As a Committee, we are working to professionalize Intervenor Services, increase the availability of highly skilled staff, and improve the quality of Intervenor Services delivery to adults living with deafblindness in Ontario.  

Deafblindness is a distinct disability. Deafblindness is a combined loss of hearing and vision to such an extent that neither the hearing nor vision can be used as a means of accessing information to participate and be included in the community.

Intervenor services provide the person who is deafblind with accurate information in an appropriate manner to enable them to make choices, plan future actions, communicate successfully, navigate their environment and achieve as much independence as possible. Intervenor services are responsive to the changing needs of the person who is deafblind.

“An intervenor…facilitates the interaction of the person who is deafblind with other people and the environment. The intervenor provides information about the environment and what is happening (using receptive language), assists the individual who is deafblind to communicate (using expressive language), provides or develops concepts where necessary, confirms actions, assists with life skills and most importantly, assists the individual to achieve as much independence as possible within their situation. The intervenor takes direction from the individual who is deafblind.”



A competency is any skill, knowledge, behaviour or other personal characteristic that is essential to perform the job and that differentiates outstanding from typical performers.  Competencies are what outstanding performers do more often, in more situations, and with better results than typical performers.  There are two types of competencies:  behavioural and technical.  Behavioural competencies are the behaviours a person demonstrates in applying their knowledge and skills on the job.  Technical competencies are what a person needs to know and be able to do (knowledge and skills) to perform the job.  Technical competencies are necessary to perform the job role; however, they are not the differentiating factors of performance.  While each is important, it is the behavioural competencies that truly differentiate superior from average performers.     

For more information on deafblindness, view Deafblind International’s Guidelines on Best Practice for Service Development for Deafblind People

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