1. Train to Be an Intervener- from Anywhere!
The Deafblind Intervener Program Available Online
through Central Michigan University
Beth Kennedy, Director

2. Outcomes
Increase knowledge of the Central Michigan University program for training interveners
Increase understanding of the critical elements for training interveners

3. What Is an Intervener?
The National Center on Deaf-Blindness (NCDB) definition:
“Interveners…provide access to information and communication and facilitate the development of social and emotional well-being for children who are deaf-blind.”
NCDB recommends that interveners have training that is based on the CEC competencies for interveners.
July 2013
Full definition available on

4. Interveners Have Strong Bonds with their Students

5. Research on Interveners
Watkins, S., Clark, T., Strong, C., & Barringer, D. (1994). The effectiveness of and intervener model of services for young deafblind children. American Annals of the Deaf, 139(4),    

6. Research that Mentions Interveners
Correa-Torres, S. (2008). The nature of the social experiences of students with deaf-blindness  who are educated in inclusive settings. Journal of Visual Impairments & Blindness,  102(5),  
Nelson, C. Hyte, H., & Greenfield, R. (2016). Increasing self-regulation and classroom  participation of a child who is deafblind. American Annals of the Deaf, 160(5),  
Parker, A. T. & Nelson, C. (2016). Toward s comprehensive system of personnel development in  deafblind education. American Annals of the Deaf, 161(4),  

7. DBI Program History Find a department that will house the program
Write a proposal
Develop an assessment plan
Get approval for a new course designator
Develop four Master Course Syllabi
Develop four courses

8. Program Introduction Online training program
Asynchronous except for coaching
Twelve credits
Four, eight-week classes
Completed in one academic year

9. Each Class Includes Video presentations (English, captions, ASL)
Video clips of students who are deafblind
“Guest appearances” from experts in the field
Classes taught by and expert in deafblindness
Coaching provided by an expert in deafblindness

10. DBI Program Overview
DBI 101 Introduction to Deafblindness and Intervention 
DBI 201 Building Communication and Language Skills
DBI 301 Intervention Strategies and Teaming
DBI 302 Intervention Practicum

11. Appearance of the presentations

12. Practicum Some CMU students are working in schools already
Others are new to the field and get internship placements
Homework assignments and portfolio completion depend on time spent with students who are deafblind
Receive four coaching sessions (intro plus three with student) with an expert

13. Portfolio – CEC Competencies
All portfolios are electronic (CMU, LiveBinder, Google)
Some assignments help to complete the portfolio requirements
There are portfolio checks in all four classes

14. A Page from an Intervener’s E-portfolio

15. Portfolio photo- hand under hand

16. Experience Book on a Trip to the Store

17. Quote from a Graduate
“The online program was convenient to use from long distance and it connected me via technology to the latest research and best practices in the field of Deafblindness. In addition to being knowledgeable and experienced in the field of Deafblindness, Beth Kennedy, the program director and instructor, was (and is!) always available to answer my questions and to discuss issues as they applied to the program curriculum and my daily work.  She was (and is!) a great resource and an endless source of encouragement and positive support.”

18. National Credential
Offered through the National Resource Center for Paraeducators (NRCPara)
Requires the completion of a higher education program
Candidates submit a portfolio demonstrating the competencies identified for interveners by the Council for Exceptional Children (CEC)
Pay $100 processing fee

19. Registering for CMU Apply at www.apply.cmich.edu
Submit transcript- high school diploma or equivalent required
Pay application fee
Submit TOEFL iBT scores if you are from a non-English speaking country

20. What about Research on How to Train?
To date, I have not been able to find research on training interveners. Research that could be applicable:
French, N. K., & Cabell, E. A. (1993). Are community college training programs for   paraeducators feasible? Community College Journal of Research and Practice, 17(2),    
Breton, W. (2010). Special education paraprofessionals: Perceptions of preservice preparation,  supervision, and ongoing developmental training. International Journal of Special  Education, 25(1),  
Douglas, S. McNaughton, D., & Light, J. (2014). Online training for paraeducators to support the  communication of young children. Journal of Early Intervention, 35(3),  

21. Proposed Conceptual Framework
coaching
more intensive training
basic training
Level of training
Implementation of
Skills (competencies)

22. Discussion Questions
What could happen if an intervener is not properly trained?
Why is coaching a critical part of training?

23. My Contact Information
(V)
(VP)