Are Intervener Services Appropriate for Your Student With Deaf-Blindness? An IEP Team Discussion Guide
The purpose of this discussion guide is to help IEP teams make informed decisions about whether intervener services are appropriate for the student. It provides preliminary steps; use of residual vision and residual hearing; access to information, communication, trusting relationships and social interactions, conceptual learning; and final steps.
Publication Date: January 2016
Publisher: National Center on Deaf-Blindness 

Arizona Department of Education AT Short Term Loan Library
Arizona Department of Education, Exceptional Student Services works in partnership with Northern Arizona University Institute for Human Development Arizona Technology Access Program to make available at no cost, a wide variety of assistive technology devices, equipment, software, and professional development materials to school personnel to improve access to assistive technology.
Publisher: Arizona Department of Education

This overview discusses characteristics, potential causes, and interventions. It includes videos on cochlear implants, augmentative and alternative communication, and deaf-blindness.
P ublication Date: 2020
Publisher: Vanderbilt University

Deaf-Blindness Overview
This page provides an overview and links to additional resources on the following aspects of deaf-blindness for children and youth that includes an overview, profiles of children who are deaf-blind, causes, vision and hearing characteristics, and educational practices.
Publisher: National Dissemination Center for Children with Disabilities

Intervener Services and Interveners in Educational Settings: Definition
This resource defines the primary role of interveners who are typically paraeducators providing one-to-one support throughout to a student who is deaf-blind throughout the instructional day. Additional information covers teaming, training, and designation in IEPs.
Publication Date: 2021
Publisher: National Center on Deaf-Blindness

Literacy for Children with Combined Vision and Hearing Loss
This site is for individuals interested in beginning or enhancing literacy instruction for children with combined vision and hearing loss. Its content is also designed to improve literacy instruction for children with multiple disabilities and other complex learning challenges. The instructional techniques and tips provided on this site are evidence-based practices for increasing literacy skills.
Publisher: Office of Special Education Programs and National Center on Deaf-Blindness

Specialty Set: Special Education Paraeducator Intervener for Individuals With Deafblindness
The Council for Exceptional Children created standards for interveners with a comprehensive list of intervener knowledge and skill competencies.
Publication Date: April 2022
Publisher: Council for Exceptional Children

The Intervener’s Roles and Responsibilities
Interveners help students who are deaf-blind compensate for the difficulties with communication and concept development that occur as a result of combined vision and hearing loss. This resource includes the primary roles in an educational setting with additional attributes and responsibilities.
Publication Date: March 2022
Publisher: National Center on Deaf-Blindness

The Teacher’s Role with an Interveners
In an educational setting, an intervener works under the supervision of the classroom teacher. Although this supervisory role can be new to many teachers, building a strong teacher-intervener relationship can greatly enhance the classroom environment and help support all students more effectively.
Publication Date: March 2022
Publisher: National Center on Deaf-Blindness