MUSKEGON AREA INTERMEDIATE SCHOOL DISTRICT

JOB DESCRIPTION

JOB TITLE: Deaf / Blind Intervener

CLASSIFICATION: Hourly

REPORTS TO: Special Education Administration / Building Administrator

SUPERVISES: N/A

GENERAL JOB FUNCTION:

DeafBlindness is primarily a disability of access. Many students who are DeafBlind require extensive and novel modifications to an existing educational model. The child must have continual access to information that is otherwise not available, in order to provide equal access. An intervener serves as a bridge to the world for a child who is DeafBlind, which allows the student to develop a sense of trust and security that will enable her/him to learn.

DEADLINE FOR APPLICATIONS:
All candidates must apply online at www.muskegonisd.org/jobs/.

TERMS:
This position is a 211 total paid days position offering full family medical, dental, and vision benefits. Dental, vision, and life insurance are paid by the district at no cost to the employee. Personal business days, holidays and sick time paid. Retirement through the Office of Retirement Services (Pension Plus or Defined Contribution).

SALARY RANGE:
This position is on the hourly, nonunion, grade H Scale, $20.8817-27.4972 per hour.

MINIMUM QUALIFICATIONS:

Has completed the Deaf Blind Intervener Certification through Deaf Blind Central (12 credits). Opportunity for Intervener Certification scholarships available.
High School Diploma or GED
Experience with and/or a desire to work with students who are DeafBlind
Show ability to exercise good judgment, cooperation, tact, and discretion in dealing with the student, family, and others.
Show interest in developing additional knowledge and skills.
Follow team decisions, established policies and procedures, and designated lines of communication and authority.

RESPONSIBILITIES:

The Interventor will be knowledgeable in a variety of techniques to be used to support a student with combined vision and hearing losses to make progress in the general curriculum as much as possible. Additionally the Intervener will provide the student with appropriate communication strategies to foster self-expression and independence.

ESSENTIAL JOB FUNCTIONS:

The Intervener’s specific duties will be individualized according to the needs of the student and the profile of the current educational placement Typically duties may include:

Develop a sense of trust and security with the student
Facilitating interaction, communication and the transmission of information per the students needs, as identified by the Individualized Education Plan (IEP) Team, requiring a proficiency in the mode(s) of communication & language used by the student (Augmentative Alternative Communication (AAC)-LAMP & American Sign Language (ASL)).
Working as part of a transdisciplinary team to implement the student’s IEP.
Following the student’s IEP and the modifications and instructional techniques recommended by related service staff
Creating, modifying, or obtaining instructional, experiential learning, or AAC materials as needed.
Accompanying and supporting the student across all environments for all school sponsored activities.
Fostering independence and internal motivation.
Fostering social interactions and peer relationships.
Meeting the physical needs of the student, including tactile sign language, sighted guide, assistance with toileting, dressing, feeding, etc. based on the individual needs of the student.
Working with the teacher to maintain communication between home and school as needed.
Participating in IEP meetings and student staff meetings, as needed.
Participating in the collection of data for the student in preparation for IEPs, progress reports, behavior plans, and other documentation for program monitoring.
Participating in site-based, regional, statewide, or national training in the area of deafblindness, as available.
Working to attain proficiency in all items listed on the “Competencies for Training Interveners to Work with Children and Students with DeafBlindness” (Alsop, 2004).
Serving as a resource to other staff on issues related to deafblindness.
Other duties, as assigned/determined by the IEP/IFSP Team, or members thereof.

PREFERRED COMPETENCIES:

Understanding the Organization:

● Focuses on, commits to, and articulates the purpose and mission of the organization

● Establishes and maintains effective internal and external customer relationships

● Applies knowledge of internal structures, processes and culture

● Serves as a strategic partner to build, grow and maintain profitable and long-lasting relationships with key stakeholders

Making Complex Decisions:

● Considers all relevant factors and uses appropriate decision-making criteria

● Consistently uses data in making recommendations or decisions

● Asks the right questions to accurately analyze situations

● Is respected by others for displaying student-focused decisions

● Takes a proactive approach as an effective liaison between multiple and diverse stakeholders

Taking Initiative:

● Gets the most out of available resources

● Introduces new ways of looking at problems and focuses on ways of continuous improvement for the organization

● Takes personal responsibility for decisions, actions and failures

● Identifies and seizes new opportunities with a student focus

● Adapts quickly to changing resource requirements

Building Collaborative Relationships:

● Actively listens and partners with others to get work done

● Balances own interests with others and contributes to a work climate that values different perspectives and cultures

● Acts with diplomacy and tact

● Finds common ground and drives to consensus

● Takes a proactive approach to relate, build and maintain rapport with stakeholders

● Understands interpersonal and group dynamics and responds in an effective manner

Being Authentic:

● Readily tackles tough assignments and follows through on commitments

● Maintains high standards of honesty and integrity in a credible and transparent manner

● Shows personal commitment and takes action to continuously improve

● Provides direct and actionable feedback

● Shows consistency between words and actions

● Keeps confidences

Being Flexible and Adaptable:

● Adapts to changing conditions

● Displays a positive attitude despite adversity

● Readily learns and adopts new technologies

● Remains calm and productive in uncertain situations

Takes on the challenge of unfamiliar tasks

NOTABLE PHYSICAL REQUIREMENTS:

Be able to work in close physical proximity to students while frequently using touch to communicate with and instruct students who are primarily tactical learners. Mobility is essential.

TYPICAL WORK ENVIRONMENT:

Work may be performed in classrooms and the school buildings / grounds.

TRAVEL EXPECTATIONS:

Minimal to no travel expectations.

It is the policy of the Muskegon Area Intermediate School District that no staff member, candidate for employment, program participant, or recipient of services shall experience discrimination on the basis of race, color, national origin, sex (including sexual orientation or transgender identity) disability, age, religion, height, weight, marital or family status, military status, ancestry, genetic information, or any other legally protected category (collectively "Protected Classes”), in its programs and activities, including employment opportunities. Inquiries related to issues of discrimination on the basis of disability should be directed to the Director for Special Education at (231) 767-7249. All other discrimination inquiries or requests for special accommodations to participate in a program, event, or activity should be directed to the Associate Superintendent for Human Services at (231) 767-7213.