VIDBE-Q Volume 67 Issue 4
the time, but I knew how to work through those behaviors and turn them around, so
they didn't interfere with his learning. I was able to share information with my
student's team, and they adjusted his programming, which allowed for so much
learning. His world opened up and he had access to the information he needed to
learn and understand what was happening in his daily life.
One particular day, we had an outing planned to go for breakfast at a local
restaurant. We had practiced signing the foods and looking at the menu in braille,
and he learned the signs for the foods he wanted to order. He was so happy that
day when he was able to order his own pancakes and bacon. Just to see the smile
on his face made me realize the importance of the training I had received.
Being his intervener helped us both. We had a trusting relationship, and I
supported him in developing appropriate social and emotional skills while he was
in school and at home. Throughout the six years I was with him, he learned to
communicate simple requests such as using the restroom and saying he was
hungry. He was happy in school and that made my job as an intervener so much
better. I cherish the time I spent with him, teaching and guiding him through
life. He has since moved to the Perkins School for the Blind and is doing very well
there.
The National Intervener and Advocate Association (NIAA) has been a huge
part of my life. I continue to serve on the Leadership Team which keeps me up to
