VIDBE-Q Volume 67 Issue 4
deafblindness for over 15 years, but also because I have a Masters' Degree focused
in early intervention with those who are deafblind.
In my role with NIAA, I coordinate the credentialing of interveners. I review
their portfolios and award them with the Deafblind Intervener Specialist
Credential. In this role, I've had the joy of learning about interveners from all
across the United States. Through narratives, pictures, work samples, videos, and a
variety of other creative avenues, these interveners have displayed their knowledge
and skills in working with individuals who are deafblind. These interveners have
been of different ages and different backgrounds with a variety of professional and
educational experiences. However, despite their differences, they have all shared
one thing in common: they have a passion for what they do and for the children
and youth with whom they work. They act as a bridge between children who are
deafblind and he world around them.
Currently, there are four universities in this country that offer Intervener
Training Programs. Each of these programs is described below in the order in
which they were established.
Linda Alsop, Utah State University
Utah State University (USU) was the first to provide competency-based
higher education training for interveners. The curriculum is based on the Council
for Exceptional Children Deafblind Intervener Competencies, and the courses are
