Watch this short clip about using shortcuts to save time. (run time 1:54)
In the movie The Pursuit of Happyness, the main character Chris Gardner (played by Will Smith), figures out a shortcut of his own. By not putting the phone down he saved time. I have the same theory about the use of a mouse. Time yourself reaching for your mouse. How much time a day could you save by using keyboard shortcuts.
Check out this video for more information about PowerPoint Shortcuts. This video must be watched in it’s entirety in order to progress past this lesson. It is not necessary to watch any related videos that pop up at the end. (run time 1:20)
[ld_video]
What is a shortcut?
Some shortcuts are universal on a PC; they can be used in every computer program. Examples are Ctrl-c (copy) Ctrl-v (paste) Ctrl-x (cut) and Ctrl-p (print). Other shortcuts can be used in every Microsoft Office® Program. Examples are Ctrl-S (save) and Ctrl-A (select all).
Please note: not all shortcuts will work using Mac computers. If you use a Mac computer, see this article for more information.
In your handout, starting on page 4, there is a list of many of the keyboard shortcuts available in PowerPoint.
Pull open your handout, and put a * next to the shortcuts you think you will use. Post this document close to your workstation for easy access to know what shortcodes you can use.
The two most important questions to be mindful of when implementing your adaptive arts program are:
1.) What is the focus of my program?
2.) Who are my students?
The structure of the program should be Universally Design. However, certain aspects of instruction may still require accommodations or adaptations to meet individual needs. The most important consideration is who your students are.
Here are additional considerations and questions to ask before beginning your adaptive martial arts journey:
What art do you offer in your academy, dojo, or program?
What style of martial arts do you teach?
What are the strengths and limitations of your art?
Who are you hoping to serve?
Can you approach adaptive martial arts with an open mind?
Are you willing to ask for help? Are you able to recognize your program’s limitations?
Are you willing to educate yourself on disabilities that you are not familiar with?
This module video must played all the way through before you can move to the final test
Bustamante, E.E., Davis, C.L., Frazier, S.L., Rusch, D., Fogg, L.F., Atkins, M.S., & Marquez, D.X. (2016). Randomized control trial of exercise for ADHD and disruptive behavior disorders, Med. Sci. Sports Exerc., 48(7), 1397-1407.https://doi.org/10.1249/MSS.0000000000000891
Cerrato, P.L. (1999). Tai Chi: A martial art turns therapeutic. Registered Nurse, 62(2), 59-60.
Chan, A., Sze, S., Siu, N., Lau, E., & Cheung, M. (2013). A Chinese mind-body exercise improves self-control of children with autism: A randomized controlled trial. PLoS ONE, 8(7): e68184.https://doi.org/10.1371/jounal.pone.0068184
Fuzhong, L., Hammer, P., Fitzgerald, K., Eckstrom, E., Akers, L., Chou, L.-S., Pidgeon, D., Voit, J., & Winters-Stone, K. (2018). Effectiveness of a therapeutic Tai Ji Quan intervention vs multimodal exercise intervention to prevent falls among older adults at high risk of falling: A randomized clinical trial. JAMA Internal Medicine, 178(10), 1301-1310.https://doi.org/10.1001/jamainternmed.2018.3915
Hartman, C.A., Manos, T.M., Winter, C., Hartman, D.M., Li, B., & Smith, J.C. (2000). Effects of T’ai Chi training on function and quality of life indicators in older adults with osteoarthritis. J. Am. Geriatr. Soc., 48(12), 1553-1559.https://doi.org/10.1111/j.1532-5415.2000.tb03863.x
Husted, C., Pham, L., Hekking, A., & Niederman, R. (1999). Improving quality of life for people with chronic conditions: The example of T’ai Chi and multiple sclerosis.Alternative Therapies in Health and Medicine, 5(5), 1-12.
Kadri, A., Slimani, M., Bragazzi, N.L., Tod, D., & Azaiez, F. (2019). Effect of taekwondo practice on cognitive function in adolescents with attention deficit hyperactivity disorder. Int. J. Environ. Res. Public Health.https://doi.org/10.3390/ijerph16020204
Kim, Y., Todd, T., Fujii, T., Lim, J.-C., Vrongistinos, K., & Jung, T. (2016). Effects of Taekwondo intervention on balance in children with autism spectrum disorder. J. Exerc. Rehabil., 12(4), 314-319.https://doi.org/10.12965/jer.1632634.317
Bahrami, F., Movahedi, A., Marandi, S.M., & Abedi, A. (2012). Kata techniques training consistently decreases stereotypy in children with autism spectrum disorder. Research in Developmental Disabilities, 33(4), 1183-1193.
Lakes, K.D., & Hoyt, W.T. (2004). Promoting self-regulation through school-based martial arts training. Journal of Applied Developmental Psychology, 25(3), 283-302.https://doi.org/10.1016/j.appdev.2004.04.002
Ludyga, S., Puhse, U., Gerber, M., & Kamijo, K. (2021). How children with neurodevelopmental disorders can benefit from the neurocognitive effects of exercise. Neuroscience and Behavioral Reviews, 127, 514-519.https://doi.org/10.1016/j.neubiorev.2021.04.039
Madorsky, J.G. (1990). Self-defense for people with disabilities. The Western Journal of Medicine, 153(4), 434-435.
Milligan, K., Badali, P., & Spiroiu, F. (2015). Using Integra mindfulness martial arts to address self-regulation challenges in youth with learning disabilities: A qualitative exploration. Journal of Child and Family Studies, 24(3), 562-575.
Movahedi, A., Bahrami, F., Marandi, S.M., & Abedi, A. (2013). Improvement in social dysfunction of children with autism spectrum disorder following long term Kata techniques training. Research in Autism Spectrum Disorders, 7(9), 1054-1061.
Neville, R.D., Draper, C.E., Cooper, T.J., Abdullah, M.M., & Lakes, K.D. (2021). Association between engagement in physical activity and adaptive behavior in young children with Autism Spectrum Disorder. Mental Health and Physical Activity, 20, 100389.https://doi.org/10.1016/j.mhpa.2021.100389
Pan, C.-Y., Chu, C.-H., Tsai, C.-L., Sung, M.-C., Huang, C.-Y., & Ma, W.-Y. (2017). The impacts of physical activity intervention on physical and cognitive outcomes in children with autism spectrum disorder. Autism 21(2), 190-202.https://doi.org/10.1177/1362361316633562
Pan, C.-Y., Tsai, C.-L., Chu, C.-H., Sung, M.-C., Huang, C.-Y., & Ma, W.-Y. (2019). Effects of physical exercise intervention on motor skills and executive functions in children with ADHD: A pilot study. J. Atten. Disord., 384-397.https://doi.org/10.1177/1087054715569282
Paul, J. (2011). Teaching aikido to children with autism spectrum disorders. Journal of Asian Martial Arts, 20(4), 36-51.
Phung, J.N., & Goldberg, W.A. (2021). Mixed martial arts training improves social skills and lessens problem behaviors in boys with Autism Spectrum Disorder. Research in Autism Spectrum Disorders, 83, 101758.https://doi.org/10.1016/j.rasd.2021.101758
Phung, J.N., & Goldberg, W.A. (2019). Promoting executive functioning in children with Autism Spectrum Disorder through mixed martial arts training. Journal of Autism and Developmental Disorders, 49, 3669-3684.
This opening module is designed to help you understand the basics of disability. We will discuss Universal Design in module two and how to incorporate what you have learned into a martial arts setting in module three. This module will serve as an overview of Disability 101. The video below explores the meaning of disability, disability etiquette, barriers to inclusion, and dignity of risk and presumed competence.
This module video must played all the way through before you can move to the next module
Keep in mind that behavior can be influenced by many factors, including:
Previous contact
Comfort level
Knowledge
Beliefs/attitudes, among other things.
Professional support and training, fortunately, has the potential to impact all of those factors.
Well-trained staff can be one of your greatest assets!
Inclusive Language Resources
Article- Person-first and identity-first language: Developing psychologists’ cultural competence using disability language: https://pubmed.ncbi.nlm.nih.gov/25642702/
Congratulations! You have completed the Local Trusted Champion Orientation course. You may view and print your certificate. Please click “Mark Complete” below to be automatically directed to the certificate page.
We are here to support you in your role as a Local Trusted Champion. If you have any questions or need assistance, please contact Sarah.may@uky.edu.
If you need technical assistance with HDI Learning, visit theContact Us page.
Theo asks, “Will I receive payment for the work I do as a Local Trusted Champion?”
Local Trusted Champions are entitled to a one-time payment for their work. Individuals will receive $500 and organizations are eligible for $1000. Payments will be received after the required forms and Payment Works registration has been completed. Please see below for instructions on how to complete and return the required forms.
Complete the WSE Form & Scope of Work Form
Note: You will only submit ONE Scope of Work Form (Self or Organization)
After you have submitted the forms, you will receive an invitation via email to register for Payment Works. You must complete the Payment Works registration to receive payment.
If you need assistance completing the forms or have any questions, please contact
Theo asks, “If I decide to become a Local Trusted Champion, what kind of support and resources will I receive?”
The University of Kentucky and Georgia State University have created a wide variety of plain language resources in various languages that can help support you as a Local Trusted Champion.
Click on each title below to learn more:
Advocating For Yourself (English & Spanish)
These resources provide valuable information on how effectively advocate for yourself and have respectful, productive conversations when talking to others about the Covid-19 vaccine.
Community Outreach
Talking points can help you know what to say when you talk to community members about getting the COVID-19 vaccine.
Covid-19 Boosters (English & Spanish)
Information on Covid-19 booster shots.
Covid-19 Variants (English & Spanish)
General information on Covid-19 variants.
General Covid-19 Information (Multiple Languages)
General Information about Covid-19.
Needle Hesitancy for Caregivers, Healthcare Providers, and Individuals.
Information and helpful tips for helping yourself or others overcome needle fear.
Supporting Children to Get Vaccinated (English & Spanish)
Information and helpful tips on how to prepare children for vaccination appointments.
Social Media Resources
Use these social media images when posting to your social media account.
*Clicking on the link below will open a new window.
The University of Kentucky has created a free training course to help more people learn the skills of motivational interviewing. Follow this link for more information:
Every month the University of Kentucky and Georgia State Univerisity host a Zoom meeting for Local Trusted Champions and other members of the community to share information, discuss resources, and help support each other.
Theo states, “I think I would like to serve as a Local Trusted Champion. Can you tell me what my responsibilities would be?”
Roles and Responsibilities:
Engage in direct outreach with the disability community to initiate conversations about possible Covid-19 vaccine access barriers and/ or provide information about Covid-19 Vaccines
Record findings and interactions/ activities on the Progress Tracker Form found below:
Theo asks, “I don’t know what a Local Trusted Champion is or what they do. Can you tell me more?”
Click on the questions below to view more information
What is a Local Trusted Champion?
Local Trusted Champions have trusted members of their local disability community. These are individuals who are active in the community and have an interest in advocacy, sharing resources and information, and helping others stay safe and healthy.
Who can be a local champion?
Someone who cares about helping people with disabilities stay safe from COVID-19
A person with a disability
A family member or caregiver of a person with a disability
A direct service provider (DSP) or community health worker (CHW) A healthcare or public health professional
What will I do as a local champion?
Local champions can connect with their community in many ways to talk about COVID- 19. Some examples of things you can do are:
Make posts on social media to help support people with disabilities and their families to get the COVID-19 vaccine
Talk to a local group you are in, such as a church group or sports team, about COVID vaccines
Provide COVID-19 information to community members
Why should I serve as a local champion?
Support the health & safety of people in your community
Get free training and COVID-19 informational resources
Receive a one-time payment for your work ($1000 Organizations/ $500 Individuals)
Theo asks, “I’m not sure what the COVID-19 Vaccine Information and Dissemination SuperHub project is. Can you give me more information aboutthis project?“
Focus: Direct Local Outreach
Engaging trust in local champions
Involving AUCD trainees
Tailoring messaging to the local context
Having one-on-one conversations
🎯 Goal: Increase vaccine access and uptake among the disability population in the southeast region
The COVID-19 Vaccine Information and Dissemination SuperHub project is a partnership between the University of Kentucky and Georgia State University UCEDD to identify and eliminate vaccine barriers in the disability community. The project aims to increase vaccine confidence and uptake within the southeast region.
Course Overview: Welcome, and thank you for your interest in serving as a Local Trusted Champion for the COVID-19 Vaccine Information and Dissemination SuperHub project. We are excited to have you on our team and have designed this course to provide an overview of the project and the role you will play as a Local Trusted Champion.
Let’s get started!
Topics:
What is the COVID-19 Vaccine Information and Dissemination SuperHub project?
What is a Local Trusted Champion?
What are the roles and responsibilities of a Local Trusted Champion?
What resources are available to support Local Trusted Champions?
Local Trusted Champion Payment Forms
Questions?
Meet Theo!
Theo is interested in becoming a Local Trusted Champion and will be reviewing this information with you.
If you have questions about your role as a Local Trusted Champion, please use the “Contact Us” button below to email our support team.
Here are some terms we will discuss throughout this course.
What do all these terms mean ‘complex communication needs’, ‘non-verbal’, ‘non-speaking’, AAC user?
Complex communication needs apply to any student who does not use oral speech effectively to communicate and may have additional disabilities (motor, vision, hearing, intellectual disabilities) that result in increased complexity in determining effective communication alternatives or AAC.
ACC means any Augmentative or Alternative form of Communication other than speech.
Non-verbal is a common term used to describe students who don’t speak. However, the term nonverbal means “without words” and is often interpreted as not understanding language which is rarely the case. Continue reading here
Non-speaking is a more recent term that means the person may well understand words but can’t speak them. This term has become more popular among self-advocates.
An AAC user communicates using an augmentative and/or alternative communication system, such as a speech-generating device, letter or picture board, eye gaze device, etc. In order to communicate. So, a person may be non-speaking but is still communicating, but is simply doing so in a different way.
In all cases, the least dangerous assumption is that all persons with complex communication needs do communicate and can learn the language with appropriate support regardless of the complexity of their disability.
Augmentative and Alternative Communication or AAC means all of the ways that someone communicates besides talking. There are a lot of different types of AAC. No-tech and low-tech options include things like:
Gestures and facial expressions
Writing
Drawing
Spelling words by pointing to letters
Pointing to photos, pictures, or written words
High-tech options include things like:
Using an app on an iPad or tablet to communicate and
Using a computer with a “voice,” sometimes called a speech-generating device.”
Neave Montes is a teacher in your district who has a lot of experience working with students with AAC. Neave has offered her expertise as you start your school year with your first student who is non-speaking. You will continue in this course with Neave’s guidance.
This series addresses Effective Instructional Leadership Act (EILA) Outcomes in the areas of:
Standard 3: Teaching and Understanding for Learning
3.1 The school’s curriculum provides equitable and challenging learning experiences that ensure all students have sufficient opportunities to develop learning, thinking, and life skills that lead to success at the next level.
3.2 Teachers engage students in their learning through instructional strategies that ensure the achievement of learning expectations.
3.3 School leaders monitor and support the improvement of instructional practices of teachers to ensure student success.
3.4 Teachers participate in collaborative learning communities to improve instruction and student learning.
Standard 4: Resources and Support Systems
4.1 Qualified professional and support staff are sufficient in number to fulfill their roles and responsibilities necessary to support the school’s purpose, direction, and educational program.
4.2 The school maintains facilities, services, and equipment to provide a safe, clean, and healthy environment for all students and staff.
4.3 The school provides support services to meet the physical, social, and emotional needs of the student population being served.
4.4 The school provides services that support the counseling, assessment, referral, educational, and career planning needs of all students.
Outcomes for this series include:
Contrast data regarding the communication status for students participating in alternate assessments across the grade span from kindergarten through high school.
Identify the successful components of communication and why communication intervention with augmentative and alternative communication is necessary.
List two or more evidence-based practices that improve communication outcomes, academic performance, social skills, and school outcomes.
Evaluate common misconceptions (myths) about communication and augmentative and alternative communication (AAC) use across the Kindergarten through the transition-age span.
Characterize three strategies for leadership in improving communication outcomes for non-speaking students in your school.
Student safety is of primary concern for school administrators. Naeve explains, “as we discussed earlier, non-speaking students are at a higher risk of restraint and seclusion in school settings than others. Couple this risk with placement primarily in segregated settings without communication intervention, and the risk increases significantly.”
Neave tells you, “we know that people with intellectual and developmental disabilities can succeed when a communication intervention is received. But, that intervention needs to be provided as soon as possible.”
A study by the National Joint Committee for the Communication of Persons with Severe Disabilities examined 20 years of research between 1987 and 2007 published in refereed journals. This review included 116 articles and was most recently updated in 2016. The analysis describes communication intervention involving one or more participants with severe intellectual and developmental disabilities. Of the studies reviewed, 96% reported positive changes in communication.
In a more recent literature review for the National Inclusion Center TIES at the University of Minnesota for students who use AAC in inclusive environments (Kleinert, Kearns, Liu, & Thurlow, 2019), three practices with a sufficient evidence-base emerged. Those practices included:
Collaborative team planning and team training
Aided Language Modeling with Augmentative Alternative Communication
Intentional Engagement of Peers
Neave says “next, we will explore each practice and consider inclusive placements to improve communication outcomes.”
The importance of communication for a safe, healthy, enjoyable life cannot be overestimated. Indeed, the ability to communicate health and safety, for example, is essential.
Neave asks, “imagine not being able to tell someone “It hurts” or share a joke, a secret, or a complaint with a friend.”
Communication is necessary for social relationships, friendships, learning, requesting, participating in groups, etc. What if you could never let others know how you are feeling? In addition, communication is essential for access to information. Access to information is the foundation of what we do in school – to help students read, write, speak, and use information.
Whether the information is:
When can I go home?
What’s for lunch?
Where are Mom and Dad?
What happened to (a favorite book character)?
For students with complex communication needs (CCN), AAC and Intervention are essential for communication Intervention and AAC must be in place for students to successfully:
Manage behavior
Develop language for academic progress
Ensure health and safety
Engage socially, develop friendships
Access work and extracurricular activities
Self-determine life choices
Control life decisions
Neave says, “so you can see, communication is essential for a happy, safe, and productive life.”
Think Spot: Communication is Important
Neave tells you about a time when she had oral surgery. She had a lot of swelling, and could not speak. She asks you about a time you could not communicate. How were you able to get your point across when you communicated to those around you?
Vroom proporciona consejos y herramientas basados en la ciencia para inspirar a las familias a convertir los momentos cotidianos en momentos del desarrollo cerebral (Brain Building Moments ®). Obtenga consejos de Vroom a través de la descarga, el mensaje de texto o la aplicación Vroom.
Learn the Signs. Act Early. (Aprenda los signos. Actúe Temprano)
Este sitio web proporciona información y recursos sobre los hitos del desarrollo, como monitorearlo y la actuación temprana sobre las señales de alerta en el desarrollo.
The Foundations for School Readiness: Fostering Developmental Competence in the Earliest Years, Technical Assistance Paper #6
(Fundamentos para la preparación escolar: Promoviendo el desarrollo de competencias en los primeros años. Asistencia Técnica Ensayo #6)
Este artículo explora la base de conocimiento científico sobre las notables tareas de desarrollo que ocurren en los primeros 5 años de vida. También ilustra el importante papel de los programas de la primera infancia en la preparación de los niños para la escuela.
Esta hoja informativa ofrece preguntas a considerar sobre el impacto de la salud del niño en la evaluación. También incluye una lista de herramientas que los programas utilizan para mejorar las estrategias de evaluación infantil.
Healthy Children Are Ready to Learn (Los niños sanos están listos para aprender)
Esta hoja informativa explica cómo los sistemas de administración de Head Start apoyan los servicios de salud integrales que benefician la preparación escolar de los niños.
CDC’s Essentials for Parenting Toddlers and Preschoolers (Elementos esenciales para la crianza de niños pequeños y preescolares)
Diseñado para padres de niños de 2 a 4 años, Essentials for Parenting aborda desafíos comunes de crianza, como las conocidas rabietas y lloriqueos. El propósito de este recurso es proporcionar tanta información como sea posible para construir una relación positiva y saludable con los niños.
(Centro Head Start en Inclusion) El objetivo del Centro de Inclusión de Head Start es aumentar la competencia y la eficacia del personal en los programas Head Start para incluir a los niños con habilidades especiales.
(Aprende los Signos. Actúa Rápido) Este sitio web proporciona información y recursos sobre los hitos del desarrollo, su monitoreo y la actuación temprana ante las preocupaciones que se presenten.
(Del Nacimiento a los Cinco: ¡Mírame prosperar!) Este sitio web contiene información y recursos sobre el desarrollo infantil y la evaluación del desarrollo y el comportamiento.
Screening: The First Step in Getting to Know a Child
(Evaluación: El primer paso para conocer a un niño.) Esta página web proporciona recursos sobre la evaluación de bebés y niños pequeños, así como herramientas útiles y prácticas que pueden ayudar en este proceso.
(Evaluación y monitoreo en niños) Esta página web proporciona información sobre la detección y la evaluación, y cómo ambas proporcionan información valiosa sobre los intereses, fortalezas y necesidades del niño.
Office of Child Care Technical Assistance Network: Infant/Toddler Development, Screening and Assessment
(Red de Asistencia Técnica de la Oficina de Cuidado Infantil: Desarrollo, detección y evaluación de bebés / niños pequeños) Este sitio web proporciona información sobre el desarrollo, la detección y la evaluación de bebés / niños pequeños.
Healthy Child Care America: Developmental Screening
(Cuidado saludable de la Infancia en America: Evaluación del desarrollo) Esta página web consiste en una lista de recursos sobre la evaluación del desarrollo.
Child Care Aware trabaja con agencias estatales y locales responsables del Cuidado Infantil (CCR &Rs) y otros socios comunitarios para garantizar que todas las familias tengan acceso a cuidado infantil asequible y de calidad.
National Association for the Education of Young Children (NAEYC)
La NAEYC es la organización más grande del mundo que trabaja en favor de los niños pequeños. La misión de NAEYC es servir y actuar en nombre de las necesidades, los derechos y el bienestar de todos los niños con un enfoque principal en la provisión de servicios y recursos educativos y del desarrollo (Estatutos de NAEYC, Artículo I., Sección 1.1).
Hay una serie de recursos de intervención temprana disponibles en el estado de Kentucky.
KY Health Access Nurturing Development Services (HANDS) Servicios de desarrollo de salud y cuidado de KY
El programa Kentucky Health Access Nurturing Development Services (HANDS) es un programa voluntario de visitas domiciliarias para cualquier padre nuevo o futuro. HANDS apoya a las familias a medida que construyen entornos saludables y seguros para el crecimiento y desarrollo óptimos de los niños.
HANDS te apoyará durante todo su embarazo y los primeros dos años de vida de su bebé. Desde el embarazo hasta los “terribles dos”, HANDS está aquí para responder a todas sus preguntas durante las diferentes etapas del crecimiento de su bebé. Las familias comienzan reuniéndose con un visitante de HANDS para discutir cualquier pregunta o inquietud sobre el embarazo o los primeros años del bebé. En base a esta discusión, recibirán información y aprenderán sobre los recursos disponibles en la comunidad para los nuevos padres.
Algunas familias recibirán apoyo adicional a través de visitas domiciliarias. Así es, la información se lleva directamente al hogar.
Comuníquese con el Departamento de Salud Local durante el embarazo o antes de que el niño tenga tres meses de edad para inscribirse..
KY First Steps Primeros Pasos
First Steps es un sistema estatal de intervención temprana que brinda servicios a niños con discapacidades del desarrollo desde el nacimiento hasta los 3 años y sus familias. First Steps ofrece servicios integrales a través de una variedad de agencias comunitarias y disciplinas de servicio y es administrado por el Departamento de Salud Pública del Gabinete de Servicios de Salud y Familia.
Cualquier persona puede referir a un niño a los servicios de First Steps. Para hacer una referencia, comuníquese con su oficina de punto de entrada.
KY Early Childhood Mental Health Program (ECMHP) Programa de Salud Mental de la Primera Infancia en KY
El Programa de Salud Mental de la Primera Infancia de Kentucky (ECMHP) proporciona:
Consulta a nivel infantil sobre temas sociales, emocionales y de comportamiento a instituciones que atienden a niños desde el nacimiento hasta los 5 años.
Capacitación a agencias especializadas sobre el trabajo con niños pequeños con necesidades sociales, emocionales y de comportamiento y sus familias.
Servicios de evaluación y terapéuticos para niños desde el nacimiento hasta los 5 años y sus familias.
KY Child Care Health Consultants (CCHC) Consultores de salud del cuidado infantil
El Programa de Consulta de Salud de Cuidado Infantil (CCHC) de KY brinda consulta y asistencia técnica sobre salud, seguridad y nutrición para niños de 0 a 5 años a proveedores de cuidado infantil. Consultores de salud capacitados en el cuidado infantil de los departamentos de salud locales, participan en actividades conjuntas con Child Care Aware y el programa STARS para KIDS NOW de sus áreas para garantizar la colaboración y la coordinación en temas que afectan la calidad del cuidado infantil.
Child Care Health Consultants incluyen enfermeras registradas y educadores de salud, que trabajan con los proveedores de cuidado infantil y sus familias por teléfono, correo electrónico o en persona, para promover entornos saludables, seguros y enriquecedores asegurando un desarrollo infantil óptimo.
Los padres, como primeros y mejores maestros, juegan el papel más importante en el éxito de su niño. La Oficina del Gobernador de la Primera Infancia, en asociación con el Departamento de Educación de Kentucky, ha desarrollado Guías para Padres con niños de cero a tres y de tres a cuatro años. Estas guías tienen un lenguaje amigable para que los padres puedan compartir consejos y actividades que pueden usar a diario para fomentar el aprendizaje.
Vea la información de la CDC con la barra de desplazamiento que se presenta a continuación. USTED NO tiene que tomar el cuestionario de la CDC. En su lugar, use el enlace en la parte inferior de la página para probar sus conocimientos.
Asegúrese de tomar el Cuestionario para el crédito KY ECE-TRIS a continuación.
