VIDBE-Q Volume 67 Issue 4
Let me be very clear. Nowhere in Ivey's IEP does the role of the intervener
include "telling others what to do ''. The intervener's role is quite the opposite
actually. The IEP does clarify Ivey's communication modes. Consequently, if a
classroom teacher or any service provider cannot communicate using Ivey's modes
of communication, then the intervener is to be present to facilitate communication
and to assist in accommodations to make lessons accessible. When a teacher or
service provider decides they do not like working alongside the intervener, then
Ivey no longer has access to communication. Not having access to communication
is a very big no-no in the words of IDEA. Each and every time this general recap
comes from the lips of a teacher or support staff pertaining to issues revolving
around Stephanie's role as the intervener, I look to whoever is taking notes during
the meeting and ask, "Did you write that down? I will want a copy of the meeting
notes before I leave today." Documentation is everything when basing your child's
special education career around IDEA.
This same general conversation became redundant during IEP meetings
through a succession of years during the primary and elementary school
years. Similar words emerged from classroom teachers, vision teachers, deaf and
hard of hearing teachers, and speech-language pathologists. At times, the
conversation was actually supported by various administrators, and we were
pushed to the point of involving the school board.
