Archives: Courses

ECE 146*: The Administration of the Hawaii Early Learning Profile (HELP) Birth – 3 (5 hours) *KEIS Only*

An introduction to the administration and scoring of the HELP®, a curriculum-based assessment approved for use for KY Early Intervention System providers and published by VORT Corporation. The course is estimated to take 5 hours to complete and provides an overview of the features of the HELP®. Course materials must be purchased prior to enrollment from VORT at www.vort.com.

This 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. The course is estimated to take 5 hours to complete, and provides an overview to the features of the HELP®. Course materials must be purchased prior to enrollment from VORT at www.vort.com.

Important Note:

This course was developed based on the bound version of the manual published by the VORT Corporation. The course can be completed with the unbound version as well as the version published by Shine Early Learning, although the page numbers may not match up, you may need to make sure to locate the correct domains and items in those versions.

Course Outline

  • Section 1: Components of the HELP® 0-3 System (30 minutes)
  • Section 2: HELP® System Unique Features (30 minutes)
  • Section 3: Assessment Procedures and Crediting with the HELP® (1 hour, 30 minutes)
  • Section 4: Practice, Practice, Practice (2 hours)
  • Section 5: Conclusion (30 minutes)

Training Outcomes

  • Gain knowledge of the various resources available related to the Hawaii Early Learning Profile (HELP)® for Birth – 3 Years;
  • Describe methods for collecting information and the types of information to collect during the HELP® assessment process;
  • Observe various video clips and credit children’s skills using the HELP® Strands protocol;
  • Locate resources for determining approximate Developmental Age Levels for the HELP®

Workplace Outcomes

After completing this course, you will possess the skills to:

  • Identify components of the HELP® 0-3 Curriculum-Based Assessment System;
  • Describe the components of the HELP® Strands and Checklist for children aged birth to three years;
  • Assess a child using the HELP® 0-3.

Target Audience

  • Early Intervention
  • Preschool Teachers

Content developed by: Caroline Gooden and Carol Schroeder, Human Development Institute, University of Kentucky in consultation with Stephanie Parks, Inside HELP® author.

Sponsored by: Cabinet for Health and Family Services, Department of Public Health

Hours: 5, approved for early intervention and child care licensing renewal

Prepared4ALL Course 8: The Active Planning Process and How to Hold Community Stakeholder Meetings

EM stands in front of a community meeting. About 20 people sit in a meeting room, wearing face masks.

It may not look like it but the people in this room are socially distanced. There is an American Sign Language (ASL) Interpreter in this room to sign for anyone who needs it.

⌛This lesson will take about one hour to complete, although every learner moves at their own pace.

Learning Objectives

After completing today’s “visit” (lesson), you will be able to:

• Describe the purpose of the Active Planning Workbook

• Describe the components of Community Stakeholder Meetings  

Prepared4ALL: Course 8: The Active Planning Process and How to Hold Community Stakeholder Meetings Pre-Test

  • We want to know more about you. Please answer the questions below.
  • Please enter a number less than or equal to 1000.

  • Please rate how confident you are that you could do the following activities as of today.

  • Content Questions

Prepared4ALL Course 7: Whole Community Emergency Planning

EM stands in front of a community meeting. About 20 people sit in a meeting room, wearing face masks.
It may not seem like it but the people in this room are socially distanced. There is an American Sign Language (ASL) Interpreter in this room to sign for anyone who needs it.

⌛This lesson will take about one hour to complete, although every learner moves at their own pace.

This course is intended to help local disability organizations strengthen engagement with local emergency and public health preparedness planners, with the goal of getting a seat at the local emergency planning table.

Learning Objectives

After completing today’s visit (lesson), you will be able to:

• Define whole community

• Identify local whole community planning activities and distinguish them from planning activities that do not indicate whole community planning

• Explain “access and functional needs” and how to use the Communication, Maintaining Health, Independence, Support & Safety, and Transportation (CMIST) framework

• Identify someone’s CMIST needs and decide how to address them

Prepared4ALL: Course 7: Whole Community Emergency Planning Pre-Test

  • We want to know more about you. Please answer the questions below.

  • Please rate how confident you are that you could do the following activities as of today.

  • Content Questions

Prepared4ALL Course 6: Americans with Disabilities Act Rights in Emergencies and Pandemics

EM stands in front of a community meeting. About 20 people sit in a meeting room, wearing face masks.
It may not look like it, but the people in this room are socially distanced. There is an American Sign Language (ASL) Interpreter in this room to sign for anyone who needs it.

⌛This lesson will take about one hour to complete, although every learner moves at their own pace.

This course is intended to help local disability organizations strengthen engagement with local emergency and public health preparedness planners, with the goal of getting a seat at the local emergency planning table.

Learning Objectives

After completing today’s visit (lesson), you will be able to:

• Identify Americans with Disabilities Act (ADA) issues related to emergency planning
• Identify “reasonable modifications” (reasonable accommodations) and “undue financial or administrative burdens” under the ADA

Prepared4ALL: Course 6: Americans with Disabilities Act Rights in Emergencies and Pandemics Pre-Test

  • We want to know more about you. Please answer the questions below.

  • Please rate how confident you are that you could do the following activities as of today.

  • Content Questions

Prepared4ALL Course 5: Disability Demographics, Community Living, Communication and Accessible Meetings

EM stands in front of a community meeting. About 20 people sit in a meeting room, wearing face masks.
It may not look like it but the people in this room are socially distanced. There is an American Sign Language (ASL) Interpreter signing for anyone who needs it.

⌛This lesson will take about one hour to complete, although every learner moves at their own pace.

This course is intended to help local disability organizations strengthen engagement with local emergency and public health preparedness planners, with the goal of getting a seat at the local emergency planning table.

Learning Objectives

After completing today’s visit (lesson), you will be able to:

• Describe the kinds of information local emergency and public health preparedness planners may not know about the disability community.

• Describe the presence of people with disabilities in the community and relate that to local emergency planning needs.

• Apply the STATE (Same Time Access To Everyone) concept to accessible communication related to emergencies/disasters/pandemics (including COVID-19).

• Identify plain language text versus text that is not plain language and describe the importance of plain language text.

• Identify elements of an inclusive meeting.

Prepared4ALL: Course 5: Disability Demographics, Community Living, Communication and Accessible Meetings Pre-Test

  • We want to know more about you. Please answer the questions below.

  • Please rate how confident you are that you could do the following activities as of today.

  • Content Questions

Prepared4ALL Course 4: The American Emergency Planning System & Taking Action

EM stands in front of a community meeting. About 20 people sit in a meeting room, wearing face masks.

It may not look like it but the people in this room are socially distanced. There is an American Sign Language (ASL) Interpreter in this room to sign for anyone who needs it.

⌛This lesson will take about one hour to complete, although every learner moves at their own pace.

This course is intended to help local disability organizations strengthen engagement with local emergency and public health preparedness planners, with the goal of getting a seat at the local emergency planning table.

Learning Objectives

After completing today’s visit (lesson), 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

• Explain how disability issues fit within the emergency management system

Prepared4ALL: Course 4: The American Emergency Planning System & Taking Action Pre-Test

  • We want to know more about you. Please answer the questions below.
  • Please enter a number less than or equal to 1000.

  • Please rate how confident you are that you could do the following activities as of today.

  • Content Questions

Prepared4ALL Course 3: The Effects of Disasters and COVID-19 on People with Disabilities

EM stands in front of a community meeting. About 20 people sit in a meeting room, wearing face masks.
It may not look like it but the people in this room are socially distanced. There is an American Sign Language (ASL) Interpreter in this room to sign for anyone who needs it.

⌛This lesson will take about one hour to complete, although every learner moves at their own pace.

This course is intended to help local disability organizations strengthen engagement with local emergency and public health preparedness planners, with the goal of getting a seat at the local emergency planning table.

Learning Objectives 

After completing today’s visit (lesson), you will be able to:

• Describe the negative impacts of emergencies and disasters on people with disabilities and think about what those impacts mean.

• Describe the negative impacts of COVID-19 on people with disabilities and think about the what those impacts mean.

Prepared4ALL: Course 3: The Effects of Disasters and COVID-19 on People with Disabilities Pre-Test

  • We want to know more about you. Please answer the questions below.
  • Please enter a number less than or equal to 1000.

  • Please rate how confident you are that you could do the following activities as of today.

  • Content Questions

Prepared4ALL Course 2: The Prepared4ALL Process in Action

⌛This lesson will take about one hour to complete, although every learner moves at their own pace.

EM stands in front of a community meeting. About 20 people sit in a meeting room, wearing face masks.
It may not look like it but the people in this room are socially distanced. There is an American Sign Language (ASL) Interpreter in this room to sign for anyone who needs it.

This course is intended to help local disability organizations strengthen engagement with local emergency and public health preparedness planners, with the goal of getting a seat at the local emergency planning table

Learning Objectives

After completing today’s visit (lesson), you will be able to:

• Describe the Prepared4ALL process and what each letter in the process stands for

• Apply the Prepared4ALL process to create inclusive COVID-19 vaccine emergency dispensing sites (EDS)

Prepared4ALL: Course 2: The Prepared4ALL Process in Action Pre-Test

  • We want to know more about you. Please answer the questions below.
  • Please enter a number less than or equal to 1000.

  • Please rate how confident you are that you could do the following activities as of today.

  • Content Questions

Prepared4ALL Course 1: Welcome to Disasterville-The Prepared4ALL Process and COVID-19 Testing

EM stands in front of a community meeting. About 20 people sit in a meeting room, wearing face masks.
It may not look like it, but the people in this room are socially distanced. There is an American Sign Language (ASL) Interpreter in this room to sign for anyone who needs it.

⌛This lesson will take about one hour to complete, although every learner moves at their own pace.

Learning Objectives

After completing today’s visit (lesson), you will be able to:

• Define the “whole community” philosophy
• Define “Community Stakeholder Meetings”
• Define Prepared4ALL Action Teams
• Describe the Prepared4ALL process

The Prepared4ALL logo shows three figures seated at a table. A collective speech bubble above them says Prepared4ALL.

This course may help increase your knowledge about whole community emergency planning (including COVID-19) and share basic information for you to connect with your own local emergency managers, public health planners, 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, local disability organizations, and other community organizations want to collaborate to identify and close emergency planning gaps. These gaps are about including people with disabilities, people who have chronic health conditions, 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 Americans with Disabilities Act (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 Community Stakeholder Meetings using the Active Planning workbook, 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. You may also just take one lesson that interests you. But you will need to take all 8 lessons in order to earn the Certificate.

In this lesson you will learn about:

  • An introduction to the nine Prepared4ALL engagement and collaboration strategies
  • Inclusive and accessible COVID-19 testing
  • Basic definitions: Whole community; community stakeholder meeting (to identify and close gaps in local emergency plans); Action Team

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

This course is intended to help local disability organizations strengthen engagement with local emergency and public health preparedness planners, with the goal of getting a seat at the local emergency planning table .

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.

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We are committed to providing this course to all people. In the upper right corner of every page, you will find our accessibility menu. Clicking the menu will provide a variety of options that may help you to complete the course. If you have any ideas on making this course more accessible, please contact us.

Prepared4ALL: Course 1: Welcome to Disasterville: The Prepared4ALL Process and COVID-19 Testing Pre-Test

  • We want to know more about you. Please answer the questions below.
  • Please enter a number from 0 to 1000.

  • Please rate how confident you are that you could do the following activities as of today.

  • Content Questions

Click the first topic below to continue.

ECE 137: Regulation Health and Safety Training (1 hour)

Welcome to ECE 030! This training was designed to assist you in understanding and implementing the new health and safety training regulations. You will receive 1 Clock hour upon the completion of this course.

Choose the first topic below to verify your information and begin learning.

ECE 125: Introduction to the Kentucky Strengthening Families Initiative (1.5 hours)

Course Overview

  • Course will take approximately 1.5 (one and a half) hours to complete
  • Upon successful completion participants will be awarded 1.5 early care and education training hours
  • Audience: Professionals working with families

Course Description

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.

Course Facilitators

Emily Keely

Lead Facilitator
emily.keely@ky.gov

Kristen Martin

State Supervisor
kristen.martin@ky.gov

If you encounter technical issues with the site, please use the “Contact Us” button at the bottom of the page.

Training Outcomes

By the end of this session participants will be able to:

  • Recognize the importance of the Kentucky Strengthening Families (KYSF) Initiative based on the research that supports the movement
  • List and explain each of the 6 Protective Factors
  • Identify family-driven, youth-driven, and strength-based implementation strategies
  • Recognize how to shift from a deficit-based, risk factor lens of working with families to a more positive lens that focuses on their strengths and skills
  • Identify how Protective Factors can support your work with children and families

Workplace Outcomes

Participants will be able to work with children’s caregivers using a strengths-based, relationship focused mindset; identify Protective Factors that need more support in their programs, and return with a goal for improvement.

ECE 132: Sign Language for Preschoolers (1.5 hours)

ECE 132: Sign Language for Preschoolers (1.5 hours)

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.

If you are interested in continuing on with the series please click the links below, or visit www.hdilearning.org and add the course(s) to your cart.

ECE 131: Sign Language for Toddlers (1.5 hours)

ECE 131: Sign Language for Toddlers (1.5 hours)

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.

If you are interested in continuing on with the series please click the links below, or visit www.hdilearning.org and add the course(s) to your cart.

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

? The goal of this course is to promote the vision that every child can grow up to work and share their talents and skills with the world if given the proper support, including children with 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.
  • 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 developed by KentuckyWorks, funded by the US Administration on Intellectual and Developmental Disabilities, Administration for Community Living.

ECE 130: Sign Language for Infants (1.5 hours)

This is the first in a series of 3 modules on American Sign Language especially designed for Early Childhood Educators, Children’s Librarians and Families of Young Children.

This course includes videos, practice time, reflection questions, and a Facebook Community, as well as resources and printables that will assist you in including sign language elements in your family or program.   

If you are interested in continuing on with the series, please click the links below or visit hdilearning.org and add the course(s) to your cart.

Course Details

Icon with 3 people sitting behind a table.

Target Audience

All Staff

Learning Environment

Infant Toddler

Icon of two people standing beside a chart with a bar graph.

Training Level

1

Core Content Subject Area

Child growth and development

Core Content Competency

Demonstrate knowledge that young children are diverse with regard to different rates of development, individual interests, special needs, temperaments, languages, cultures, and learning styles.

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.

SETP 101: Traditional Supported Employment

SETP Logo (SETP stands for Supported Employment Training Project)

This course is for professionals who provide supported employment services in Kentucky. It is presented by the Kentucky Supported Employment Training Project at the University of Kentucky’s Human Development Institute.

Instructions

Organization:  This course is divided into lessons and topics. Each topic must be completed in order to move to the next lesson.  You can view an outline of the Lessons on each screen.

Embedded Videos: Throughout the course, there are videos from various YouTube channels. Many of these videos must be viewed in their entirety before moving on to the next topic. Usually, this means waiting until the related videos pop up at the end, after the credits. If you encounter a problem with a video, please use the “Contact Us” button below and include the name of the course, topic, and video that you are having trouble with.

To begin the lessons:

  • Select Lesson 1 located at the bottom of the course page.
  • Once you have finished the lesson, select “Mark Complete”.
  • To continue to the next topic/lesson select the link at the bottom of the page that says “next lesson” or “next topic.”

Think Spot:  These are scattered through the course to offer you time to think about how the information applies to your work.  You must enter responses and will automatically receive credit for your answer. The instructor will read all responses entered and may respond to you directly.

Quiz:  There will be a graded quiz to check your understanding of the topics covered.  Quizzes are complete when 80% of the questions are answered correctly. You may take the final quiz multiple times until 80% is received. You are welcome to use the resources provided in the Dropbox.

If you have questions about moving through this online course, please use the Contact Us button below.

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.