Job Description
Overview of Position
An intervener is a staff position designated to provide direct support to a student with deaf-blindness under the supervision of a certificated special education teacher for all or part of the instructional day as determined by the student's Individual Educational Plan (IEP). The decision to designate an intervener is based on the level of support needed by a student to participate effectively in his/her instructional environment(s) as described by the IEP. The intervener works collaboratively with a variety of direct service providers and consultants including: teachers of children with hearing impairments, visual impairments, or severe disabilities; speech therapists; occupational and physical therapists; orientation and mobility instructors; and other professionals and paraprofessionals. The intervener is not a replacement for a certificated special education teacher, and must always be working under the guidance and supervision of a student's certificated special education teacher.
Essential Functions
Many students with deafblindness require extensive and novel modifications to an existing educational model. The services of an intervener can be used to individualize the process. The intervener assists a student with deafblindness to participate in activities and to provide a supportive environment in which the student can learn. The intervener provides this service under the direction and supervision of the classroom teacher.
Specific Duties Include: The Intervener's specific duties will be individualized according to the needs of the child and the profile of the current educational placement. Typically, duties may include:
• Becoming proficient in students' individual communication methods and strategies;
• Accompanying and supporting the student during community-based instruction and leisure activities during the school day;
• Providing personal care support (including toileting and feed support) to the student as needed;
• Providing specially designed instruction under the direction the student's special education teacher;
• Coordinating with the teacher in the monitoring of supplies and equipment for the deafblind student;
• Assisting the teacher in preparing instructional and supplementary materials for the deafblind student;
• Participating in the assessment of the student and in the preparation of IEPs, progress reports, behavior plans, data collection, and other documentation for program monitoring; and
• Attending building and department staff meetings and in-service workshops as requested.
OTHER FUNCTIONS:
• Performs related duties consistent with the scope of the position.
KNOWLEDGE, SKILLS AND ABILITIES:
• Functional knowledge of subject matter.
• Must be able to relate effectively with students, parents, district staff, and the public in a multicultural community.
• Maintain confidentially of information and records.
• Communicate effectively orally and in writing.
• Maintain composure in stressful situations; be flexible; recognize and adjust to different cultural backgrounds.
• Comfortable working in close physical proximity to students while frequently using touch to communicate with and instruct students who are primarily tactile learners.
• Shows ability to exercise good judgment, cooperation, tact, and discretion in dealing with the student, family, and others.
• Shows interest in developing additional knowledge and skills.
• Follows team decisions, established policies and procedures, and designated lines of communication and authority.
REPORTING RELATIONSHIPS:
Reports to the assigned building Principal for site-based activities, and to a Special Education Program Manager or Supervisor. The Principal and Special Education Manager or Supervisor will jointly work with the intervener for professional goal setting and evaluation.
WORKING CONDITIONS:
Required to work in a school setting, including participation in community activities; required to work with a wide range of student performance and behavior, dependent about each student's level of academic and communication skills; required to lift, sit, stand, walk, reach, bend, and squat to work with, move, and/or reposition students; potentially exposed to ordinary infectious diseases carried by students; may occasionally or regularly deal with distraught or difficult students; may be required to change soiled clothing and may be exposed to student bodily fluids and serious infectious diseases carried by students. Must be willing to participate in ongoing training in the area of deafblindness.
Typical Qualifications
EDUCATION:
Completion of an Associate’s degree or completion of two (2) years of college, or seventy-two (72) quarter or forty-eight (48) semester credits AND one (1) year of related work experience with students with sensory impairments.
RELEVANT YEARS OF EXPERIENCE:
One (1) year of related work experience with students with sensory impairments.
SUBSTITUTION:
The completion of an interpreter's training program and an additional year of qualifying work experience may substitute for the Associates' degree requirement.
LICENSES/SPECIAL REQUIREMENTS:
Certification by the Registry of Interpreters for the Deaf, Inc., and/or National Association of the Deaf Certification is desirable, but not required.
Valid State of Washington Driver’s License or evidence of equivalent mobility.
An intervener is a staff position designated to provide direct support to a student with deaf-blindness under the supervision of a certificated special education teacher for all or part of the instructional day as determined by the student's Individual Educational Plan (IEP). The decision to designate an intervener is based on the level of support needed by a student to participate effectively in his/her instructional environment(s) as described by the IEP. The intervener works collaboratively with a variety of direct service providers and consultants including: teachers of children with hearing impairments, visual impairments, or severe disabilities; speech therapists; occupational and physical therapists; orientation and mobility instructors; and other professionals and paraprofessionals. The intervener is not a replacement for a certificated special education teacher, and must always be working under the guidance and supervision of a student's certificated special education teacher.
Essential Functions
Many students with deafblindness require extensive and novel modifications to an existing educational model. The services of an intervener can be used to individualize the process. The intervener assists a student with deafblindness to participate in activities and to provide a supportive environment in which the student can learn. The intervener provides this service under the direction and supervision of the classroom teacher.
Specific Duties Include: The Intervener's specific duties will be individualized according to the needs of the child and the profile of the current educational placement. Typically, duties may include:
• Becoming proficient in students' individual communication methods and strategies;
• Accompanying and supporting the student during community-based instruction and leisure activities during the school day;
• Providing personal care support (including toileting and feed support) to the student as needed;
• Providing specially designed instruction under the direction the student's special education teacher;
• Coordinating with the teacher in the monitoring of supplies and equipment for the deafblind student;
• Assisting the teacher in preparing instructional and supplementary materials for the deafblind student;
• Participating in the assessment of the student and in the preparation of IEPs, progress reports, behavior plans, data collection, and other documentation for program monitoring; and
• Attending building and department staff meetings and in-service workshops as requested.
OTHER FUNCTIONS:
• Performs related duties consistent with the scope of the position.
KNOWLEDGE, SKILLS AND ABILITIES:
• Functional knowledge of subject matter.
• Must be able to relate effectively with students, parents, district staff, and the public in a multicultural community.
• Maintain confidentially of information and records.
• Communicate effectively orally and in writing.
• Maintain composure in stressful situations; be flexible; recognize and adjust to different cultural backgrounds.
• Comfortable working in close physical proximity to students while frequently using touch to communicate with and instruct students who are primarily tactile learners.
• Shows ability to exercise good judgment, cooperation, tact, and discretion in dealing with the student, family, and others.
• Shows interest in developing additional knowledge and skills.
• Follows team decisions, established policies and procedures, and designated lines of communication and authority.
REPORTING RELATIONSHIPS:
Reports to the assigned building Principal for site-based activities, and to a Special Education Program Manager or Supervisor. The Principal and Special Education Manager or Supervisor will jointly work with the intervener for professional goal setting and evaluation.
WORKING CONDITIONS:
Required to work in a school setting, including participation in community activities; required to work with a wide range of student performance and behavior, dependent about each student's level of academic and communication skills; required to lift, sit, stand, walk, reach, bend, and squat to work with, move, and/or reposition students; potentially exposed to ordinary infectious diseases carried by students; may occasionally or regularly deal with distraught or difficult students; may be required to change soiled clothing and may be exposed to student bodily fluids and serious infectious diseases carried by students. Must be willing to participate in ongoing training in the area of deafblindness.
Typical Qualifications
EDUCATION:
Completion of an Associate’s degree or completion of two (2) years of college, or seventy-two (72) quarter or forty-eight (48) semester credits AND one (1) year of related work experience with students with sensory impairments.
RELEVANT YEARS OF EXPERIENCE:
One (1) year of related work experience with students with sensory impairments.
SUBSTITUTION:
The completion of an interpreter's training program and an additional year of qualifying work experience may substitute for the Associates' degree requirement.
LICENSES/SPECIAL REQUIREMENTS:
Certification by the Registry of Interpreters for the Deaf, Inc., and/or National Association of the Deaf Certification is desirable, but not required.
Valid State of Washington Driver’s License or evidence of equivalent mobility.
💡 Quick Summary
Seeking a career-building opportunity? The McClure Middle School - Intervener - 1.0FTE position is now open for candidates interested in the Teacher Jobs sector. This role in Seattle offers a professional environment and growth potential.
Requirement Snapshot: Candidates should possess basic communication skills, a proactive attitude, and the ability to work in a team. Experience in Teacher Jobs is a plus.