Full-Time DeafBlind Intervener (DC Public Schools)

Deafblind Intervener

• ContextGlobal, Inc. is seeking candidates who currently hold a certification as a Deafblind Intervener and candidates who are willing to pursue a certification as a Deafblind Intervener.
• ContextGlobal partners with The Maryland School for the Blind by providing support to Deafblind students in the k-12 setting.
• A successful candidate for a full-time position will be assigned to the school for the duration of a school year, including summer school, or as needed and will provide support to students using ASL as their mode of communication.
• A successful intervener will work alongside the academic team to facilitate communication, develop lesson plans, accommodate lesson plans and implement activities and learning strategies to meet the goals of a student's IEP.
• An in-depth breakdown of the intervener's role will be provided to the candidate.
• Due to the nature of the intervener job, ideal candidates are required to be proficient in American Sign Language (ASL).
• Preference will be given to candidates who are experienced with tactile/pro-tactile sign language and have strong knowledge of Deaf culture.

Compensation & Benefits This position offers competitive pay and a comprehensive benefits package including: $22 - $26 per hour paid as a 12-month salary, or as an hourly wage PTO Medical insurance Dental insurance Annual Professional development stipend 401k with matching Job Type: Full-time Pay: $22.00 - $26.00 per hour

Minimum Requirements Completion of an intervener training program is required. This means holding the National Intervener Credential or willingness to enroll in an intervener program and completing this program while employed with ContextGlobal. Because the position is in a school setting, you will be required to have a: Criminal background check and fingerprinting Drug test Safety Care Training

Duties

Ethical decision making Excellent customer service relations Interpersonal skills and ability to interact with colleagues from a variety of backgrounds (customers, colleagues, and management) Knowledge of educational vocabulary and a strong understanding of Deafblind culture. Proficient in American Sign Language Willingness to perform basic needs for student, I.e. bathroom, clothes changes, assistance with eating and drinking. Sometimes handling aggressive behaviors

About the Role

DeafBlindness can severely limit access to visual and auditory information that forms the basis for learning and communication. This creates real challenges for educational systems, which are required by law to provide a free and appropriate education to students with disabilities in the least restrictive environment. Intervener services are a way to meet the challenges of providing students who are DeafBlind with access to information they are unable to gather via vision and hearing. Likewise, interveners can help students with deafblindness compensate for the difficulties with communication and concept development that occur as a result of combined vision and hearing loss.

• What is a DeafBlind Intervener?
• An intervener is a consistent person who works one-to-one with children who are deafblind and who has specialized training and skills in deafblindness.
• An intervener is typically a paraeducator who is a member of the student's educational team, working under a classroom teacher's direction.
• The intervener helps the child gather information, learn concepts and skills, develop communication and language, and establish positive relationships.
• The intervener provides a bridge to the world for the child who is deafblind and encourages independence rather than dependence.
• Interveners provide consistent one-to-one support to help students who are deafblind gain access to information and communication and facilitate the development of their social and emotional well-being.
• An intervener is typically a paraeducator who is a member of the student's educational team, working under a classroom teacher's direction.
• The role of the intervener is separate from the role of a 1:1 paraprofessional or aide.
• The intervener's role is to focus mainly on language/environmental access, not the overall well being of the student.
• The intervener is not solely responsible for the student and therefore should be accompanied by school staff when working with the student.

• Roles and Responsibilities The intervener facilitates communication and access to environmental information that is usually gained through vision and hearing but which is unavailable or incomplete to the child who is deafblind.
• The intervener facilitates the development and/or use of the child's receptive and expressive communication skills.
• The intervener maintains a trusting, interactive relationship with the child that promotes social and emotional development.
• Works alongside an educational team including the teacher, 1:1 or Classroom aides, behavioral techs, etc.
• The intervener is there to respond to any effort that the child makes to communicate.
• Provides opportunities for the child to interact and form relationships with others, initiate events or activities and make choices and solve problems.
• Provides opportunities for hands-on learning, and activities that are fun and meaningful and activities are structured so the child can be successful in a reasonable length of time.