Job Description:

This position provides direct support to a student with deafblindness; follows the IEP; implements modifications and instructional techniques recommended; and becomes proficient in the student's communication methods
and strategies.  

Working under the direction of a student's classroom teacher or other individuals responsible for ensuring implementation of a student's IEP, an intervener's primary roles are to:

• Provide consistent access to instruction and environmental information using the student's mode of communication, which could be auditory, visual, or tactile.
• Facilitate concept development
• Provide access to and/or assist in the development and use of receptive and expressive communication skills
• Facilitate the development and maintenance of trusting, interactive relationships that promote social and emotional well-being
• Provide support to form relationships with others and increase social connections and participation in activities
• Assist in lifting and caring for students, which may include toileting, feeding, and hygiene
• Communicate with teachers or other IEP team members on modifications made for the student and updates on student progress

TRAINING AND EXPERIENCE:
Minimum Qualifications: Associate's (or higher) degree or completion of two years (60 semester credit hours) of study at an institution of higher education or passing score on a nationally recognized para-educator exam.

• Current CPR, First Aid, and Crisis Intervention Training certifications or ability to obtain within the required timeline.
• Participate in ongoing training such as Open Hands Open Access intervenor training modules or other training provided by the AZ Deafblind Project.

Preferred Qualifications:

• ASL (American Sign Language) skills if working with students/staff who are deaf or hard of hearing
• Braille skills if working with students who use Braille.

LICENSING/CERTIFICATION REQUIREMENTS:

• Must be able to pass FBI and state background checks or fingerprint clearance card as required by policy or statute
• Defensive Driver Training Program to be completed by all agency personnel that drive on state business

KNOWLEDGE OF:

• Policies, procedures, and programs of the immediate work unit
• Principles and practices of administration and management
• Agency or program rules, regulations, and operating procedures
• Instructional methods and learning strategies for students with combined vision and hearing loss
• Behavior management techniques
• Use of technology to modify materials for the student

DEMONSTRATED SKILL/ABILITY TO:

• Communicate information and ideas effectively so that others will understand
• Work with minimal supervision, with the ability to problem-solve, prioritize, and maintain good organization of materials and tasks