Deafblind Intervener

Deafblind Intervener

REPORTS TO:Director of Low Incidence

DEPARTMENT: Department of Low Incidence

POSITION OVERVIEW

As a deafblind intervener you will support students who are deaf/blind during all or part of a school day as part of their educational team and as indicated in the students Individualized Education Plan. You will accompany and support deaf/blind students and assist with and foster their access to both general and special education by supporting their communication needs.

EMPLOYMENT TERMS

• Employment terms covering compensation benefits and working conditions are specified by the Board of Educations policies procedures and agreements.
• Hourly wage determined by the board of Education
• 10 month atwill employment based on annual evaluation in accordance with this job description.
• FLSA Status: NonExempt

QUALIFICATIONS

Education and Experience

• Completion of a 2year program of studies in the area of intervener for deafblindrequired

Certificates Licenses Registrations

• Certification as an intervener by the National Intervener Credentialing Program or the National Intervener Certification EPortfolio such as an intervener specialist for the Deafblind (ISDB) designation
• Substitute certification through the Department of Elementary and Secondary Education (DESE)

DUTIES AND RESPONSIBILITIES

• Provide direct IEPaligned support to deafblind students facilitating access to environmental information typically gained through vision and hearing and supporting communication development.
• Build a trusting supportive relationship that fosters the students social and emotional wellbeing.
• Become proficient in and support the students communication methods including sign language or other nonverbal techniques..
• Assist in creating instructional materials supporting the student during communitybased instruction and helping maintain communication between home and school such as through daily logs.
• Collaborate with the educational team to implement the students instructional program working closely with staff and maintaining adherence to policies procedures and team decisions
• Demonstrate resilience emotional maturity and judgment under stress with a commitment to continuous learning and professional development
• Monitor and ensure the students safety document behavior promptly and assist with routine classroom duties including preparing materials maintaining classroom order and engaging in meetings
• Communicate and collaborate effectively with stakeholders maintaining confidentiality and professionalism.
• Represent the Special School District positively adhere to attendance policies and comply with all legal and regulatory standards.

Professional Responsibilities

• Communicates and works collaboratively with stakeholders
• Promotes a positive image of Special School District
• Maintains the dignity of others and confidentiality of information
• Maintains regular attendance follows assigned work schedule and complies with attendance procedures
• Adheres to Special School Districts policies and procedures including but not limited to the Board of Education Policies
• Complies with applicable legal regulatory and procedural expectations in the workplace
• Performs other duties and responsibilities as assigned

ESSENTIAL FUNCTIONS

The requirements described below represent the essential functions of this position. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.

Communication Skills

• Ability to read and interpret documents such as safety rules operating and maintenance instructions and policy and procedure manuals. Ability to write routine reports and correspondence. Ability to communicate effectively oneonone and before groups.

Mathematical Skills

• Ability to collect and graph skill programming and behavior data add subtract multiply and divide in all units of measure using whole numbers common fractions decimals and percentages.

Reasoning Skills

• Ability to problemsolve and apply common sense understanding to carry out instructions furnished in written and/or oral diagram form.

Technical Skills

• Understanding of sign language and assistive communication devices.

Other Skills

• Fluent in a variety of technology platforms (Google Microsoft)

Physical Requirements

• While performing the duties and responsibilities of this job the employee is regularly required to talk and hear stand move and walk at a brisk pace sit and use hands and arms to handle feel and reach. The position requires the ability to accompany students anywhere on school premises. The employee is occasionally required to stoop or kneel and occasionally lift and move up to 30 pounds. Additionally the employee must be physically able to implement all Board of Education Policies District procedures and to perform Nonviolent Crisis Intervention training and techniques. The employee must be physically able to react and intervene quickly during crisis situations such as but not limited to the following circumstances: student elopement physical altercations involving students or any situation that requires physical intervention to maintain student safety. Yearly NCI training with participation in physical intervention strategies is a requirement for the job.

Environmental Requirements

• The duties for this role will be completed in a variety of indoor and outdoor settings. Outdoor work conditions will vary based on the weather. Some evening work may be required. Noise associated with this role will vary based on the setting and is consistent with a typical school environment. The role requires the individual to be up and moving throughout the day.
• There may be some instances where travel to different school sites or locations for training or district events is required.

Disclaimer

The information contained in this job description is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned.

Board Approved: September 2023

Date/s Revised: November 2024