VIDBE-Q Volume 67 Issue 4
• Quality controls for the program over time (i.e. ongoing monitoring,
evaluation of courses, instructors, etc.).
• High accountability for learning and performance.
• Consistent measurement of knowledge gain through assignments, tests,
discussions, etc.
• Individualized personal attention from instructors, mentors, coaches, etc.
• A supervised practicum measuring implementation of intervener knowledge
and skills.
• Potential for long-term sustainability.
A unique part of intervener training programs through higher education, is the
participation by the intervener in a supervised practicum. The fact that the
intervener is collaborating with a coach, who is qualified and has experience in the
field of deafblindness, ensures high accountability for learning and performance.
This is done by measuring the implementation of the intervener's knowledge and
skills. In turn, not only are interveners learning, but they are also applying what
they have learned with an actual individual who is deafblind, while at the same
time, being coached by someone who has experience in the field of deafblindness.
For the past two and a half years, I have been the Professional Development
Coordinator for the National Intervener and Advocate Association (NIAA). I was
asked to serve in this capacity because not only have I been a part of the field of
