VIDBE-Q Volume 67 Issue 4
couple of individuals at the table who were dragged to this moment kicking and
screaming. Yet, we were all there - together - to celebrate the moment.
Stephanie was a first for Georgia, and a feather in the cap of Floyd County
Schools. She was one of two interveners to complete coursework through Utah
State and be employed in a public school in the state of Georgia. We quietly made
history and progress for all to follow in our state on that miraculous day.
Nonetheless, our joy was short-lived. We bumped our way through the
remainder of McHenry Primary School and on into Alto Park Elementary. There
was a brief two-year stint during elementary school when Mrs. Erica McKinney
resided as the classroom teacher/case manager. Then once again, as Erica exited
the classroom, Ivey transitioned to a new teacher/case manager where we bumped
along a little longer. To say the least, our bumps were turning into deep bruises.
The repeated cycle back to Deafblindness 101 was making greater waves in Ivey's
progress.
Ivey's IEP clearly defines the role of an intervener. We based the intervener
description from the handbook Interveners in the Classroom Guidelines for Teams
Working With Teams Who Are Deafblind, which can be found on the
website interverer.org. I spoke often with Linda Alsop. I also relied heavily on the
knowledge and guidance of Dr. Wendy Sapp. By using their expertise, we molded
Ivey's IEP to support the intervener and reflect best practices in teaching
