-Facilitates access to the environmental information that is usually gained through vision and
hearing, but which is unavailable or incomplete to the student who is deafblind.
-Facilitates the development and/or use of the student's receptive and expressive communication
-Develops and maintains a trusting, interactive relationship with the student who is deafblind
that promotes social and emotional development and well-being.
-To work one-on-one with the student to implement and facilitate the process of intervention
designed by the teacher and the student's educational team.
-Prepares materials for the deafblind student with whom he/she works in coordination with the
-Facilitate the student's connection to others by explaining and modeling the student's
communication system, allowing the student access to the world, and creating a safe and supportive
environment that encourages successful interactions.
-Utilize good observational skills and record progress in daily logs, charts, etc. as directed.
-Has skills in deafblind intervention including communication methods, environmental access,
sensory loss, deaflblind instructional strategies, and how to create independence rather than
-Knows the basic role of the designated, trained one-on-one related to information access,
communication, and social and emotional well-being.
-Is able to provide appropriate deafblind intervention strategies.
-Knows the vision, hearing loss and physical capabilities of the student and understands their
-Is familiar with the student's likes, dislikes, needs, and routines.