During this training, you will have the opportunity to follow a trainer through all steps of planning a training session using a problem-based assessment approach. You will have an opportunity to watch videos of the process and have a chance to complete an assessment form. Please note between the online portion and assignments this training will take approximately 2 hours to complete. The training can be stopped and started as needed. Credit will not be issued for course completion until all lessons have been completed and the final assignment has been submitted and reviewed for completeness. Please do not hesitate to reach out if you experience any difficulties in completing this course.
We have two over-arching, Guiding Questions for Module 2 What are the strongest predictors of competitive employment for youth with significant disabilities? And secondly, what are other important variables related to successful transitions for students with significant disabilities?
Guiding Questions for Transition 102
What are the strongest predictors of competitive employment for youth with significant disabilities?
What life skills prepare students for life after high school?
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.
An Introduction to Kentucky Resources for Early Care and Education Trainers
As a prospective Early Care and Education Credentialed Trainer, this course will provide you with an overview of the many early childhood services in Kentucky. It will also acquaint you with the settings in which many training participants work.
The resources in this training are designed to assist families and Early Care and Education professionals. Some resources may be available in electronic form, via the internet; some are more formal resources, and some resources may be informational only.
Course Details
Target Audience
Trainer/Potential Trainer
Clock Hours
0 – Informational Only
Important Information
This training is one of 3 required trainings for the Kentucky Early Care and Education Trainer’s Credential. After successful completion of the course, credit will be entered into ECE-TRIS within 10 calendar days.
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.
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. This course also covers the information needs of expectant parents following a prenatal diagnosis and the laws impacting the provision of that information. This course includes videos, a podcast about the basic history of disability rights, quizzes, reflection questions, and the capacity for professors to assign the course to their medical students as a lecture and get a report of results from the assignments and activities. Please email Stephanie Meredith for more details about setting up the lecture for your class.
Target Audience: Medical and genetics professionals and students
Hours: 1.5
Objectives
Examine how the basic history of disability rights has impacted life outcomes for people with different genetic conditions.
For patients learning about a prenatal and postnatal diagnosis of Down syndrome, compare the information priorities identified by genetic counselors and the parents of people with Down syndrome.
Define the basic phenotype of people with Down syndrome.
Identify how outcomes in various aspects of life, including health, educational, and social aspects, have improved over the past 50 years for people with Down syndrome and other chromosome conditions.
Summarize the values of stakeholders who might be involved in communicating about a diagnosis of Down syndrome, including patients, medical professionals, and the disability community.
Indicate resources you can use to discuss a diagnosis of Down syndrome and other genetic conditions.
Course Support
Use the Contact US button at the bottom of every page in the course
Your presentation handout is the lasting concrete manifestation of your presentation (Speaking About Presenting). Creating effective handouts is not printing the PowerPoint slides as a handout.
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 require the submission of an effective and powerful handout.
Important Information!
This course requires satisfactory completion of an application activity prior to the course being fully complete. All application activities can take up to 3 business days to review. The completion date for the course is the date that the application activity and all course lessons are satisfactorily completed. Once the course has been completed satisfactorily you will have the ability to print a certificate of completion, and credit will be entered into ECE-TRIS within 10 calendar days.
If you are approaching your credential expiration, it is recommended to have all coursework completed and submitted with your renewal application 30 days prior to your expiration. This allows ample time for course feedback and resubmissions of assignments is necessary. Please reach out to the course facilitator if you have any questions.
This course is intended to give HDIers an overview of how LearnDash Courses are created.
Our Learning Philosophy
The HDI Online Learning Center strives to create online courses which:
Are universally designed to ensure access for all learners. This access includes using accessible media and providing coursework across all browsers and device types.
Involve multiple learning modes and styles. Knowing that every person learns at a different pace and by various methods, learners should be exposed to new material in more than one modality and reinforced in multiple ways.
Engage professionals in other fields to enhance online communities of practice;
Foster collaboration among fellow university, statewide, and national partners;
Actively engage learners to be responsible for their learning;
Are interactive and reflective, embedding constructionism and recursive learning theories. Use deep learning methods with continuous formative evaluation;
Highlight the breadth and depth of our instructional capacity at HDI.
External transition is described as the temporary or permanent relocation of a child from one child care setting to another. External transitions may be voluntary, such as when a parent chooses to move a child to a different program because of a change of residence. These transitions may be involuntary when a child is removed from a child care setting as a result of suspension, expulsion, or the child being removed from a program because of intervention from an agency. This third installment of the course will explore the potential impact external transition may have on families and on child care centers. This module uses examples and ideas to explain how to work with children showing challenging behavior.
Course Details
Target Audience
All Staff
Learning Environment
Infant Toddler Preschool School Age
Training Level
1
Core Content Subject Area
Professional development / Professionalism
Core Content Competency
Positive ways to support children’s social and emotional development. Strategies to establish productive relationships with families.
Course Creator
Corlia Logsdon
Corlia Logsdon is a veteran education professional. She has been a champion of individuals with disabilities in educational settings, as both a school psychologist and a special education director. Corlia has had experience as a state and school district level administrator working with federal and state regulatory monitoring, compliance, and investigations, technical assistance, and professional development in K-12 and postsecondary settings. She is currently completing her doctorate in Education Leadership with a concentration in Counselor Education and Supervision through Eastern Kentucky University. She holds Education Specialist and Master of Science degrees in Educational and Counseling Psychology, majoring in School Psychology from the University of Kentucky as well as a Bachelor of Arts in English & Communications also from the University of Kentucky.
If you encounter technical issues with the site, please use the “Contact Us” button at the bottom of each page.
External transition is described as the temporary or permanent relocation of a child from one child care setting to another. External transitions may be voluntary, such as when a parent chooses to move a child to a different program because of a change of residence. These transitions may be involuntary when a child is removed from a child care setting as a result of suspension, expulsion, or the child being removed from a program because of intervention from an agency. The second in this three part series will focus on the importance of quality early care and education experiences supported by Head Start, Public Preschool, and Licensed and Certified Child Care. Research indicates children arrive better prepared for Kindergarten when they participate in early care and education (ECE) experiences which intentionally support physical, social emotional, and neurological development.
Course Details
Target Audience
All Staff
Learning Environment
Infant Toddler Preschool School Age
Training Level
1
Core Content Subject Area
Professional development / Professionalism
Core Content Competency
Positive ways to support children’s social and emotional development. Strategies to establish productive relationships with families.
This training will be retiring and will no longer be available for purchase after May 17, 2024. If you are currently enrolled in the course, all components must be completed by May 31, 2024, for credit to be issued.
The session 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.
Target Audience: Kentucky Early Care and Education Credentialed Trainers
Hours: 2.5 Adult Learning/How to Train Other Adults
Objectives
List reasons why universal design supports all learners.
Describe the relationship between accessibility and universal design.
Evaluate a document and make recommendations for how the document can be made more accessible.
Produce a handout/document free of accessibility errors.
Use the Contact Us button at the bottom of every page in the course.
Important Information!
This course requires satisfactory completion of an application activity prior to course being fully complete. All application activities can take up to 3 business days to review. The completion date for the course is the date that the application activity is satisfactorily completed. Once completed satisfactorily you will have the ability to print a certificate with the completion date and credit will be entered into ECE-TRIS within 10 calendar days.
If you are approaching your credential expiration, it is recommended to have all coursework completed and submitted with your renewal application 30 days prior to your expiration. This allows ample time for course feedback and resubmissions of assignments is necessary. Please reach out to the course facilitator if you have any questions.
? 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.
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.
External transition is described as the temporary or permanent relocation of a child from one child care setting to another. External transitions may be voluntary, such as when a parent chooses to move a child to a different program because of a change of residence. These transitions may be involuntary when a child is removed from a child care setting as a result of suspension, expulsion, or the child being removed from a program because of intervention from an agency. The first part of the three part course series will review research on the effects of children moving from one child care setting to another and show how staying in the same child care with the same caregivers can help children develop socially, emotionally and physically.
Course Details
Target Audience
All Staff
Learning Environment
Infant Toddler Preschool School Age
Training Level
1
Core Content Subject Area
Professional development / Professionalism
Core Content Competency
Positive ways to support children’s social and emotional development. Strategies to establish productive relationships with families.
