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National Intervener Certification Eportfolio (NICE): Participatory Efforts to Recognize the Intervener Practice
(2016)
Abstract
Technology tools are powerful equalizers, particularly in low incidence disability fields, where it can be challenging to explore multiple examples of a role in action or to document practitioner competencies that are not widely known. Interveners, who serve students who are deaf-blind, represent members of an emerging but vital practice in the United States (McCann, 2015). Although there are nationally recognized intervener knowledge and skills competencies published by the Council for Exceptional Children (CEC), there are few intervener training programs and even fewer means of validating the specific skill sets of practicing interveners (NCDB, 2012). In 2012, NCDB published recommendations to improve intervener services for the field which were based on a series of surveys, focus groups, interviews, and syntheses of written materials. In order to fully develop and sustain the practice of intervention for students who are deaf-blind, representatives from family organizations, state deaf-blind projects, interveners, teachers, and university faculty members broadly agreed upon the need to expand opportunities for interveners to validate their specific knowledge and skills through national or state certification/credentialing processes.
Disciplines
Publication Date
2016
Comments
Weblog post.
At the time of publication Amy Parker was affiliated with Western Oregon University
Citation Information
Parker, A.T. (2016). National Intervener Certification Eportfolio (NICE): participatory efforts to recognize the intervener practice. [Weblog post]: