VIDBE-Q Volume 67 Issue 4
this, I came up with my own plan to do with her in the home. Over the years we
have developed a strong and trusting bond with each other.
During that time period, I was going to school in child development and
general studies. Upon completing my degree, I was intrigued with the deafblind
world and wanted to know all about it. I wanted to better myself for my student
and help her grow without adding stress to her life. In 2020, I learned about the
Deafblind Intervener Training program at Utah State University. I had so many
questions such as, "What is an intervener" and "How do I become one?" Before I
knew it, I was accepted for the Deaf-Blind Multi-handicapped Association of
Texas (DBMAT) intervener scholarship and was able to begin my schooling to
become an intervener.
As of December of 2021, I've completed my schooling and am now a
Nationally Credentialed Deafblind Intervener Specialist. As a result, I've
developed competencies and know how to work with my student's specific needs
related to her deafblindness. For example, I have learned she has no peripheral
vision, and can't see things unless they are within six feet of her or closer. I have
slowed my pacing down when I am talking with her, supporting her in different
activities, and even when I play music with her. Before my training, I had never
realized how fast I was speaking or playing with her.
