Welcome to the HDI Learning Center!
The HDI Learning Center is here to meet learners’ needs. With topics from early childhood and employment, to healthcare and communication, we provide high quality, accessible content for professionals across a variety of disciplines. We have over 100 courses available and many are free. The HDI Learning Center knows your time is valuable, and we are here to help you have a good online learning experience.
If you have been purchasing course vouchers please watch this brief video on Group Management. This new feature replaces vouchers and gives you tools for purchasing and monitoring coursework for staff. Look for the link to Purchase Courses for a Group. If you are registering for a training to complete yourself, use the Course Category drop down. This will allow you to filter the courses to find the exact course you need.
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Course List
The Adaptive Martial Arts Association partnered with the Human Development Institute at the University of Kentucky to develop this three module Disability 101 training to provide a base line for martial arts instructors to support people with disabilities. The training was developed with the lived experience from the adaptive martial arts community, a comprehensive literature review on the benefits of martial arts on people with disabilities, and utilizing existing disability and health training for communities. The three modules include disability 101, universal design, and planning for the successful implementation of an adaptive martial arts program. The training was developed as an asynchronous format available for on demand viewing for martial arts programs around the country.
This 17-hour course is designed to assist trainers in demonstrating competence in the implementation of principles, tips & techniques for training the adult learner. This course is currently being conducted in a hybrid format. The course will largely be completed online, with one full day conducted face-to-face on March 30 in Elizabethtown.
If you are enrolling in this course as a requirement for the Early Care and Education Trainers Credential, it is highly recommended to reach out to your Training Coach prior to registering. Your Training Coach can share detailed information about the application process and the required educational and work experience for the different credentials. To locate your Training Coach go to: https://www.childcareawareky.org/about-child-care-aware/coaches/
Fundamentals of Effective Training-- Spring 2023
Course Opens (Virtually): February 27
Face-to-Face Day: Thursday, March 30-- Elizabethtown, KY --Elizabethtown Tourism & Convention Bureau
Check In: 8:30 a.m. ET, Training: 9:00 a.m. - 4:00 p.m. ET
Course Closes: April 14
IMPORTANT PAYMENT INFORMATION: IF YOU ARE UNABLE TO PAY ONLINE WITH A CARD, AND NEED TO MAKE OTHER ARRANGEMENTS (SUCH AS A CHECK FROM YOUR AGENCY) > ONCE YOU HAVE ADDED FET TO YOUR CART > 'VIEW CART' > ENTER COUPON CODE HybridFET > THIS SHOULD MAKE YOUR BALANCE DUE $0. CONTACT BRANDON.CANNADA@UKY.EDU TO DISCUSS PAYMENT OPTIONS.
Kids love to experiment and explore the world around them. Using scientific concepts related to energy, moment of inertia, and air flow, this training will teach school age teachers how to implement several activities into lesson plans. Each activity will encourage children to use the scientific method to make predictions and observe outcomes about how to things go.
This training will help you gain skills in understanding the importance of authentic assessment and how you can use the information you gather in a variety of ways. This training does not focus on a specific assessment tool but gives you a solid background in assessment so that you can use the tools you already have or choose a tool in the future.
When you return to the workplace you will be able to explore the assessment tool that is used in your workplace, practice strategies learned to gather more information about children, and apply assessment in lesson planning.
Satisfactory completion of an application activity will be required before receiving completion credit.
This course provides information for DD Council members and staff who advocate for people with developmental disabilities and their families. Topics include the DD Councils' role as an advocate, advocacy activities, strategies to educate policymakers, citizen participation, and advocating a position. This course includes a final quiz with a certificate upon completion.
The information in this course is for members, staff, and others supporting a Council on Developmental Disabilities with financial responsibilities. Topics in this course include cost principles, allowability of costs, compliance regulations, Council budget requirements, and expense allocations. This course provides a certificate upon successful completion of all course activities.
The information in this course provides an overview of the federal match requirements for DD Councils. Topics include general guidelines, calculating federal match amounts, documentation, and reporting requirements (SF-425).
This course provides Council members, staff, and other participants with basic information about the financial requirements for the DD Council. Topics include funding sources, the Formula Grant, Notice of Award (NOA), the Office of Grants Management (OGM), funding statutes, regulations, and federal financial reports. Includes a certificate of completion.
How directors communicate with current and potential employees, families, and children is vital to promoting and inclusive environment. How we communicate can either exclude or include individuals. Inclusive communication includes both verbal and written communication. During this training you will learn more about what inclusive communication is, strategies to support inclusive communication in meetings, documents, and when working with teachers and families. Participants will create a goal of how they will implement inclusive communication in their program.
Description:
This training will help you gain skills in understanding the importance of authentic assessment and how you can use the information you gather in a variety of ways. This training does not focus on a specific assessment tool but gives you a solid background in assessment so that you can use the tools you already have or choose a tool in the future.
When you return to the workplace you will be able to collect relevant developmental information about a child to communicate with the family and others, use collected information to plan for the child’s progress, and plan periodic assessments and monitor ongoing progress.
Satisfactory completion of an application activity will be required before receiving completion credit.
Join Neave in this 1- hour call to action. No student should leave school without communication. Neave explains why communication is important, and what options are available to students.
Join Leo as you discuss what AAC is, and how to best support transitioning youth who need additional communication supports. 1 hour of content, includes reflection and quiz questions. This course is designed for audiences who work with or support teen-age youth and adults who use Augmentative Alternative Communication (AAC)or should use AAC. It is never to early or too late to introduce AAC to persons who are non-speaking and need alternatives.
Course Description:
Signing can be a vital means of communication for individuals with impairments or communication issues as an adult. Simplified Signs is not the same as American Sign Language, it is a system of manual sign communication for populations who have had limited success mastering spoken or full sign language. Throughout this course, we will review the reasons individuals could benefit from simplified signs, ways to implement simplified signs, and the opportunity to practice using simplified signs.
Please note there are several reflection points throughout the course including a final reflection scenario that will be reviewed by the course facilitator. This assignment must be reviewed and completed satisfactorily prior to the course being complete and accessing a certificate of completion.
Thanks to a generous donation from the family of John Bonvillian, this course is free for a limited time.
The Alternate Assessment Participation Guidelines is intended to help guide an ARC in determining whether the Kentucky Alternate Assessment (Alternate K-Prep) based on alternate achievement standards, is the most appropriate assessment for an individual student with the most significant cognitive disability.
Como proveedor de Educación Temprana, juegas un papel critico en la salud y bienestar de los niños. Además, estás en el lugar indicado para identificar si algún niño necesita ayuda especifica en su proceso de desarrollo. Este curso en línea, Watch Me! Celebrating Milestones and Sharing Concerns, te ayudará a cumplir tu rol, brindándote las herramientas y prácticas necesarias para monitorear el desarrollo de los niños que cuidas, e informar apropiadamente a sus padres.
This course is for early care and education professionals working with children and families up to 5 years of age. The aim is to promote the vision that every child is constantly learning and can explore their interests at their own pace if given the proper support, including children with disabilities. Ultimately, this exploration of interests can evolve into hobbies or activities that eventually become potential career paths. This course will also assist in deepening your understanding of your role in creating a respectful, supportive, and collaborative partnership with families in your program. This training meets the KY ALL STARS standard for family engagement: staff complete professional learning activities to strengthen family engagement.
"This course is for individuals interested in participating in the COVID-19 Vaccine Information and Dissemination SuperHub project as a Local Trusted Champion. The course provides an overview of the project, roles & responsibilities, resources, and other helpful information. Certificate awarded upon completion."
This course is a follow-up to ECE 125 Introduction to the Kentucky Strengthening Families Initiative. You must complete that course before beginning this one.
This course will allow you to focus on implementing the Protective Factor of Parental Resilience within your classroom or childcare center.
Families who are resilient bounce back and can provide more nurturing care which in turn promotes secure emotional attachment and healthy development in their children.
This course will involve personal reflection, gathering feedback, intentional family interactions and will provide resources.
This course introduces the basics of systems change for DD Council staff and members. The course provides a brief overview with examples and case studies and includes a final quiz with a certificate of completion.
Motivational interviewing, or MI, is a communication style proven to be effective in helping people adopt successful health behavior changes, including getting vaccinated. Supporting friends, family, and community members to get the COVID-19 vaccine can be difficult and can sometimes cause conflict This six-lesson course will introduce the foundations of MI, provide examples of how you can use MI to support people to get the COVID-19 vaccine and offer additional resources for future learning.
As an early care and education provider, you play a critical role in the health and wellbeing of children. You are also very well positioned to help identify children who might need extra help in their development. This online training course, Watch Me! Celebrating Milestones and Sharing Concerns, will help you fulfill this role by providing tools and best practices for monitoring the development of children in your care and talking about it with their parents. The Kentucky version of this training adds a section on Kentucky resources, and upon course completion, you will be issued 1 early care and education clock hour in ECE-TRIS.
Cost: FREE
Learning Objective:
The learner will get a better understanding of financial literacy, how cash flows through their organization and the importance of maintaining an operating surplus.
Course Significance:
Every senior center director or senior nutrition program manager has felt the pressure of not having enough money to do what they think needs to be done. They often feel helpless, or powerless, not knowing how to make things better. That helpless feeling is almost always a result of not knowing what to do or how to make things better. This series of courses will help address that feeling of helplessness. It is designed to give you additional knowledge about your organization’s finances, new skills to help you manage those finances, and change your perspectives and attitudes about finances. With improved knowledge, skills and attitudes, we can change our behaviors and those of the people we work with in order to make sound financial decisions for our organizations.
Watch this introduction to HR content before tackling the HR courses. It will help give you a quick background on HR and why these courses are so critical to your work.
Learning Objective:
The learner will get a better understanding of the preparation and planning that goes into employee performance management.
Course Significance:
Coaching your employees, including proper discussions about their performance can lead to great individual success and advancement. This type of coaching throughout an organization translates to team success. The unfortunate flip side is that a lack of coaching or poor coaching can lead that same individual down a path that leads to their termination.
Learning Objective:
The learner will be getting a better understanding of basic employment law. Some of the areas that will be discussed are: ADA compliance, unemployment, and hourly versus full-time employees.
Course Significance:
Laws like the Federal Labor Standards Act (FLSA), the Family Medical Leave Act (FMLA), and the Americans with Disabilities Act (ADA) impact every company in this country, including your organization. This course will help you with a basic understanding of these regulations and how they may impact your organization. This course not only helps you learn what you need to know, it will help you to identify where and when you need to ask more questions of a legal professional.
Learning Objective:
The learner will be getting a better understanding of the entire screening and hiring process from identifying a need through new hire orientation.
Course Significance:
Filling needs within your organization is not simple. From defining the role you are trying to fill, identifying candidates, interviewing potential hires, to new hire orientation, screening and hiring can be a long and difficult process. This course will give you best practices for navigating this entire process including how to stay ADA compliant and do reference and background checks. Successfully mastering this course can help you attract and hire great new team members.
Learning Objective:
The learner will be getting a better understanding of employee handbooks and their importance
Course Significance:
It is critical that employers, managers and employees are on the same page. An important HR tool that helps to make this a reality is the employee handbook. In this course, you will learn about personnel policies, employee benefits, working conditions, work rules, and why having everything spelled out in an employee handbook is good for everyone.
This training will introduce participants to the Kentucky Strengthening Families (KYSF) Initiative and share ways to apply components of this approach to any setting that serves young children and their families. Participants will learn the importance of the Kentucky Strengthening Families Initiative, including the six (6) Guiding Premises, the six (6) Protective Factors, how to change their perspective when working with families, and identify Protective Factors that they would like to strengthen within their organization and their work with families.
When we think of engaging participants, we usually think of engaging them in activities. This session will focus on strategies for using Total Participation Techniques (TPTs) that allow all participants to demonstrate, at the same time, active participation and cognitive engagement in the topic being studied. Throughout this training session trainees will learn what TPT's are, how they can be used to support participation and engagement, and be provided tools to implement TPT's into future trainings.
This training session includes active participation and requires satisfactory completion of an application activity in order to successfully complete the training.
Audience: Early Care and Education Trainers
2 clock hours of ‘how to train other adults
Learning Objective:
The learner will get a better understanding of the importance of the Older Americans Act and how it relates to their work.
Course Significance:
Every senior center director or senior nutrition program manager and staff are probably familiar with the Older Americans Act in some way. It governs the management of Title III congregate nutrition programs and authorizes at least part of the funding for their operations. Those same individuals may not be familiar with the Act’s history - which is important for understanding its purpose and focus - as well as some of the recent changes in the law. There have been many modifications over the years since the Older Americans Act was first signed into law, and understanding what has changed and what remains the same should help guide senior center and senior nutrition program management in their daily work. This course is designed to give a brief history of the law and to highlight those specific issues to which the law directs congregate nutrition programs to give particular attention.
Learning Objective:
The learner will get a better understanding of the significance of how important the three components of food safety are in congregate nutrition programs. Proper food safety measures in storage, preparation and serving will be addressed in this course.
Course Significance:
Food safety is important for everyone. It is especially important for those working in congregate nutrition programs because the clients are seniors. It is a fact that older adults are at a higher risk for hospitalization and death fro food borne illness. This increased risk of food borne illness is because organs and body systems go through changes as people age. For example: the gastrointestinal tract holds onto food for a longer period of time, allowing bacteria to grow. The liver and kidneys may not properly rid the body of foreign bacteria and toxins. The stomach may not produce enough acid. The acidity helps to reduce the number of bacteria in our intestinal tract. And, underlying chronic conditions, such as diabetes and cancer, may also increase a persons risk of food borne illness.
Enhancing Public Library Storytimes to Promote School Readiness: Considerations for Selecting Books
This two-hour course is designed to provide information that will help storytime providers select books aligned with the five domains of early learning as well as books that promote equity, diversity, and inclusion. The module presents strategies that can be readily applied when planning public library storytime programs for young children.
This course is the second in a series of two learning modules focused on public library storytime programs. You need not complete the first course, LIB 104: Adult-Child Interactions in Storytime, to participate in this course, but if you have not already done so, we invite you to participate in that 90-minute course as well.
Describes the job development process, centered on the student; but also partnering with parents and employers. This course uses proven tools to help students with disabilities find good job matches. 2 hours, EILA and CRC approved
There are four lessons designed to engage job seekers or employees with disabilities, family members and professionals in understanding the truth about working and what Social Security says the impact will be on Supplemental Security Income (SSI) or Social Security Disability Insurance (SSDI).
Early Childhood Education providers will not receive credit for this course.
This is the third in a series of 3 modules on Sign Language especially designed for Early Childhood Educators, Children’s Librarians and Families of Young Children. This course includes videos, practice time, reflection questions, a Facebook Community, as well as resources and printables that will assist you in including sign language elements in your family or program.
This is the second in a series of 3 modules on Sign Language especially designed for Early Childhood Educators, Children’s Librarians and Families of Young Children. This course includes videos, practice time, reflection questions, a Facebook Community, as well as resources and printables that will assist you in including sign language elements in your family or program.
Welcome! This is the first in a series of 3 modules on Sign Language especially designed for Early Childhood Educators, Children’s Librarians and Families of Young Children. This course includes videos, practice time, reflection questions, a Facebook Community, as well as resources and printables that will assist you in including sign language elements in your family or program.
Learning Objective:
The learner will get a better understanding of the importance of the Older Americans Act and how it relates to their work.
Course Significance:
Every senior center director or senior nutrition program manager and staff are probably familiar with the Older Americans Act in some way. It governs the management of Title III congregate nutrition programs and authorizes at least part of the funding for their operations. Those same individuals may not be familiar with the Act’s history - which is important for understanding its purpose and focus - as well as some of the recent changes in the law. There have been many modifications over the years since the Older Americans Act was first signed into law, and understanding what has changed and what remains the same should help guide senior center and senior nutrition program management in their daily work. This course is designed to give a brief history of the law and to highlight those specific issues to which the law directs congregate nutrition programs to give particular attention.
Learning Objective:
The learner will get a better understanding of the fundamentals of communicating the importance of the issue of raising community awareness of the role that the senior center and congregate nutrition program plays in providing nutrition and socialization for for seniors in their community.
Course Significance :
The role of the senior center and its nutrition program is vital in maintaining a relevant organization in the community. But if large segments of the community, namely seniors themselves, do not even know that the senior center is there for them, then the center becomes irrelevant. This course will teach the basic fundamentals of raising public awareness, public relations, marketing and getting the message out in the community about the center and its many offerings.
Learning Objective:
The learner will get a better understanding of the importance of the critical role that preventing food waste and wasted food plays in the operations of senior centers.
Course Significance:
Having a minimal amount of food waste should be a part of your meal service operations planning and is critical component of running a congregate nutrition program. Food waste is important because it directly impacts the bottom line — your ability to serve more seniors in need. Food waste also directly impacts your clients; health. It also impacts the environment. By understanding why and how food waste occurs and committing to talking steps taught in this course, you can virtually eliminate food waste in your congregate nutrition program. Eliminating food waste in your senior center and congregate nutrition program has to become routine, standard operating procedure.
Learning Objective:
The learner will get a better understanding of the fundamentals of raising funds for their senior center and congregate nutrition program in order to expand programming and serve more seniors.
Course Significance:
Fundraising should be considered a major component of the mission of your center and nutrition program. There are not many nonprofit organizations that have the luxury of not having to raise outside funds in order to remain solvent. The economic climate of today and into the future will necessitate that all nonprofits (and that even includes senior centers and congregate nutrition programs) must view fundraising as an opportunity to engage their local community and its citizens as partners in the great work they do. Fundraising brings together an entire community and ignites the passions of those who would otherwise take the services that you are offering for granted.
Learning Objective:
The learner will get a better understanding of the significance of how important the three components of food safety are in congregate nutrition programs. Proper food safety measures in storage, preparation and serving will be addressed in this course.
Course Significance:
Food safety is important for everyone. It is especially important for those working in congregate nutrition programs because the clients are seniors. It is a fact that older adults are at a higher risk for hospitalization and death fro food borne illness. This increased risk of food borne illness is because organs and body systems go through changes as people age. For example: the gastrointestinal tract holds onto food for a longer period of time, allowing bacteria to grow. The liver and kidneys may not properly rid the body of foreign bacteria and toxins. The stomach may not produce enough acid. The acidity helps to reduce the number of bacteria in our intestinal tract. And, underlying chronic conditions, such as diabetes and cancer, may also increase a persons risk of food borne illness.
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. CEU options are available: CHES/MCHES Category I CECH, Certified Public Health (CPH), Kentucky Community Health Worker, American Planning Association, and the National Environmental Health Association.
Enhancing Public Library Storytimes to Promote School Readiness: Adult-Child Interactions that Support Child Learning addresses the importance of adult-child interactions and the value of planning library storytimes with adult-child interactions in mind. Using a learning sciences framework, the module presents strategies that can be readily integrated into storytime to enhance child outcomes. The module was developed with funds from a three year research project funded by the Institute of Museum and Library Services (Grant Number: LG-96-17-0199-17).
Target audience: Those from urban, suburban, and rural public libraries, schools, and/or other environments who plan and lead storytimes with groups of young children and/or who work with families with young children.
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.
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).
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.
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.
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.
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.
This two-hour course is designed to enhance professionals’ (teachers, VR counselors, employment specialists) skills in building partnerships with families around a vision of competitive, integrated employment for their student. The course describes a model for creating that partnership; addresses key concerns and frustrations that families may experience around employment for their student, including the potential impact of working upon SSI benefits; describes strategies for families to help their student build employment skills; and enables professionals to apply family engagement strategies to their own work. State and national resources are also shared in this course.
Communication should be the FIRST consideration in determining specially designed instruction for students. The Listen UP series of modules was created to equip school teams and families with the skills needed to increase a student’s communicative abilities through assessment, intervention and AAC options.
Target Audience: Early Care and Education Professionals. ECE 107 is the fourth in a series dedicated to challenges, impacts, and prevention of suspension and expulsion in child care settings. 107 will build on the content from ECE 101, 102, and 103. This 2-hour course focuses on practical application of prevention strategies which will help increase the threshold for decision-making regarding the necessity of external transitions for children, with the intention of reducing and/or eliminating suspension and expulsion in child care settings.
1 hour online course. Family Interaction Training (FIT) Training is a set of three modules (ECE 104, 105, & 106) based on an evidence-based Centers for Disease Control (CDC) course. These courses provide information to help early care and education providers learn Key Concepts and Strategies of FIT. The modules and videos provide an overview of how to work with families on each of the strategies and how to apply these principles to your own early care and education setting. The goal of FIT is to share the evidence-based practice that promotes positive behaviors in young children.
1 hour online course. Family Interaction Training (FIT) Training is a set of three modules (ECE 104, 105, & 106) based on an evidence-based Centers for Disease Control (CDC) course. These courses provide information to help early care and education providers learn Key Concepts and Strategies of FIT. The modules and videos provide an overview of how to work with families on each of the strategies and how to apply these principles to your own early care and education setting. The goal of FIT is to share the evidence-based practice that promotes positive behaviors in young children.
1 hour online course. Family Interaction Training (FIT) Training is a set of three modules (ECE 104, 105, & 106) based on an evidence-based Centers for Disease Control (CDC) course. These courses provide information to help early care and education providers learn Key Concepts and Strategies of FIT. The modules and videos provide an overview of how to work with families on each of the strategies and how to apply these principles to your own early care and education setting. The goal of FIT is to share the evidence-based practice that promotes positive behaviors in young children.
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.
This course gives an overview of various technologies for working remotely. We will review available programs, and what we can do to ensure the technology is accessible to all.
This training for employers provides information and resources to identify and support employees with substance use disorders (SUD). Participants will learn ways to create an environment that minimizes the impact of SUD on the workplace, while reducing stigma and barriers to successful treatment for employees.
⚕️ 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.
⚕️ 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.
This training session is designed for Kentucky Credentialed Trainers who are looking for best practice recommendations on how to develop online early care and education training sessions. This training session assumes that the learner has basic knowledge on how to create training plans and computer skills.
Successful completion of this course satisfies the Division of Child Care (DCC) regulatory requirement for cabinet approved online training development course for credentialed trainers who will be conducting online training or webinars.
This course will give educators 1) an overview of what co-teaching is 2) how to establish a partnership 3) approaches 4) effective planning 5) instructional strategies and finally 6) using PDSA.
Trainer Connections Online Community is designed to be a living hub of information and collegial networking to support trainers in their ongoing journey to provide high quality training to ECE professionals. Here you will find content, discussion boards and resources from Trainer Connections events held all across the state on various topics relevant to early childhood education and adult learning. We hope that trainers will visit frequently and contribute often to make this a vibrant community of learners who support each other in a variety of ways.
⚕️ 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
⚕️ 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
In this online course, trainers will learn the importance of polling and assessment and will get a brief introduction to several types of polling and assessment tools that can be used in training sessions.
The Supported Employment Core Training Series is required for all who provide direct service of supported employment in Kentucky. It is open to anyone interested in learning more about supported employment. This Series consists of 2 Sessions:
Session 1: Overview of Supported Employment Services in Kentucky; online course and three (3) days held live via Zoom.
Session 2: Impact of Wages on Benefits; online course and one (1) day held live via Zoom.
You will select dates to attend the live via Zoom days and attendance is required for the full day.
The Alternate Assessment Participation Guidelines is intended to help guide an ARC in determining whether the Kentucky Alternate Assessment (Alternate K-Prep) based on alternate achievement standards, is the most appropriate assessment for an individual student with the most significant cognitive disability.
Target Audience: Early Care and Education. This 2-hour course will introduce you to the general characteristics of children with a visual impairment, and describe how you can include children with a visual impairment in your early care and education setting.
Target Audience: Early Care and Education Trainers. Number of Hours: 2 Hours- How to Train Adults. This session is for trainers who are not sure where to get started and need guidance for developing online training content. We will walk through a problem-based solution for developing content that incorporates the Knowledge, Skills and Attitudes staff need to change practice. During this online training session, you will have the opportunity to follow a trainer through all steps of planning a training session.
⚕️ 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
This 1.5-hour course is for early intervention providers only. Participants will learn about the role of KY’s Early Childhood Standards for children aged birth to three years, in relation to your assessments, measurement of child progress, and federal funding for early intervention.
In this course, trainers will explore best practice strategies and technologies for creating real handouts. Handouts that 1) complement your session and 2) create a powerful reference for session participants. Successful completion of this course will be the submission of an effective, powerful handout.
Number of clock hours: 2
Cost: $20
This course is a prerequisite for applying for a Kentucky Trainers Credential Levels 1-5 and specialty.
This course reviews preparation for a student as they prepare to transition from high school into employment. In addition, how support organizations fit into the broader picture of transition, and how Kentucky has used opportunities like the Workforce Innovations Opportunities Act (WIOA) to broaden our supports to youth with disabilities.
This course shows the parents of children with significant disabilities how to start preparing for meaningful employment throughout the school years. We outline what competitive employment means, how to create a vision statement for the future, how to explore and develop works skills and talents, how to address concerns, and what resources you can use to help your child achieve his or her dreams.
Target Audience: Early Care and Education. Third in a three-part course series. This one hour course explains how child care providers can take steps to prevent challenging behavior from happening in the first place. These steps can lead to a reduction in external transitions. This third and final module of the series uses examples and ideas to explain how to work with children showing challenging behavior.
Target Audience: Early Care and Education. This three hour course examines the impact of external transition. Children in early child care settings experience transitions for various reasons. Research suggests that external, center-to-other-setting transitions can have negative impacts on young children, families, and child care centers.
Target Audience: Early Care and Education. Second in a three-part course series. This one hour course examines how moving from one child care setting to another has an impact on child care programs. Children in early child care settings experience transitions for various reasons. Research suggests that external, center-to-other-setting transitions can have negative impacts on young children, families, and child care centers.
?? Target Audience: Early Care and Education Professionals ? One Hour Course ? Universal Design Strategies
First in a three-part course series. This one hour course examines how moving from one child care setting to another has an impact on both children and families. Children in early child care settings experience transitions for various reasons. Research suggests that external, center-to-other-setting transitions can have negative impacts on young children, families, and child care centers.
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.
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.
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.
This 2.5 hour course serves as an introduction to the concepts of Universal Design and Universal Design for Learning (UDL) for professional development. In addition to introducing foundational concepts, this session offers participants examples of how to incorporate UDL into their practices, as well as “take-away” strategies and additional resources for further exploration.
The Alternate Assessment Participation Guidelines is intended to help guide an ARC in determining whether the Kentucky Alternate Assessment (Alternate K-Prep) based on alternate achievement standards, is the most appropriate assessment for an individual student with the most significant cognitive disability.
Transition 102: Important Predictors for Post-School Success (Revised in 2021) describes five of the strongest, evidence-based correlates of post-school competitive employment for youth with intellectual and developmental disabilities. The second part of the module discusses three 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 provides an overview of the current status of employment outcomes for youths with intellectual and developmental disabilities in KY, the key steps in the transition process itself, the legal requirements and the roles of each agency, types of employment available (competitive, supported, and customized), and the development of measurable post-secondary goals for transition-age youth.
Target Audience: Early Care and Education. This one hour training module is intended to help professionals engage children in meaningful play experiences. This course will offer evidence-based information and short vignettes to demonstrate intentional teaching strategies when engaging young children in play.
Target Audience: Early Care and Education. This 5-hour online course introduces providers to the administration and scoring of the HELP®, a curriculum-based assessment approved for use for KEIS providers and published by VORT Corporation.
These modules will give you an introduction to child development and ask you to consider how you can incorporate this information in to your work with young children and their families.
This 6-hour online course fulfills the mandatory orientation requirement for early care and education professionals in Kentucky. Successful completion of this course satisfies the Division of Child Care’s (DCC) new regulatory requirement for each center to ensure that every staff member has received training on first aid and cardiopulmonary resuscitation (CPR).
Target Audience: Early Care and Education. This 4-hour online course introduces providers to the administration and scoring of the CCITSN, a curriculum-based assessment approved for use for KEIS providers and published by Brookes Publishing.
Target Audience: Early Care and Education. In this 3-hour training, administrators will learn how to create video clips and talking pictures that can be used to: 1) demonstrate best practices; 2) strengthen effectiveness of classroom observation and staff coaching; and 3) expand opportunities to document children's learning and share with families.
Target Audience: Early Care and Education. This 1-hour course is an introduction to creating accessible spaces for children with special needs in early care settings. The course includes interactive, low budget ideas for successfully integrating children with special needs in all areas and activities. This course explores various ways to improve room arrangement for inclusive activities.
Target Audience: Early Care and Education. This 3-hour course will introduce how emotional health is defined, why it is important, key relationships that influence young children's emotional development, and the components of emotional health, including temperament styles.
Target Audience: Early Care and Education. This 1-hour course is an introduction to understanding self-regulation in young children.
Target Audience: Early Care and Education. This course will introduce you to the general characteristics of children with Down syndrome, outline what inclusion means, and then describe how you can include children with Down syndrome in your early care and education setting.
Putting FET to Work is an 7-hour online learning experience that helps you design a training plan on a topic of your choosing. Upon completion, you will have a new, custom training session that you can begin training on immediately.
PowerPoint is the most frequently used training aid, but often the most under-used. Understand the advanced features you've dared not tried but wish you knew how to use! Practice using these for creating not only effective but Powerful presentations.
In this session, learners will gain a better understanding of what low-tech and free or low cost options are available to enhance professional development and increase retention.
In this three-hour course, learners will examine 4 tools you can use to develop and deliver online presentations. Learners will then be required to develop a presentation using each tool, as well as a final application activity.
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.
Target Audience: Early Care and Education. In this one hour online course, learners will be introduced to the 5 evidence based behaviors comprising the 5-2-1-0 message and complete the Let's Move Child Care checklist. Content will focus on how the behaviors can be supported in the Early Care and Education classroom through practice, policy and environment modifications.
This one hour training is an overview of how earned income may affect eligibility for an entitlement to social security disability benefits and supplemental security income.
Target Audience: Early Care and Education. This one hour training module is intended to help professionals engage children in meaningful play experiences. This course will offer evidence-based information and short vignettes to demonstrate intentional teaching strategies when engaging young children in play.
Target Audience: Early Care and Education. This brief introduction to the Kentucky All STARS standards is a required training in order to be eligible to receive quality incentives in the ALL STARS quality rating and improvement system. Informational session, no hours assigned.
Target Audience: Early Care and Education. This two hour online course explains healthy eating best practices. The content focuses on increasing knowledge and awareness of healthy practices and their impact on young children. During this session participants are expected to increase their knowledge, awareness and motivations to work towards healthy change.
Laugh to Learn is a module for ECE Credentialed Trainers only based on Training Aids from Beyond Fundamentals of Effective Training. It uses guided, online instruction and independent practice toward skill application. Upon completion of the Learning Log and development of a humorous training activity, certified trainers earn 3 clock hours of “how to train other adults.”
The Alternate Assessment Participation Guidelines is intended to help guide an ARC in determining whether the Kentucky Alternate Assessment (Alternate K-Prep) based on alternate achievement standards, is the most appropriate assessment for an individual student with the most significant cognitive disability.
Target Audience: Early Care and Education. In this two hour online course, learners will understand best practices for physical activity for children birth through school age.
?? Target Audience: Early Care and Education. ? Kentucky All STARS: Introduction to the Environment Rating Scales (ERS) is a course designed for all those caring for young children. It looks at the foundation of the ERS, how the different ERS scales are set up into Subscales, Items and Indicators.
Target Audience: Early Care and Education. This two hour online course explains healthy eating best practices. The content focuses on increasing knowledge and awareness of healthy practices and their impact on young children. During this session participants are expected to increase their knowledge, awareness and motivations to work towards healthy change.
Target Audience: Early Care and Education. This two hour online course includes information to support ECE professionals in key areas of self-care and wellness including adult nutrition, physical activity and stress management.
Participants will recognize the benefits of breastfeeding for mothers and babies and explore ways supporting breastfeeding can enhance their program or family child care home.
Target Audience: Early Care and Education. This one hour training module is intended to help professionals engage children in meaningful play experiences. This course will offer evidence-based information and short vignettes to demonstrate intentional teaching strategies when engaging young children in play.
This 4 hour online course introduces providers to the administration and scoring of the CCPSN, a curriculum-based assessment approved for use by Kentucky and published by Brookes Publishing. You will have 90 days to complete this online course.
This module is designed to help give guidance to ARC members when completing the Participation Guidelines for the Kentucky Alternate Assessment.
This module includes information regarding requirements for the Cap on the percentage of students who may be assessed with an Alternate Assessment aligned with alternate academic achievement standards.
The Alternate Assessment Participation Guidelines is intended to help guide an ARC in determining whether the Kentucky Alternate Assessment (Alternate K-Prep) based on alternate achievement standards, is the most appropriate assessment for an individual student with the most significant cognitive disability.
This module describes how a district can use a variety of data sources to understand and describe the students who typically participate in the alternate assessment.
Provider CCAP Billing Basics (July 2022) is designed to give child care providers an introduction to the Child Care Assistance Program (CCAP) and the CCAP billing process. All Licensed, Certified and Registered providers participating in CCAP will need to complete this training and provide documentation of completion to the CCAP Billing Section once during each year of operation and upon change of the staff member submitting billing information. Providers need to retain a copy of the documentation of completion for their files.
CCAP provides payment assistance on a sliding income scale for eligible families, allowing them to gain employment and remain employed.
You will receive 1 clock hour of credit in ECE-TRIS upon the completion of this course.
These modules will give you an introduction to physical Well-Being and social emotional development and ask you to consider how you can incorporate this information in to your work with young children and their families.
These modules will give you an introduction to language development & communication and ask you to consider how you can incorporate this information in to your work with young children and their families.
The goals of this course are to 1) describe the rationale for the use of visual supports 2) identify the components of visual supports in the classroom3) develop, organize, and implement visual supports in the classroom and 4) develop, implement, and track outcomes of visual supports.
A functional behavior assessment can be used when the intensity, duration, or type of interfering behavior creates safety concerns or impacts a child’s development. In this course you will explore a module hosted through AFIRM.
In this course, you will identify types of data collection systems and use data to make informed decisions for students with moderate to severe disabilities.
There needs to be a willingness to follow through, to be consistent and to change 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.
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.
Paraprofessionals are an essential part of the team to support student learning; make sure paraprofessionals are made to feel valuable on a daily basis.
This course provides 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.
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.
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.
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.