(a) In this section:
(1) “Deaf-blind-related course work” means educational courses designed to improve a student’s:
(A) knowledge of deaf-blindness and its effect on learning;
(B) knowledge of the intervention role and ability to facilitate the intervention process;
(C) knowledge of communication areas relevant to deaf-blindness, including methods, adaptations, and use of assistive technology, and ability to facilitate development and use of communication skills for an individual who is deaf-blind;
(D) knowledge of the effect deaf-blindness has on an individual’s psychological, social, and emotional development and ability to facilitate the emotional well-being of an individual who is deaf-blind;
(E) knowledge of and issues related to sensory systems and ability to facilitate the use of the senses;
(F) knowledge of motor skills, movement, orientation, and mobility strategies and ability to facilitate orientation and mobility skills;
(G) knowledge of the effect additional disabilities have on an individual who is deaf-blind and ability to provide appropriate support; or
(H) professionalism and knowledge of ethical issues relevant to the intervener role.
(2) “Program” means the deaf-blind with multiple disabilities (DBMD) waiver program.
(b) The executive commissioner by rule shall adopt a career ladder for individuals who provide intervener services under the program. The rules must provide a system under which each individual may be classified based on the individual’s level of training, education, and experience, as one of the following:
(1) Intervener;
(2) Intervener I;
(3) Intervener II; or
(4) Intervener III.

(c) The rules must require that:
(1) an Intervener:
(A) complete any orientation or training course required to be completed by any individual who provides direct care services to recipients of services under the program;
(B) hold a high school diploma or a high school equivalency certificate;
(C) have at least two years of experience working with individuals with developmental disabilities;
(D) have the ability to proficiently communicate in the functional language of the individual who is deaf-blind; and
(E) meet all direct-care worker qualifications as determined by the program;
(2) an Intervener I:
(A) meet the requirements of an Intervener under Subdivision (1);
(B) have at least six months of experience working with individuals who are deaf-blind; and
(C) have completed at least eight semester credit hours, plus a one-hour practicum in deaf-blind-related course work, at an accredited college or university;
(3) an Intervener II:
(A) meet the requirements of an Intervener I;
(B) have at least nine months of experience working with individuals who are deaf-blind; and
(C) have completed an additional 10 semester credit hours in deaf-blind-related course work at an accredited college or university; and
(4) an Intervener III:
(A) meet the requirements of an Intervener II;
(B) have at least one year of experience working with individuals who are deaf-blind; and
(C) hold an associate’s or bachelor’s degree from an accredited college or university in a course of study with a focus on deaf-blind-related course work.
(d) Notwithstanding Subsections (b) and (c), the executive commissioner may adopt a career ladder under this section based on credentialing standards for interveners developed by the Academy for Certification of Vision Rehabilitation and Education Professionals or any other private credentialing entity as the executive commissioner determines appropriate.
(e) The compensation an intervener receives for providing services under the program must be based on and commensurate with the intervener’s career ladder classification.

Text of section effective on April 01, 2025