VIDBE-Q Volume 67 Issue 4
credentialing/certification, challenges states and districts face (e.g., recruiting,
training, job classification, salaries), challenges interveners face, and services and
supports needed to improve the infrastructure of intervener services nationwide.
Summaries of survey data can be found on the recommendations website.
Key Findings
Findings from the data-gathering phase, which resulted in specific
recommendations and implementation strategies, suggested there was
● A lack of a consistently-applied definition and variation in the way the term
"intervener" was used
● A lack of recognition and acceptance of intervener services among
educational personnel
● Widespread support for certification and/or credentialing of interveners
● Strong support among state deaf-blind project personnel and educational
administrators for two types of training methods: child-specific training
provided to an intervener and team in combination with large group training
and university or college coursework with support from a state deaf-blind
project
● Considerable variation in experiences with intervener services from family
to family (e.g., the process of determining a need for intervener services and
obtaining them if appropriate)
