VIDBE-Q Volume 67 Issue 4
signs to express herself, and more able to build relationships with others. The
intervener has provided a bridge of access for our child, and we are so grateful.
Vivecca Hartman, Texas
Our son, Christopher, is deafblind and we spent years advocating for an
intervener in school. We were fortunate to have administrative support and got
approval for one while he was in preschool. It was exciting and we were so
hopeful! We quickly realized that we needed to get the appropriate training for the
intervener, and that even then, a trained intervener can leave, resulting in the
process having to start all over again. Since then, we spent years working with the
school district to get people hired and trained. As parents we've learned to stay the
course, and continually remind those around us of our son's needs.
We learned the importance of exposing our son to as much as possible when
he was young and willing to learn. He needed a vast variety of experiences to build
his repertoire of knowledge and language. Christopher spent approximately 20
years in the school system, and needed to utilize the school resources as much as
possible. With the support of an intervener, he had experiential learning paired
with language he would use for life. His intervener knew his language, and
provided him with access to information, support for incidental learning, and a
connection to people and things in his environment. The Intervener also helped
Christopher interact with those around him and build relationships.
