation. Space is available for the intervener to execute her responsibilities,
with support from the IEP team. Having a person familiar with sensory loss
overseeing the IEP, helps the team to navigate Ivey as a whole student. We have
successfully assembled a model IEP team with a framework that can be replicated
for future IEP teams of students with deafblindness.
Today, Ivey exceeds all assumptions based on her medical history. She loves
going to school. When I ask her (using tactile sign language), "What do you like
about school?," she typically has one response. "My friends. Ivey is quick to tell
Stephanie she is "finished" working, and she'd rather "talk" to her friends. Ivey is
proof that interveners are a necessity for students with deafblindness. Without
