Archives: Lessons

Lesson 5: Disability Demographics, Community Living, Communication and Accessible Meetings

group of diverse people sitting in a meeting room looking towards the front at a man speaking in front of a podium

⌛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.

Lesson 4: The American Emergency Planning System & Taking Action

group of diverse people sitting in a meeting room looking towards the front at a man speaking in front of a podium

⌛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

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

group of diverse people sitting in a meeting room looking towards the front at a man speaking in front of a podium

⌛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 what those impacts mean.

Course Conclusion

Final Steps to Completing ECOOL

Congratulations, you have made it through the course requirements. A few additional items before you access your certificate.

ECE-TRIS

Have you created a personal account in ECE-TRIS yet? If not please make sure you complete an account as soon as possible using the instructions found at the beginning of this course.

Your individual training record in ECE-TRIS will be updated within 10 days* with the course credit. ECE-TRIS is a training registry for early care and education providers and gives you 24/7 access to your professional learning record.

* Not having an ECE-TRIS account could result in credit for completion of ECOOL not being added to your professional development portfolio in a timely manner.

Questions

If you have additional questions about the content, feel free to email registration@lsv.uky.edu and we will have the appropriate staff get back with you.

Certificate

A recognition of completion certificate will be available after you through all the remaining lessons. It will be available on the final course page, after clicking submit, and will be available through your “my courses” tab in HDI Learning. If it is not available, you have not completed all sections of this training. This is not an official certificate, your official training record is available in ECE-TRIS.

thumbs up with the words good job

Lesson 6: Active Planning Meeting: How To

Introduction

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.

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.

Learning Objectives For Today’s Visit

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

  • Describe the purpose of Active Planning Workbook

  • Describe the components of Community Stakeholder Meetings  

Lesson

Lesson 2: The Prepared4ALL Process in Action

group of diverse people sitting in a meeting room looking towards the front at a man speaking in front of a podium

⌛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 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)

References

Health, Safety, and Sanitation

  • 922 KAR 2:001. Definitions for 922 KAR Chapter 2. Retrieved May 23, 2003 from www.lrc.state.ky.us/kar/922/002/001.htm
  • 922 KAR 2:100. Certification of family child care homes. Retrieved August 22, 2018
  • 922 KAR 2:110. Child care facility provider requirements. Retrieved August 22, 2018,
  • 922 KAR 2:120. Child care facility health and safety standards. Retrieved August 22, 2018
  • American Academy of Pediatrics (2002). Medications – Prescription medicine. Retrieved June 15, 2003, from http://www.medem.com/medlb/article_detaillb.cfm?a rticle_ID=ZZZLJJXTQ7C&sub_cat=19.
  • American Academy of Pediatrics, American Public Health Association, & National Resource Center for Health and Safety in Child Care. (2002). Caring for our children: National health and safety performance standards: Guidelines for out-of-home child care (2nd ed.). Elk Grove Village, IL: American Academy of Pediatrics.
  • American Academy of Pediatrics. (1999, Summer). Medication administration in child care. Healthy Child Care America. Retrieved June 15, 2003, from http://www.healthychildcare.org/pdf/med_admin.pdf.
  • American Academy of Pediatrics. (2002). Common prescription medications. Retrieved June 15, 2003, from http://www.medem.com/medlb/article_detaillb.cfm?a rticle_ID=ZZZZWR9OLED&sub_cat=19.
  • American Academy of Pediatrics. (2002). The importance of reading the label. Retrieved June 15, 2003, from http://www.medem.com/medlb/article_detaillb.cfm?a rticle_ID=ZZZZWR9OLED&sub_cat=19
  • BANANAS Child Care Information & Referral. (1999). Giving medications in child care programs. [Handout]. Retrieved June 15, 2003, from http://www.bananasinc.org/uploads/1033758397.pdf.
  • Diner, P. (1993). Resources for teaching children with diverse abilities: Birth through eight. Orlando, FL: Harcourt Brace & Company.
  • Division for Early Childhood (DEC), & National Association for the Education of Young Children (NAEYC). (2000). Including all children: Children with disabilities in early childhood programs [Brochure]. Washington, DC: National Association for the Education of Young Children.
  • Harms, T., Cryer, D., & Clifford, R.M. (1990). Infant/toddler environment rating scale. New York, NY: Teachers College Press.
  • Holmes, S.J., Morrow, A.L., & Pickering, L.K. (1996). Child-care practices: Effects of social change on the epidemiology of infectious diseases and antibiotic resistance. Epidemiol Review, 18, 10-28
  • KIDS NOW. (2002). Early childhood professional development: Creating a framework for Kentucky. Frankfort, KY.
  • National Institute of Child Health and Human Development (NICHD). Safe to Sleep Campaign, www.nichd.nih.gov/sids.
  • National Sudden and Unexpected Infant/Child Death and Pregnancy Loss Resource Center, http://www.sidscenter.org.
  • Safechild.net (no date). Common childhood injuries. Retrieved June 2, 2003
  • Safechild.net. (no date). SIDS. Retrieved March 21, 2003
  • Safekids.org (no date). Injury facts: airway obstructions. Retrieved June 2, 2003 from www.safekids.org/tier3_cd.cfm?content_item_id=991&folder_id=540.
  • Safekids.org (no date). Injury facts: bike injury. Retrieved June 2, 2003 from www.safekids.org/tier3_cd.cfm?content_item_id=101 0&folder_id=540.
  • Safekids.org (no date). Injury facts: burns. Retrieved June 2, 2003 from www.safekids.org/tier3_cd.cfm?content_item_id=101 1&folder_id=540.
  • Safekids.org (no date). Injury facts: drowning. Retrieved June 2, 2003 from www.safekids.org/tier3_cd.cfm?content_item_id=103 2&folder_id=540.
  • Safekids.org (no date). Injury facts: falls. Retrieved June 2, 2003 from www.safekids.org/tier3_cd.cfm?content_item_id=105 0&folder_id=540.
  • Safekids.org (no date). Injury facts: motor vehicle occupant injury. Retrieved June 2, 2003 from www.safekids.org/tier3_cd.cfm?content_item_id=113 3&folder_id=540.
  • Safekids.org (no date). Pedestrian: why kids are at risk. Retrieved June 2, 2003 from www.safekids.org/tier3_cd.cfm?content_item_id=331&folder_id=175.
  • The California Child Care Health Program (1998). Health and safety in the child care setting modules. Retrieved August 24, 2009, from http://www.ucsfchildcarehealth.org/html/pandr/topics. htm
  • The Health Foundation of Greater Cincinnati. (1999). Children’s health issues. Retrieved April 14, 2003, from http://www.healthfoundation.org/publications.
  • Trister-Dodge, D., Gosselin-Koralek, D., & Pizzolongo,
  • P.J. (1989). Caring for preschool children Volume 1. Washington, D.C.: Teaching Strategies, Inc.
  • Consumer Product Safety Commission. (1999). CPSC staff study of safety hazards in child care settings. Retrieved March 10, 2003.

Recognizing & Reporting Child Abuse

  • Child Abuse Prevention Council of Sacramento. (no date). The three R’s of child abuse prevention. Retrieved January 30, 2003
  • Kentucky Department for Community Based Services. Frequently asked questions about child abuse. Retrieved August 10, 2018
  • Kentucky Department for Community Based Services. (2001). Reporting child abuse neglect and dependency: A guide for people who work with Kentucky children. [Brochure]. Frankfort, KY.
  • Kentucky Department for Community Based Services. (no date). TWIST (The Worker’s Information SysTem) Child abuse and neglect data by program type 2001. Retrieved February 28, 2003 from http://www.pcaky.org/publications/twist2001.html
  • KIDS NOW. (2011). Overview of Kentucky’s early childhood professional development framework. Frankfort, KY.
  • KRS 620.010. Legislative purpose. Retrieved August 2018
  • KRS 620.020. Definitions for chapter. Retrieved August 2018
  • KRS 620.030. Duty to report dependency, neglect or abuse. Retrieved August 2018
  • KRS 620.050. Immunity for good faith actions or reports – Investigations – Confidentiality of reports – Exceptions – Parent’s access to records – Sharing of information with children’s advocacy centers – Confidentiality of interview with child – Exceptions. Retrieved August 2018
  • KRS 620.990. Penalty. Retrieved August 2018
  • Lectric Law Library. (2001). The ‘Lectric Law Library’s lexicon on “good faith”. Retrieved February 28, 2003 from http://www.lectlaw.com/def/g011.htm
  • National Association for the Education of Young Children. (1996). Prevention of child abuse in early childhood settings and the responsibilities of early childhood professionals to prevent child abuse. Retrieved February 28, 2003 from http://www.naeyc.org/resources/position_statements/pschab98.pdf
  • 922 KAR 2:110. Certification of family child care homes. Retrieved August 2018
  • 922 KAR 2:120. Child care facility health and safety standards. Section 1. Retrieved March 2018
  • Team for West Virginia Children. (2001). It shouldn’t hurt to be a child: A guide for early childhood providers in recognizing and reporting child abuse and neglect. Retrieved February 13, 2003 from http://www.preventchildabusewv.org/TEAM_BOOKLETS/It_Shouldnt_Hurt.pdf
  • Training Into Practice Project. (2003). Bend over backwards to minimize the risk of child abuse and neglect. [handout]. University of Kentucky: Lexington, KY.
  • U.S. Department of Health and Human Services: The Administration for Children and Families. (2001). The risk and prevention of maltreatment of children with disabilities. Retrieved August 2018
  • U.S. Department of Health and Human Services: The Administration for Children and Families. (2002). Child maltreatment 2000. Retrieved March 4, 2003

Recommended Practices

  • https://chfs.ky.gov/agencies/os/oig/drcc/Documents/922KAR2100.pdf Certification of Family Child-Care Homes. Retrieved August 23, 2018
  • https://chfs.ky.gov/agencies/os/oig/drcc/Documents/922KAR2120.pdf Child care facility health and safety standards. Retrieved August 23, 2018
  • Allen, K.E., & Marotz, L.R. (1989). Developmental profiles: Birth to six. Albany, NY: Delmar Publishers, Inc.
  • American Academy of Pediatrics, American Public Health Association, & National Resource Center for Health and Safety in Child Care. (2002). Caring for our children: National health and safety performance standards: Guidelines for out-of-home child care (2nd ed.). El . k Grove Village, IL: American Academy of Pediatrics.
  • Bender, J., Elder, B., Flatter, C. (1984). Half a childhood: Time for school-age child care. Nashville, TN: School Age NOTES.
  • Brain Net. (no date). Brain development. Retrieved May 5, 2003, from, www.brainnet.wa.gov.
  • Bredekamp, S., & Copple, C. (Eds.). (1997). Developmentally appropriate practice in early childhood programs, revised edition. Washington, DC: National Association for the Education of Young Children.
  • Brunson Phillips, C. (Ed). (1991) Essentials for child development associates working with young children. Washington, DC: The Council for Professional Recognition.
  • Carder, S. (2002). The impact of parent/family involvement on student outcomes: An annotated bibliography of research from the past decade. Retrieved June 30, 2009
  • Crary, E. (1993). Without spanking or spoiling: A practical approach to toddler and preschool guidance. Seattle, WA: Parenting Press, Inc.
  • Diner, P. (1993). Resources for teaching children with diverse abilities: Birth through eight. Orlando, FL: Harcourt Brace & Company.
  • Dodge, D., & Colker, L. (1991). Creative curriculum for family child care. Washington, D.C.: Teaching Strategies, Inc.
  • Dodge, D., Colker, L., Heroman, C., & Bickart, T. (2002). Creative curriculum for preschool. Washington, D.C.: Teaching Strategies, Inc.
  • Fromberg, D. P. (2003). The professional and social status of the early childhood educator. In Isenberg, J. P., Jalongo, M. R. Major trends and issues in early childhood education: Challenges, controversies, and insights. NY: Teachers College Press.
  • Harms, T., Clifford, R.M., & Cryer, D. (1998). Early childhood environment rating scale revised edition. New York: Teacher’s College Press.
  • Henderson, A. and Berla, N., Eds (1994). A new generation of evidence: The family is critical to student achievement. Washington, DC: Center for Law and Education. Retrieved June 30, 2009, from http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/13/66/e0.pdf.
  • Isenberg, J. P., & Jalongo, M. R. (Eds.). (2003). Major trends and issues in early childhood education: Challenges, controversies, and insights. (2nd ed.). New York: Teachers College Press.
  • Jorde-Bloom, P. (1982). Avoiding burnout: Strategies for managing time, space and people in early childhood education. Nashville, TN: School-Age NOTES.

Unit 5: Frequently Asked Questions & Resources

Unit 4: Calculating the Value of Blind Work Expenses

When you go to work, the Social Security Administration would typically look at your earned income to decide your SSI eligibility and payment amount. When you use Blind Work Expenses, you deduct all applicable costs from your earned income. This allows you to both earn a paycheck and still receive some or all your SSI check.

Unit 3: Qualifying Expenses

Unlike other Social Security work incentives, Blind Work Expenses do not have to be related to your statutory blindness. While Impairment Related Work Expenses (IRWE) is a great program offered by the Social Security Administration, the options under Blind Work Expenses are even better.

Unlike Impairment Related Work Expenses (IRWE), Blind Work Expenses do not need to be related to your disability in order to receive the work expense deduction. The cost of any work-related item may qualify as a Blind Work Expense, even if the expense is not related to a disability at all! It could also qualify even if the expense provides benefit outside the workplace!

Once statutory blindness is listed as your disability of record, the cost of any work-related item may be deducted as a Blind Work Expense. Let’s look at some expenses that you can deduct from your earned income through the Blind Work Expense program.

You must track and report these expenses to Social Security when you report your earnings each month.

Unit 1: Blind Work Expense Overview

Blind Work Expense is a program of the Social Security Administration. Blind Work Expense is a work incentive. Blind Work Expenses make it possible for a person who is considered blind under the statute to earn income without jeopardizing income limits that would lessen or stop SSI benefits.

Unit 6: Vehicle Modification Services

Recommendations for personal vehicle selection, adaptive equipment prescriptions, and inspection of personal vehicle modifications may be provided.

Unit 5: Driver Assistive Technology Program

The Driver Assistive Technology Program helps OVR clients access safe, independent transportation for work.

Driver assistive technology services may be provided if required to attain the employment goals on an approved Individualized Plan for Employment (IPE).

Driver Rehabilitation services vary and depend on the needs and abilities of the OVR client. ​Services range from driver’s education to vehicle modification. 

Unit 4: Services

The OVR counselor will work with you to determine if you are eligible and what types of services you need to prepare for work.

Unit 3: Order of Selection

When a state does not have enough resources to serve everyone who is eligible for vocational rehabilitation services, federal law requires those with the most significant disabilities must be served first. This prioritization is called an Order of Selection.

Once determined eligible for services, a vocational rehabilitation counselor assigns the client a priority category based on the functional limitations that affect ability to work.

Unit 2: Eligibility

The Office of Vocational Rehabilitation (OVR) provides vocational services to help people with disabilities prepare for, obtain, and retain employment. The Office of Vocational Rehabilitation is an agency that receives funds from the state and federal government. Vocational Rehabilitation offices are in every state.

Learn about the qualifications and process below.

Unit 1: Eligibility and Services

The Department for Aging and Independent Living and the Kentucky Transportation Cabinet have formed a new partnership to ensure individuals with disabilities can get transportation to and from a COVID-19 testing site.