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The intervener in early intervention and educational settings for children and youth with deafblindness : NTAC briefing paper

Author: Linda Alsop; Robbie Blaha; Eric Kloos; Educational Resources Information Center (U.S.)
Publisher: Monmouth, OR : National Technical Assistance Consortium for Children and Young Adults Who Are Deaf-Blind ; [Washington, DC] : U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, [2000]
Edition/Format:   Book   Microform : National government publication : Microfiche : EnglishView all editions and formats
Summary:
Designed to increase awareness and understanding about interveners and their role in the field of deafblindness, this paper describes the work of interveners in early intervention and educational settings provided under the Individualized Family Service Plan (IFSP) and the Individualized Education Program (IEP) for children and youth who are deafblind, birth through 21 years of age. It begins by explaining the  Read more...
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Material Type: Government publication, National government publication, Internet resource
Document Type: Book, Internet Resource
All Authors / Contributors: Linda Alsop; Robbie Blaha; Eric Kloos; Educational Resources Information Center (U.S.)
OCLC Number: 49818336
Notes: Shipping list no.: 2002-0109-M.
Reproduction Notes: Microfiche. [Washington, D.C.] : Supt. of Docs., U.S. G.P.O., [2001]. 1 microfiche.
Description: 1 volume
Details: Mode of access: World Wide Web.; System requirement: Adobe Acrobat reader.
Responsibility: Linda Alsop, Robbie Blaha, and Eric Kloos.

Abstract:

Designed to increase awareness and understanding about interveners and their role in the field of deafblindness, this paper describes the work of interveners in early intervention and educational settings provided under the Individualized Family Service Plan (IFSP) and the Individualized Education Program (IEP) for children and youth who are deafblind, birth through 21 years of age. It begins by explaining the process of intervention. The needs of children and youth who are deafblind are then discussed in the areas of access to environmental information, communication, and social and emotional well-being. The primary role of the intervener is explained as facilitating the access of environmental information usually gained through vision and hearing, facilitating the development and/or use of receptive and expressive communication skills by the individual who is deafblind, and developing and maintaining a trusting, interactive relationship that can promote social and emotional well-being. Specific strategies are listed for accomplishing each of these goals, and recommendations for IFSP and IEP program planning tips are provided. Intervener training, supervision and support are also addressed. The paper closes with answers to frequently asked questions concerning the role of the intervener.

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