Admission Requirements
and Fees
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Student success in college requires well developed learning skills and attitudes (such as being able to work independently,
participate in a team, be well-organized, develop good work habits, and show initiative). These skills are as important as prior academic
achievement. Applicants should have thoroughly developed these skills and attitudes before beginning their college programs.
List of Courses
Applicant Questionnaire (pdf*)
Download Info Sheet about Intervenor for Deaf-Blind Persons Program in PDF* format (this link
opens a new window).
Watch this video to learn more about intervention, intervenors and deafblindness:
Watch the video file about Intervenor for Deaf-Blind Persons Program (long version
- 10 min).
Watch the video file about Intervenor for Deaf-Blind Persons Program (short version
- 2 min).
OUR PROGRAM
Intervenors are the eyes and ears for people who are both deaf and blind. This program was developed in partnership with a number of service providers and deafblind consumer associations. This is the only two-year diploma program in Canada for this specialized training.
The program provides the knowledge and basic skills to work with children and adults who are deafblind, including individuals who may be medically fragile. Intervenors make it possible for individuals with deafblindness to access information and to interact within their environment. The program combines theory and practical experience, allowing participants to learn the specialized techniques of intervention including a variety of alternative communication methods. Skills are applied during the three field placements that consist of 28 days per semester in semesters 2, 3 and 4. Further learning is enhanced by a variety of field excursions and guest speakers currently involved in the field.
Information sessions are held twice monthly from October to April. Please see the website for exact dates and locations.
It is recommended that applicants take an introductory American Sign Language course prior to starting this program.
Note: In compliance with requests from our student placement partners, all students in this program must have a police reference check completed before their field placement. These reference checks, which can take up to four months, are done to protect the clientele of these agencies, who are considered “vulnerable persons” under the law. The fees for the reference checks vary and must be paid by the student. Students are responsible for ensuring that the check covers appropriateness for “individuals being employed and/or volunteering who will be working with vulnerable person(s).” Students who are unable to provide a clear police reference check may be unable to complete their field placement and, therefore, be unable to complete the program.
YOUR CAREER
Graduates find career employment as intervenors with boards of education, social service agencies, persons who are deafblind, in community residential settings and specialized school programs, and as freelance intervenors. There is a demand for intervenors in a number of countries throughout the world. Graduates are employed from B.C. to England to the United States and Italy.
"An Intervenor’s biggest reward is watching other people reach their potential – watching them gain
their place in the real world.”
Joan Mactavish
Intervenor, Donor of the annual Joan Mactavish Award in memory of Mae Brown
"I have enjoyed being an Intervenor from the moment I started at George Brown College. Having recently graduated,
I find this work challenging, interesting and rewarding. I haven’t regretted for one moment going back to school to follow this
career path. Thank you George Brown College for having a program like this available and to all the teachers in the program. Thank
you to all of the Intervenors I have met and have yet to meet, who have inspired me to reach my potential while helping individuals
who are deafblind meet theirs."
Sherrill Bentley (2003 graduate)
Freelance Intervenor, CNIB
Courses:
SEMESTER 1
INTV1002 Interpersonal Skills
INTV1003 Introduction to Field and Community Resources
INTV1004 Deafblind Communication I
INTV1005 Deafblind Communication II
INTV1006 Orientation and Mobility
SOC1008 Sociology (Relevant to Deafblindness)
COMM1126 English for Intervenors
GSCI1127 Anatomy and Physiology
SEMESTER 2
INTV1008 Fieldwork Practice
INTV1007 Fieldwork Seminar
INTV1009 Deafblind Communication I
INTV1010 Deafblind Communication II
GSSC1151 Human Growth and Development
INTV1011 Assistive Devices
COMP1082 Computer Skills and Applications
GNED General
Education Elective
Field placement is a mandatory and complex component of the program. Should accommodation issues arise, a Special Needs Consultant may be called upon to assist the applicant in determining whether she/he can meet the requirements necessary for safe intervention with individuals with deafblindness. Applicants with vision, hearing or mobility impairments and/or difficulties in processing and communicating in English may be unable to do field placement and, therefore, be unable to complete the program.
SEMESTER 3
INTV2001 Fieldwork Seminar
INTV2002 Fieldwork Practice
INTV2003 Deafblind Communication I
INTV2004 Deafblind Communication II
INTV2006 Deafblind Communication III
INTV2013 Intervention with Medically Fragile Persons
INTV2017 Values, Ethics and Professional Issues
SEMESTER 4
INTV2008 Fieldwork Practice
INTV2009 Fieldwork Seminar
INTV2010 Deafblind Communication I
INTV2011 Deafblind Communication II
INTV2014 Adapted ASL
INTV2015 Activity and Program Planning
GNED General
Education Elective
Detailed descriptions of the 'Intervenor for Deaf-Blind Person' courses.
Links related to deaf-blindness.
For more information,
Call the George Brown School of Deaf and Deafblind Studies
at 416-415-5000, ext. 2185 between 9 a.m. and 4 p.m.
e-mail:
To contact the Intervenor for Deaf-Blind Persons Program Coordinator,
Betty Jean Reid, call 416-415-5000 ext 2357 or email her at
.
ATTRIBUTES FOR SUCCESS
The Intervenor for Deafblind Persons program (C108) in George Brown College’s School of Deaf and Deafblind Studies assists students in establishing their careers as Intervenors. Through offering this program for several years, George Brown has identified key attributes of students who have become successful graduates and practicing Intervenors. We believe these attributes are signals for success and can be grouped into three categories:
- COMMUNICATION SKILLS
- INTERPERSONAL SKILLS
- ATTITUDE AND MATURITY
For each attribute, we’ve provided examples of how they may be applied while studying in the program and working in the field. As you review the list, consider how your own personal strengths align with these success factors.
COMMUNICATION SKILLS
Key attributes |
Examples of how attributes are demonstrated |
Excellent language skills |
While in the program, learning American Sign Language (ASL) will require strong English skills and the ability to switch between the two languages. You will also develop skills to accurately communicate in manual forms of English. |
In the field, you will transliterate, translate and interpret from one communication mode to another. You will need to explain concepts accurately, clearly and concisely. |
Able to process information and relay it in a variety of modes |
You will be an active participant in classroom simulation activities and be able to complete in-class assignments. Your critical thinking skills will be applied when analyzing course reading materials. |
As an Intervenor, you will be communicating with deaf-blind persons, individuals with deafblindness who rely on you to interact with them in a wide variety of modes. |
Motivate people |
The program will help you develop the crucial skills of anticipation, motivation, communication and confirmation. |
In the field, motivation-related skills are regularly applied in both the acquired and congenital areas of intervention. These motivation skills are needed, in addition to providing information, to allow individuals opportunities to fully participate in their communities. |
INTERPERSONAL SKILLS
Key attributes |
Examples of how attributes are demonstrated |
Superior interpersonal and intrapersonal skills |
Many projects and assignments will require that you demonstrate effective team skills when working with partners and groups. |
As an Intervenor, you will be the conduit for information and also the motivator for consumers’ interactions with their environment and community. |
Respectful and sensitive to a multicultural environment |
Students in the program will need to be open to learn from the experiences of other students and appreciate that everyone contributes to the learning experience. |
Deaf-blindness does not discriminate and, as an Intervenor, you will be working with consumers who represent a population that is as varied as the intervention services they require. |
Empathic |
As a student, you will understand that your interests and issues are secondary. Before entering field placements, you will be participating in classroom simulations that provide opportunities to practice, develop and use an empathetic approach. |
Intervenors work with a vulnerable population in a variety of situations and assist them to be as independent as possible. It is critical that you undertake your assignments without being condescending or assuming limitations. |
Patient |
During classroom simulations, you will need to demonstrate the ability to work with consumers at different skill levels with a range of vision/hearing loss, communication methods and needs. |
In the field, you may find that information is not being relayed clearly or your approach has led to a misunderstanding. You may need to use alternate approaches to find the appropriate method of conveying information. |
Flexible |
In the program, you will learn how to meet the needs of a variety of consumers. |
As an Intervenor, you will be in situations where changes occur with less than a moment’s notice. You’ll need to quickly adapt to address new circumstances. |
ATTITUDE AND MATURITY
Key attributes |
Examples of how attributes are demonstrated |
Committed |
This program uses few texts and publications. You will need to focus on learning through a very hands-on, practical and skills-based training approach. |
As an Intervenor, you will be working with a vulnerable population that needs a strong commitment from you to ensure that they have access to their communities, family and friends. |
Punctual |
The hands-on approach in the program means that missing class will result in not fully learning and understanding the content. |
Individuals with deaf-blindness rely on their intervention hours, which can be as few as three hours a week. As an Intervenor, it will be your responsibility not to deprive them of even one minute of valuable access to their “eyes and ears.” |
Desire and commitment to lifelong learning |
Our program is only the beginning of your career as an Intervenor. Ongoing professional development is a necessity to keep pace with the emergence of new technology and etiologies. |
Attending training symposiums and local and international conferences, as well as memberships in a variety of organizations, will allow an Intervenor to continue to network, learn and grow as a professional. |
Able to apply life experiences |
You will be able to better relate to and participate in the variety of classroom simulation exercises if you can apply your own life experiences to them. |
Deaf-blindness does not discriminate and consumers have a wide and varied range of interests. As an Intervenor, you will need to know or be able to find information on numerous topics.
|
Creative |
In classroom activities, you will be demonstrating the ability to provide information in motivational ways. This may require thinking of creative ways to explain concepts and present material. |
As an Intervenor, an essential element of your work will be to motivate individuals with deaf-blindness. You will work with consumers who may range from being:
- emergent communicators to proficient communicators
- age 1 to age 100
- physically able to medically fragile
|
Responsibility |
Your sense of responsibility will help you to fully participate in the classroom simulation exercises. |
In the field, it is important that you communicate and interact with consumers in a mature and responsible way. |
Self-reliant and reliable |
Your regular class attendance and timely completion of assignments will reflect your commitment to the program. |
Consumers will rely and depend on you being able to take on the role of acting as their eyes and ears. |
Sense of professionalism |
Many courses include field trips and guest speakers. As a student in the only two-year diploma program of its kind, you will be representing George Brown College and the program, and you will be expected to display professionalism in these interactions. |
In the field, it is important to understand that being professional and being in a profession are not necessarily the same. Especially when working with vulnerable populations, it is vital that you follow the “Intervenor Organization of Ontario Code of Ethics.” |
Other program contacts.
Margot McGrath-Harding Memorial Endowment
"I
can still hear her laugh"
Betty Jean Reid remembers the tiny, cramped office where Margot McGrath-Harding used to work as Co-ordinator
of the Intervenor (for Deaf-Blind Persons) program. "She was always patient, she always had time for people. She had an
ability to touch each person and make them feel that you were a good student and had potential, and you could do it."
In recognition of Margot’s tremendous contribution, family, friends and colleagues established the
Margot McGrath-Harding Memorial Endowment in 2009 to provide an annual scholarship to a full-time student in the Intervenor program. |
For updated information and course descriptions, call 416-415-2000 (TTY 1-877-515-5559) or long distance 1-800-265-2002.
George Brown College is continually striving to improve its programs and their delivery. The information contained in
this calendar is subject to change without notice. It should not be viewed as a representation, offer or warranty. Students are responsible for verifying
George Brown College admission, graduation, and fee requirements as well as any requirements of outside institutions, industry associations, or other
bodies that may award additional designations concurrently with, or after completions of, a George Brown College program.
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