Paras as Interveners
(Instructor-Led WORKSHOP)

Interveners are support professionals who provide consistent one-to-one support throughout the instructional day to students with combined hearing-vision loss (dual sensory impairment). This workshop is designed to equip the practicing paraeducators with the knowledge and skills needed to understand the role of intervener and begin to support children with dual sensory impairment, better enabling them to meet their learning goals. This workshop is best suited for educational teams who support one or more children with combined hearing-vision loss or those who could do so in the future. This is not a workshop that leads to the Intervener Certificate or credential, but it is a first step in understanding the role and can be counted as hours towards renewal of that certificate or credential. Ideally, paraeducators and the team members who also educate the child – should register and complete the workshop together.

Paras as Interveners
(Instructor-Led WORKSHOP)

Preview of Workshop
Unit 1: Defining Deafblindness and Interveners
- Lesson 1: Introductory Scenario: Defining the Roles
Unit 2: Introduction to Interveners: Part Two
- Lesson 1: Introductory Scenario: Intro to Interveners
Unit 3: Deafness
- Lesson 1: Introductory Scenario: Deafness
Unit 4: Blindness
- Lesson 1: Introductory Scenario: Blindness
Unit 5: Communication
- Lesson 1: Introductory Scenario: Communication
Unit 6: Independence and Social Interaction
- Lesson 1: Introductory Scenario: Independence and Social Interaction
Unit 7: Academic Support for Deafblindness
- Lesson 1: Introductory Scenario: Interveners Do It All
Unit 8: Summing it Up and Pushing the Knowledge Forward
- Lesson 1: Intervener Certificate Programs
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Objectives:

Describe deafblindness and its impact on access for children with combined hearing-vision loss;
Demonstrate and understand the role of the intervener as part of the educational team for children with combined hearing-vision loss;
Describe and use intervener support strategies; and,
Identify how to obtain resources and training opportunities for interveners.

CONNECTIONS TO CEC COMPETENCIES FOR PARAEDUCATORS

S 3.9	Use and maintain adaptive equipment/materials and assistive technology for students with disabilities as determined by the instructional team
S 3.10	Support students with disabilities in their use of augmentative and alternative communication devices and other assistive technology under the guidance of the instructional team

S 3.9	Use and maintain adaptive equipment/materials and assistive technology for students with disabilities as determined by the instructional team
S 3.10	Support students with disabilities in their use of augmentative and alternative communication devices and other assistive technology under the guidance of the instructional team

K 3.2	General knowledge of categories from federal law for students with disabilities
K 3.3	General knowledge of principles of inclusive practices for students with disabilities

K 2.8	Effect of speech and language development on academic and nonacademic learning of students with disabilities
K 2.9	Non-verbal modes of communication used by students with disabilities including augmentative and alternative communication

K 2.1	Cognitive, physical, social, emotional, and language development which impact milestones of students with disabilities compared to typically developing peers
K 2.2	Educational challenges manifested as a result of varying disabilities

S 1.13Demonstrate respect and appreciation for cultural differences in verbal and written interactions with students, families, and school personnel

S 1.5	Recognize and respect role differences of teachers, paraeducators, and other licensed professionalsS 1.13Demonstrate respect and appreciation for cultural differences in verbal and written interactions with students, families, and school personnel