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Blind Work Expense (BWE) is a work incentive program of the Social Security Administration. By deducting a wide variety of eligible expenses, people with a diagnosis of blindness can recover both work and disability-related expenses and retain some or all of their SSI check.  As a result of the completion of this module, you will understand Blind Work Expense eligibility, qualifying expenses, and the impact on SSI and income.

The Department for Aging and Independent Living (DAIL) and the Kentucky Transportation Cabinet Office of Transportation Delivery (KYTC-OTD) have formed a partnership to provide accessible transportation to COVID-19 testing sites for individuals with disabilities. As a result of the completion of this module, you will understand the transportation supports available in Kentucky to get to a COVID-19 testing site. 

This online course fulfills the mandatory 6-hour orientation requirement for early care and education professionals in Kentucky.

Orientation training consists of three lessons:

• Health, safety & sanitation – 2 hours
• Recognizing and reporting child abuse and neglect – 1 hour
• Recommended practices in early care and education – 3 hours

Learners should have access to a printer for copies of supplemental handouts and other information that they may want to keep.

All activities must be completed in all three modules for a certificate to be awarded. Except for non-graded activities (NG); which pertain to your experiences or your work environment, activities must be completed at 80% or better correct rate. Activities may be redone until at least 80% correct is achieved.

Upon successful completion of the course, a Recognition of Course Completion will display within the course. In addition, your personal training record will be updated in ECE-TRIS within 10 days.

ECE-TRIS Registry: Kentucky’s Early Childhood Education Training Records Information System (ECE-TRIS) is a centralized database that tracks and stores individual training records. As a new early care and education professional please be sure to set up an account in ECE-TRIS so that all of your training hours are tracked through this system. To register, complete the ECE-TRIS Personal Information Form. This form should be faxed or mailed into the address listed on the form, or submitted online in the course.

Target Audience: early care and education professionals in Kentucky.

Hours: 6, early care and education

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.

In the course you will take on the role of “Terrye Trainee,” from Tornado Gap

County, USA. Terrye is a professional from Tornado Gap’s local disability organization, Access & Equity, Inc. Tornado Gap’s county government and local disability and other community organizations want to collaborate to identify and close emergency planning gaps related to people with disabilities, chronic and mental health conditions.  Terrye has heard about Disasterville’s inclusive emergency planning success and is “visiting” neighboring Disasterville to learn from their work.

After “arriving” in Disasterville you will “hear” from Disasterville’s professionals and community members and “assist” them with whole community (inclusive) emergency planning. You’ll learn about the PREPARED4ALL process for local emergency planning collaboration. Local emergency and public health preparedness planners, the ADA Coordinator, and others from Disasterville will “talk” about what local planners may not know about people with disabilities. They’ll “explain” Prepared4ALL Action teams, how to hold Active Planning meetings, and how the U.S. local emergency planning system works.

As you “meet” Disasterville professionals and community members, you will be asked to make decisions and answer questions to check your learning about inclusive and accessible local emergency planning.

You must “visit” Disasterville 6 times to earn a Prepared4ALL Certificate of Completion.

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The TAALC Modules and Webinars below have been created by the Low Incidence Initiative-Teaching Academic Age-appropriate Learning via Communication (TAALC) program. The underlying premise of TAALC is all students can and do communicate, and TAALC presentations are designed to provide training and experience in identifying communicative competence for students with complex communication needs. The Listen UP series of modules was created to equip school teams and families with the skills needed to increase a student’s communicative competence.

Congratulations!  You have completed FET 1-11 and all 17 hours of the Fundamentals of Effective Training hybrid course!  Give yourself a round of applause!

We know that you have spent many hours working hard on learning how to become a more effective trainer and we greatly appreciate all the hard work and effort that you put in during the process.

We hope that your process was smooth and that you are excited to become a trainer and share your knowledge with the Early Childhood Education field.

When the training is over, it is not really over! This section of FET is going to explore how participants and trainers move beyond the training setting to more completely fulfill the impact that effective training is to have – which is to ‘lead to a change in behavior that provides improved quality of services to children and families.’ This transfer is commonly referred to as the Transfer of Learning.

Effective Training: instructional experiences designed to develop new knowledge, skills and behaviors that are expected to be applied immediately upon or within a short period of time after arrival on or returning to the job.

Transfer of Learning: the intentional and ongoing application of knowledge and implementation of skills and behaviors in the workplace, gained in the training session’s learning experiences.

If trainers design an effective training that includes activities to support the transfer of learning, and participants follow through back in the workplace, the end result is:

• More involvement from the director.
• Lasting change in behavior of the staff.
• Improved outcomes for children and families.