Course Catalog

Course List

The Prepared4ALL logo shows three figures seated at a table. A collective speech bubble above them says Prepared4ALL.
This course is designed to increase your knowledge about whole community emergency planning, including COVID-19 planning, as well as provide you the basic information needed to connect with your own local emergency planners, public health professionals, and community.
Street sign that says Welcome to Disasterville
This course is designed to increase your knowledge about whole community emergency planning, including COVID-19 planning, as well as provide you the basic information needed to connect with your own local emergency planners, public health professionals, and community. This course will cover the “whole community” emergency planning philosophy, the concept of “Community Stakeholder Meetings,” and introduce Prepared4ALL Action Teams and the Prepared4ALL process.
Prepared4ALL pinwheel with 8 different colored slices, each with a different letter of the word "prepared". P is pinpoint, R is relate, E is engage, P is Positive, A is advance, R is reflect, E is envision, D is deploy. Also reads "4all" meaning all local partners share the issue and same time access to everyone (STATE)"
This course is designed to increase your knowledge about whole community emergency planning, including COVID-19 planning, as well as provide you the basic information needed to connect with your own local emergency planners, public health professionals, and community. You will be able to describe the Prepared4ALL process, what each letter in the process stands for, and apply the Prepared4ALL process to create inclusive COVID-19 vaccine emergency dispensing sites (EDS).
Communiity members of different ages, genders, abilities, and races are in downtown Disasterville near a grocery store, all wearing face masks. Some people are walking in groups and some are sitting down at tables talking. Two people have service animals.
This course is designed to increase your knowledge about whole community emergency planning, including COVID-19 planning, as well as provide you the basic information needed to connect with your own local emergency planners, public health professionals, and community. You will be able to describe the negative impacts of emergencies and disasters on people with disabilities and describe the negative impacts of COVID-19 on people with disabilities and think about the what those impacts mean.
This course is designed to increase your knowledge about whole community emergency planning, including COVID-19 planning, as well as provide you the basic information needed to connect with your own local emergency planners, public health professionals, and community. You will be able to identify the parts of the American emergency management system, describe the parts of the local emergency management system and how they work, and explain how disability issues fit within the emergency management system.
Seven community members wearing face masks are seated around a table in a small meeting style room.
This course is designed to increase your knowledge about whole community emergency planning, including COVID-19 planning, as well as provide you the basic information needed to connect with your own local emergency planners, public health professionals, and community. You will be able to describe the kinds of information local emergency and public health preparedness planners may not know about the disability community and describe the presence of people with disabilities in the community and relate that to local emergency planning needs, You will learn to  relate the STATE (Same Time Access To Everyone) concept to accessible communication related to emergencies/disasters/pandemics (including COVID-19), identify plain language text, and identify elements of an inclusive meeting.
Marco, Franny and their baby Juniper stand together. Wearing facemasks, Franny signs "Hello" in ASL and Marco has Juniper in a front-facing baby carrier
This course is designed to increase your knowledge about whole community emergency planning, including COVID-19 planning, as well as provide you the basic information needed to connect with your own local emergency planners, public health professionals, and community. You will be able to identify Americans with Disabilities Act (ADA) issues related to emergency planning and identify “reasonable modifications” (reasonable accommodations) and “undue financial or administrative burdens” under the ADA.
This course is designed to increase your knowledge about whole community emergency planning, including COVID-19 planning, as well as provide you the basic information needed to connect with your own local emergency planners, public health professionals, and community. You will be able to define whole community emergency planning, identify local whole community planning activities, explain “access and functional needs,” and apply the Communication, Maintaining Health, Independence, Support & Safety, and Transportation (CMIST) framework.
EM stands in front of a community meeting. About 20 people sit in a meeting room, wearing face masks.
This course is designed to increase your knowledge about whole community emergency planning, including COVID-19 planning, as well as provide you the basic information needed to connect with your own local emergency planners, public health professionals, and community. You will be able to describe the purpose of the Active Planning Workbook and describe the components of Community Stakeholder Meetings.
The PHT 206 course image features a teacher with Down syndrome reading at a table to a girl.

The overarching purpose is to give genetic counselors tools to assess the administration of genetic screening and testing in the context of the disability rights movement, to recognize what constitutes balanced information, and to promote culturally competent practice as well as client-centered, informed, non- coercive and value-based decision-making.

The course catalog image for PHT 205 features an infant with Down syndrome wrapped in a white blanket.
⚕️ Target Audience: Medical Professionals and Medical Students. This course employs an interactive resource to educate clinicians on how to give a postnatal diagnosis of Down syndrome, using two simulated sessions with a patient and her husband.
The course catalog image for PHT 204 features a pregnant woman looking out a window.
⚕️ Target Audience: Medical Professionals. This course employs Brighter Tomorrows, an interactive resource to educate clinicians on how to give a prenatal diagnosis of Down syndrome, using two simulated sessions with a high-risk patient and her husband.
⚕️ Target Audience: Volunteers and staff at local advocacy organizations who want to undergo training to become Prenatal Outreach Representatives. This course is designed to train Prenatal Outreach Representatives about how to build ongoing and professional relationships with local medical providers as part of a medical outreach program at a local advocacy organization. Hours: 2.5
The course image for PHT 202 includes Stephanie Meredith speaking to someone at a conference.
⚕️ Target Audience: advocacy organization leaders and medical outreach supervisors This course is designed to train medical outreach supervisors/staff at advocacy organizations about how to build solid, professional prenatal medical outreach programs. Hours: 2.5
⚕️ Target Audience: Medical and genetics professionals and students This course is for medical and genetics professionals and students to better understand the outcomes for people with Down syndrome and other genetic conditions as impacted by improved access to supports and services over the past 50 years. Hours: 1.5
The Preservice Health Training (PHT) modules were designed to educate student and practicing primary care providers about working with individuals having developmental disabilities.  As you work through each case, you make decisions about how to conduct the examination, as well as answer specific questions related to developing a treatment plan.
In designing the individual case modules included in this program, our goal has been to teach several core objectives regarding treating persons with developmental disabilities in a health care environment. While in many ways these are similar to the objectives that are taught student dentists for the treatment of any patient, we believe that they bear specific relevance to the needs of persons with disabilities.
The Preservice Health Training (PHT) Modules were designed to improve students' and practicing clinicians' comfort level and knowledge for working with patients who have developmental disabilities. The modules were produced in response to the continuing disparity in access to quality healthcare experienced by this patient population.
The Preservice Health Training (PHT) Modules were designed to improve students' and practicing clinicians' comfort level and knowledge for working with patients who have developmental disabilities. The modules were produced in response to the continuing disparity in access to quality healthcare experienced by this patient population. In this case the patient, Julia, is being seen for a well-child visit. The actor playing Julia is an individual with Down syndrome.
The Preservice Health Training (PHT) Modules were designed to improve students' and practicing clinicians' comfort level and knowledge for working with patients who have developmental disabilities. The modules were produced in response to the continuing disparity in access to quality healthcare experienced by this patient population. The patient is played by a child who was born prematurely, and the mother is played by her real mom.
The Preservice Health Training (PHT) Modules were designed to improve students' and practicing clinicians' comfort level and knowledge for working with patients who have developmental disabilities. The modules were produced in response to the continuing disparity in access to quality healthcare experienced by this patient population.  In this case the patient, Julia, is being seen for a well-child visit. The actor playing Julia is an individual with Down syndrome.
A doctor speaks with an individual with cerebral palsy and his personal care assistant.
The Introductory Preservice Health Training modules are designed to provide an overview of treating individuals with developmental disabilities. The Bryan Case features an individual with cerebral palsy (CP) whose presenting issues are confounded with communication difficulties and conditions that frequently co-occur in patients with CP. Related medical issues are briefly described to alert the medical provider to possible needs for additional information. The tutorials use multi-media, virtual patient instruction.
A doctor speaks to the mother of a child with autism
The Introductory Preservice Health Training modules are designed to provide an overview of treating individuals with developmental disabilities. The Jay case presents a child with autism. In this case, communication challenges are paramount. Behaviors that co-occur for some children with autism are both modeled and described. The tutorials use multi-media, virtual patient instruction.
In designing the individual case modules included in this program, our goal has been to teach several core objectives regarding treating persons with developmental disabilities in a health care environment. While in many ways these are similar to the objectives that are taught student dentists for the treatment of any patient, we believe that they bear specific relevance to the needs of persons with disabilities.