VIDBE-Q Volume 67 Issue 4
"While we have an amazing Deafblind Project, they are not allowed to advocate
for interveners but can push training. When they join in meetings, they take an
unbiased approach rather than truly advocating (in a professional manner) for the
needs of the child. It was mentioned once in a meeting that it is up to parents to do
so... what happens when we have done all we can do and are purely exhausted
from it all? To the point of wanting to wash our hands of it all and do it without
because we are done getting the runaround. What about those that don't know any
better and that their kids could have so much more than the crumbs offered?
Overall, we have had more good than bad experiences, but the truth remains, it
has been a constant fight. When we had a small reprieve, it was only because our
daughter has a teacher risking it all to advocate for her needs. She knew the laws,
took the training, didn't take no for an answer, took the time to understand the
child's unique needs, and had a fire within her to make sure her students had all
they needed and deserved as a human being!"
"I find it ridiculous that we have to ask permission for the state to recognize
interveners. They don't work with these kids, they don't understand them, and they
don't take the time to make it of importance. When those working with our students
stop thinking of the child first and put administrative politics, the bottom dollar,
and only data above the child, that's where we lose it all."
