EDSPX505.PIL - Partners in Learning: The Essential Role of Interveners for DeafBlind Students

Course Description

Number of Credits: 1

Interveners play a critical role for students with DeafBlindness. This series explores how interveners ensure consistent information and communication, how to use the eight sensory systems to support learning environments, and how to act as a bridge between students and the world. 

Important Summer 2026 Dates:

• Enrollment opens April 24, 2026 and closes June 5, 2026.
• The canvas course begins May 4, 2026.
• The course quiz and final assignment are due June 30, 2026.
• Grades will be posted by July 26, 2026.

Instructor Information

Janice Carson

Phone - (208)-885-6104
Email - janicec@uidaho.edu

Jessi Rohrbacher

Phone - (208) 364-4682
Email - jrohrbacher@uidaho.edu

Course Objectives:

Participants will gain knowledge and skills to:

1. Design and express how to provide consistent access to information and communication as an intervener.
2. Explain how, as an intervener, you will develop trust, safety, and independence with your student through their understanding and your continual observation of their sensory learning channels.
3. Describe how you will act as "a bridge, not a barrier" between your case study student and the world around him/her.

Session Titles and Descriptions:

Session One: An overview of DeafBlind education needs and defining the role

This session introduces participants to the unique educational needs of DeafBlind students and the critical role interveners play in providing consistent access to information and communication. We will define the role of the intervener within educational teams, emphasizing their specialized training to support a student's sensory access to the world.

Session Two: The interplay of the sensory systems, access, and trust

This session delves into the interplay of the eight sensory systems and how interveners can support access to learning environments. We will explore how interveners develop trust through their understanding and continual observation of their students' sensory learning channels, and how this trusted relationship and consistency are essential for building a student’s sense of safety and independence.

Session 3: Communication

In this final session, we will focus on communication development in students with DeafBlindness. Participants will learn how interveners act as "a bridge, not a barrier" between students and the world around them, providing access to communication through individualized strategies that align with the student’s sensory, social, physical, and cognitive needs.

Required Materials

There are no outside readings or materials required for this course. Handouts are all provided in the Canvas course.

Course Requirements

1. Participation: Participants are required to log into the course and proceed stepwise through the material to complete all course content.
2. Quizzes: All quizzes must be completed. Students must earn an 80% or better on quizzes to pass the course. Quizzes can be retaken until passed. 
3. Survey: Participants are required to complete a satisfaction survey at the end of the course.
4. Final assignment (100 points): Complete the “Student Support in the Classroom: A Case Study Analysis” assignment:  Apply the information covered in the three-webinar series to a specific child or youth. For family members, you may choose your child; educators may choose a student in class, on their caseload, or make one up.

Grading

This is a Pass/Fail course. Late work will not be accepted.

• Participants must earn an 80% or better on the final quiz to pass the course. Quizzes can be retaken until passed.
• Participants must earn an 80% or better on the final written assignment to pass the course.
• Participants must complete the online course satisfaction survey.