This series of professional development modules focuses on basic elements of supporting communication and language development in students who do not use oral speech and who also may have intellectual disabilities.
Not only is communication an essential building block for the development of language REQUIRED for access to the general curriculum, communication is an essential life skill. Student health and safety depends on the extent to which students have regularized gestures, symbols, and augmented or alternative forms of communication. Now more than ever before, technological enhancements make the goal of communication and language development achievable.
Content developed by: Dr. Jacqui Kearns, Dr. Jane Kleinert, Dr. Judy Page and Lou Ann Land, University of Kentucky
Sponsor: US Department of Education, Office of Special Education Programs
Transition 102: Important Predictors for Post-School Success describes the strongest, evidence-based correlates of post-school competitive employment for youth with intellectual and developmental disabilities. The second part of the module discusses four additional variables related to successful transitions for students with significant disabilities, and highlights the resources available to educators and other professionals in Kentucky in putting these predictor variables into practice.
This course is for high school personnel, special education and Office of Vocational Rehabilitation Counselors.
Credit is for EILA and CRC Credit is NOT available for early care and education providers
Course developed by KentuckyWorks, funded by the US Administration on Intellectual and Developmental Disabilities, Administration for Community Living.
Course Funding
Development of this curriculum (or module, resource) was supported by a grant from the U.S. Administration on Disabilities, Administration on Community Living, (90DNEM0004-01-00), Project Officer: Larissa Crossen. The contents do not necessarily represent the policy of the U.S. Administration on Community Living, and no assumption of endorsement by the Federal government should be made.
This course is for high school personnel, special education and the Office of Vocational Rehabilitation Counselors. Credit is for EILA and CRC.
Credit is NOT available for early care and education providers
Course developed by KentuckyWorks, funded by the US Administration on Intellectual and Developmental Disabilities, Administration for Community Living.
About this Course
? Check my Answer: these are activities to reflect on the question. Clicking Check my Answer will reveal the correct and incorrect answers.
? Audio: clicking the play button will play the recorded audio for the lesson or topic. The transcript for the audio is available under the player.
?Embedded Videos: Throughout the course there are videos from various YouTube channels. Many of these videos must be viewed in its entirety before moving on to the next topic.
?️ Legal: copied regulation or statute.
This course is divided into Lessons and Topics. Each topic must be completed in order to move to the next Lesson.
A graded quiz to check your understanding of the topic(s) covered. Quizzes are complete when 80% of the questions are answered correctly. You may take the Check Your Knowledge and Final Course quizzes multiple times until 80% is achieved.
Questions? Use the Contact Us button below.
Photo Credit: Photo Credit: Kentucky Employment Files, Kristi – J. Barrett’s Hair School Nicholasville, KY
Course Funding
The development of this course was supported by a grant from the U.S. Administration on Disabilities, Administration on Community Living, (90DNEM0004-01-00), Project Officer: Larissa Crossen. The contents do not necessarily represent the policy of the U.S. Administration on Community Living, and no assumption of endorsement by the Federal government should be made.
Scheduling for students with significant intellectual disabilities can be a daunting task especially since we often don’t have control over changes to the master schedule. This is compounded in most cases by teachers serving multiple grade and ability levels. It is very important to “hit the ground” running with a well-planned schedule at the beginning of each year so that bad habits aren’t formed and routines are clearly established for students and adults.
Course Funding: SPLASH is an initiative of the Kentucky Department of Education’s State Personnel Development Grant (SPDG) funded by the Office of Special Education Programs and managed by the University of Louisville.
SPLASH activities are grounded in research-based practices to increase teacher skill-sets and administrator understanding of indicators of high-quality teaching and learning for students with moderate/severe disabilities (MSD). SPLASH is a program focusing on supporting low incidence teachers across the Commonwealth of Kentucky and bringing rigorous academic instruction for all students.
This course is for special education professionals working in a PK-12 school setting. Credit for early care and education/child care will NOT be issued.
Literacy is the ability to read and interact with book and text materials. But how do we include children with disabilities who are unable to access traditional reading materials? Through the information presented in this course, you will understand the components of literacy for students with moderate and severe intellectual disabilities.
Course Funding: SPLASH is an initiative of the Kentucky Department of Education’s State Personnel Development Grant (SPDG) funded by the Office of Special Education Programs and managed by the University of Louisville.
SPLASH activities are grounded in research-based practices to increase teacher skill-sets and administrator understanding of indicators of high-quality teaching and learning for students with moderate/severe disabilities (MSD). SPLASH is a program focusing on supporting low incidence teachers across the Commonwealth of Kentucky and bringing rigorous academic instruction for all students.
This course is for special education professionals working in a PK-12 school setting. Credit for early care and education/child care will NOT be issued.
Prompting is an effective practice to increase the success and generalizability of target skills or behaviors for learners with autism. In this course, you will explore two external courses to learn more about promoting and how to apply prompting in activities.
Course Funding: SPLASH is an initiative of the Kentucky Department of Education’s State Personnel Development Grant (SPDG) funded by the Office of Special Education Programs and managed by the University of Louisville.
SPLASH activities are grounded in research-based practices to increase teacher skill-sets and administrator understanding of indicators of high-quality teaching and learning for students with moderate/severe disabilities (MSD). SPLASH is a program focusing on supporting low incidence teachers across the Commonwealth of Kentucky and bringing rigorous academic instruction for all students.
This course is for special education professionals working in a PK-12 school setting. Credit for early care and education/child care will NOT be issued.
This course is designed for educators providing services to students identified as having significant intellectual disabilities and complex needs. Content covered within this course is based on evidence-based practices and current research within the field of special education. This training will provide various examples of instructional strategies that you may use as a starting point in planning appropriate programming for your students. The content is not intended to be fully inclusive. In addition to resources provided in this training, coaching, resources, and professional learning should be explored through your local school district and/or cooperative.
Course Funding: SPLASH is an initiative of the Kentucky Department of Education’s State Personnel Development Grant (SPDG) funded by the Office of Special Education Programs and managed by the University of Louisville.
SPLASH activities are grounded in research-based practices to increase teacher skill-sets and administrator understanding of indicators of high-quality teaching and learning for students with moderate/severe disabilities (MSD). SPLASH is a program focusing on supporting low incidence teachers across the Commonwealth of Kentucky and bringing rigorous academic instruction for all students.
This course is for special education professionals working in a PK-12 school setting. Credit for early care and education/child care will NOT be issued.
Building teacher and paraprofessional teams is key to creating a positive work environment and a positive learning environment for students. Paraprofessionals are an essential part of the team to support student learning; make sure paraprofessionals are made to feel valuable on a daily basis.
Summary • An understanding of the roles and characteristics of the teacher and paraprofessional • Effective classroom leadership skills • The ability to facilitate a productive TEAM • Development and implementation of training plans to meet the needs of the classroom and students
Course Funding: SPLASH is an initiative of the Kentucky Department of Education’s State Personnel Development Grant (SPDG) funded by the Office of Special Education Programs and managed by the University of Louisville.
SPLASH activities are grounded in research-based practices to increase teacher skill-sets and administrator understanding of indicators of high-quality teaching and learning for students with moderate/severe disabilities (MSD). SPLASH is a program focusing on supporting low incidence teachers across the Commonwealth of Kentucky and bringing rigorous academic instruction for all students.
This course is for special education professionals working in a PK-12 school setting. Credit for early care and education/child care will NOT be issued.
There needs to be a willingness to follow through, to be consistent and to change the program when it is not working. This may mean to seek assistance from a support person in your district to ensure we are teaching students alternative ways to respond to stress and emotions.
Learning Targets:
I can create classroom expectations and rules to promote positive behaviors.
I can create predictable routines and classroom procedures to promote an efficient classroom
I can use acknowledgment strategies to increase positive interactions within my classroom
I can increase opportunities to respond that will increase practice and encourage active engagement
I can develop staff schedules to provide a safe environment and active supervision for my students
I can develop standard, planned reactions to students’ inappropriate behavior for a consistent continuum
Course Funding: SPLASH is an initiative of the Kentucky Department of Education’s State Personnel Development Grant (SPDG) funded by the Office of Special Education Programs and managed by the University of Louisville.
SPLASH activities are grounded in research-based practices to increase teacher skill-sets and administrator understanding of indicators of high-quality teaching and learning for students with moderate/severe disabilities (MSD). SPLASH is a program focusing on supporting low incidence teachers across the Commonwealth of Kentucky and bringing rigorous academic instruction for all students.
This course is for special education professionals working in a PK-12 school setting. Credit for early care and education/child care will NOT be issued.
In this course, you will explore systematic instruction through the MAST module.
Course Funding: SPLASH is an initiative of the Kentucky Department of Education’s State Personnel Development Grant (SPDG) funded by the Office of Special Education Programs and managed by the University of Louisville.
SPLASH activities are grounded in research-based practices to increase teacher skill-sets and administrator understanding of indicators of high-quality teaching and learning for students with moderate/severe disabilities (MSD). SPLASH is a program focusing on supporting low incidence teachers across the Commonwealth of Kentucky and bringing rigorous academic instruction for all students.
This course is for special education professionals working in a PK-12 school setting. Credit for early care and education/child care will NOT be issued.
