VIDBE-Q Volume 67 Issue 4
Varied Access to Interveners
The survey shows a disparity regarding families' access to trained
interveners. The survey also shows variability in intervener training opportunities.
One parent states, "when my child had a trained intervener she excelled, but when
she was given someone with no experience, my child went backwards." Several
families express their frustration and disappointment when moving from a state
with a history of recognizing and training interveners to another state that did not
have the same recognition or training available. There is also variability around
families' knowledge of training and understanding of the role of an intervener.
Lack of Recognition of Interveners
The understanding and acceptance of trained interveners as an educational
support varies within the education community. Students often enter schools
without an intervener, and consequently, precious time is wasted because they
don't have the access to learning that an intervener provides. As shown by the
survey results, parents believe interveners should be accepted as an integral
member of their child's IEP team. This is concerning because interveners are often
not recognized as such by school systems. Also concerning, is the fact that, since
interveners are viewed as paraprofessionals, they receive lower pay and no
incentives to stay in the field.
