ECE 133: Seeing Brighter Futures – Engaging Families to prepare children with disabilities for the future (1 hour)

Course Image

🎯 The goal of this course is to promote the vision that everyone can work and has talents and skills to share with the world if given the proper support, including youth with the most significant disabilities.

This course focuses on setting goals for employment from an early age, preparing for employment, and cultivating and sharing a vision for the future.

A woman stands beside a dryer in a beauty salon, folding laundry.

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.
  • Questions? Use the Contact Us button below.

Photo Credit: Photo Credit: Kentucky Employment Files, Kristi – J. Barrett’s Hair School Nicholasville, KY

Course developed by KentuckyWorks, funded by the US Administration on Intellectual and Developmental Disabilities, Administration for Community Living.

ECE 130: Sign Language for Infants

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.   

Prepared4ALL: Whole Community Inclusive Emergency Planning _review

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)"
Aerial view of a small town with several buildings, intersecting streets lined with trees, and a grassy area

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 8 times to earn a Prepared4ALL Certificate of Completion.

If you need tech support help, please scroll to the bottom of the page and select the “Contact Us” button and a team member will reach out to you for assistance within one business day.

All characters, locales, businesses, and other entities appearing in this training course are fictional. Any resemblance to real persons, whether living or dead, real locales, businesses and other entities is purely coincidental. The content and materials for this course are for informational purposes only and are not to be considered legal or medical advice. For legal advice please consult an attorney and for medical advice please consult a healthcare provider.

This project was funded through cooperative agreement CDC-RFA-OT18-1802 by the Disability and Health program. The content is solely the responsibility of the awarded organization and does not necessarily represent the official views of the CDC or the U.S. Department of Health and Human Services.

Thank you to the E.K. Shriver Center, University of Massachusetts Medical School, a University Center of Excellence in Developmental Disabilities (UCEDD) and Leadership Education in Neurodevelopmental and Related Disabilities (LEND) training program for allowing us to use the Active Planning Workbook and emergency preparedness and response training materials and research.

Click the first lesson below to continue.

TRANS 109: Blind Work Expense

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.

TRANS 107: Transportation to COVID-19 Testing

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. 

EMP 105: Professional Engagement Course

🎯 The goal of this course is to promote the vision that everyone can work and has talents and skills to share with the world if given the proper support, including youth with the most significant disabilities.

A woman stands beside a dryer in a beauty salon, folding laundry.

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.
  • Questions? Use the Contact Us button below.

Photo Credit: Photo Credit: Kentucky Employment Files, Kristi – J. Barrett’s Hair School Nicholasville, KY

Course developed by KentuckyWorks, funded by the US Administration on Intellectual and Developmental Disabilities, Administration for Community Living.

ECE 101 20

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

Prepared4ALL: Whole Community Inclusive Emergency Planning

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)"
Aerial view of a small town with several buildings, intersecting streets lined with trees, and a grassy area

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 8 times to earn a Prepared4ALL Certificate of Completion.

If you need tech support help, please scroll to the bottom of the page and select the “Contact Us” button and a team member will reach out to you for assistance within one business day.

All characters, locales, businesses, and other entities appearing in this training course are fictional. Any resemblance to real persons, whether living or dead, real locales, businesses and other entities is purely coincidental. The content and materials for this course are for informational purposes only and are not to be considered legal or medical advice. For legal advice please consult an attorney and for medical advice please consult a healthcare provider.

This project was funded through cooperative agreement CDC-RFA-OT18-1802 by the Disability and Health program. The content is solely the responsibility of the awarded organization and does not necessarily represent the official views of the CDC or the U.S. Department of Health and Human Services.

Thank you to the E.K. Shriver Center, University of Massachusetts Medical School, a University Center of Excellence in Developmental Disabilities (UCEDD) and Leadership Education in Neurodevelopmental and Related Disabilities (LEND) training program for allowing us to use the Active Planning Workbook and emergency preparedness and response training materials and research.

Click the first lesson below to continue. If you do not see the option below to select the first lesson, please be sure you have created a user account and are logged in.

TAALC 101: Listen Up Series

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.

Training Goals

Through video examples we will help you learn how to: ​

  • Recognize communication in students with complex communication needs​
  • Implement strategies for change for students with complex communication needs​
  • Understand factors that can limit communication​
  • Foster early communication with Alternative and Augmentative Communication ​
  • Utilize effective teaching behaviors​
  • Provide access to the curriculum by including communication throughout the day, and ​
  • Address communication implications for challenging behavior.  ​

FET 12: Course Wrap Up Summer 2020 Copy

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!

image of four sets of hands clapping

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.

FET 11: Transfer of Learning Summer 2020 Copy

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.