VIDBE-Q Volume 67 Issue 4
denied with no explanation. Beyond earning the National Intervener Credential, I
saw what my student needed, and took the initiative to take courses on my own. To
better serve my students' needs, I took courses over time to learn Braille so my
student could have better access to her learning environment. I often ask myself
why I take courses like these to only be recognized as a paraprofessional. I've
attended additional training over the summer and during beach vacations. I do all
this for my student. As a highly trained intervener, I am required to engage in
continuing education to maintain my credential. Yet currently, in my state, neither
teachers nor paraprofessionals are required to have any credit hours to keep their
certifications.
As someone who serves in a school district where I am the only intervener,
I've experienced some ups and downs. I struggle to get others to understand my
role as an intervener and how that benefits my student. Struggling to make others
aware of the benefits of intervener services becomes overwhelming and frustrating
at times.
In addition to my role as an intervener I now serve as Chairperson of the
Leadership Team for the National Intervener & Advocate Association, and I work
closely with other interveners and professionals. Our goal is to educate and work
toward getting intervener services recognized as a related service in IDEA. We
