Archives: Lessons

Let’s discuss some of the developments for people with Down syndrome over the years and also the current outcomes for people with Down syndrome in different areas.

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Next, we will discuss what we mean by integrated competitive employment, as well as the terms supported employment and customized employment. 

? How are supported employment and customized employment differentiated from regular competitive employment?

Regular competitive employment is differentiated from supported and customized employment in that:

? The Workforce Innovation and Opportunities Act – How Can Students Benefit?

To be eligible for Pre-Employment Transition Services under the Workforce Innovation and Opportunities Act (WIOA), students must first be found eligible for Vocational Rehabilitation Services.

?  Legal Requirements in KY – Select the Best Response

Transition planning for students with disabilities in Kentucky should begin:

? Audio

Employment Outcomes for Students with Disabilities in Kentucky

? Consider employment outcomes for students with disabilities, upon completion of school. Which of the following statements are true? Select the correct response:

Select the best response

? Audio

Students with the most significant disabilities typically include students with:

• Functional mental disability
• Multiple disabilities, or
• Autism

However, not all students in these three categories participate in the alternate assessment, and a small percentage of students in other IDEA disability categories may qualify for our state’s alternate assessment if they meet all of KY’s alternate assessment participation guidelines. For the purposes of this module, we will focus on students who have been identified in these three categories.

Functional Mental Disability – A deficit or delay in intellectual functioning and life skills. Intellectual functioning includes reasoning, planning, problem-solving and abstract thinking. Life skills include taking care of oneself, like getting dressed, eating, grooming, social skills. A student with a moderate to severe intellectual disability will struggle in overall academic performance. These students need specialized instruction to learn.

Multiple Disabilities– A combination of two or more disabilities. The combination of two disabilities results in significant:
• learning,
• developmental, or
• behavioral and emotional problems

These problems affect how the student learns. The student’s services should be mindful of the entire student, including the needs of both disabilities.

Autism– A developmental disability affecting verbal and nonverbal communication and social interaction. Autism is generally evident before age three. Autism affects a child’s educational performance. Other characteristics associated with autism include:
• engagement in repetitive activities and stereotyped movements,
• resistance to environmental change or change in daily routines, and
• unusual responses to sensory experiences.

For more information on disability categories, reference the Kentucky Administrative Regulations – Special Education Programs

Continue in the course by clicking the first topic below.

Introduction to the Project

The Preservice Health Training Project was developed out of a need to train healthcare workers to be responsive to the needs of persons with developmental disabilities. In designing the project, a team consisting of physicians, experts in disabilities, parents, individuals with disabilities, and technical experts identified a series of core objectives, which based on both the medical education literature and personal experience, seemed to be those things that physicians most needed to know about such patients. We have also considered the critical communication objectives for medical school students as outlined in such documents as the report on Communication in Medicine (1999) by the Association of American Medical Colleges. Our project has been designed around two main goals:

• First, to impart substantive knowledge to students regarding developmental disabilities, common characteristics and secondary conditions of persons with developmental disabilities, and ways in which to most professionally treat such individuals in a clinical setting.
• Second, and perhaps more importantly, to allow students to become familiar with interacting with persons with developmental disabilities in a simulated, though realistic, format.

Module Components

Several items are included with the modules. First is a section of supplemental material. This includes general background material on developmental disabilities (e.g., types of developmental disabilities, person-first language, etc.). The supplemental material also includes specific information for each of the two virtual patient cases (an adult with cerebral palsy, a child with autism) in which you will have the option of participating. Multiple choice questions are included for the supplemental material as an optional review exercise for students.

The video section (virtual patient interview) represents the core of the module. Each virtual patient interview includes a series of video clips; at the end of each video clip, the student is asked to respond to a “decision point” about how best to proceed with the interview. Interspersed with the videotaped interactions of patient and physician are additional information points. At the conclusion of the video sections are remarks by the virtual patient actors (themselves individuals with developmental disabilities and family members) about their personal experiences with physicians.

The modules include a diagnostic tool, which we refer to as the Disability Situations Inventory (DSI). The purpose of the DSI is to gauge the degree to which the physician feels comfortable in performing routine examination procedures for patients with a variety of developmental disabilities. The DSI will be given as both a pre-test and a post-test in order to gauge the effectiveness of our modules in familiarizing medical students with persons with disabilities.

The modules also contain an Instructor’s Manual with several suggestions for further activities. Among these activities are two additional case studies with discussion questions. Two contemporary issues are also included to generate further classroom discussion. A series of possible paper topics are suggested, as well as the framework for a sub-specialty interview.

References:

Association of American Medical Colleges. 1999. Report III: Contemporary Issues in Medicine: Communication in Medicine. Medical School Objectives Project.

Introduction to Developmental Disabilities

A developmental disability is a chronic disability of a person that:

• Is attributable to a mental or physical impairment or combination of impairments; is manifested before the person attains age 22
• Is likely to continue indefinitely
• Results in substantial functional limitations in three or more of the following areas of major life activity- self care, receptive and expressive language, learning, mobility, self-direction, capacity for independent living, economic self-sufficiency
• Reflects the person’s need for a combination and sequence of special interdisciplinary or generic care, treatment, or other services that are of lifelong or extended duration and are individually planned and coordinated.

(Source: The ARC website, retrieved February 2003. http://www.thearc.org/.)

We estimate that the prevalence of developmental disability in the United States is approximately 1.5%, or 4.5 million persons.

As evidenced by the statistics above, developmental disabilities affect a large segment of our population. In addition, many more lives are touched by the incidence of developmental disabilities than may be reflected by the numbers reported. Family dynamics are often permanently altered when a child is born with a developmental disability. As these children grow into adults, their family connections grow, as do their contacts with society at large. Healthcare providers need to develop the knowledge and skills required to provide competent services to this often neglected segment of our communities.

Individuals born with developmental disabilities frequently encounter a lifetime of challenges. These challenges often include struggles for accessibility of services centered around education, habilitation, workplace accommodations, and healthcare. Developmental disabilities may impose various alterations in function; thus each individual will require a unique approach to care. A person with a developmental disability may experience difficulty with mobility, communication, coordination, growth (meeting milestones), cognition, learning, or seizure activity to varying degrees. The type and extent of support required depends on the particular person with the disability and the manner in which that person interacts with his or her environment. Healthcare professionals should certainly make efforts to accommodate and thus respect such individuals in the clinic setting.

For further reading on developmental disabilities, and healthcare issues for persons with developmental disabilities, see: “Serving Persons Who Have Developmental Disabilities in the Healthcare Setting: Resources for Medical Student Training in Developmental Disability.” Matheny Institute for Research in Developmental Disabilities. Available online at www.disabilityhealth.org

A developmental disability is a chronic disability of a person that:

• Is attributable to a mental or physical impairment or combination of impairments; is manifested before the person attains age 22
• Is likely to continue indefinitely
• Results in substantial functional limitations in three or more of the following areas of major life activity- self care, receptive and expressive language, learning, mobility, self-direction, capacity for independent living, economic self-sufficiency
• Reflects the person’s need for a combination and sequence of special interdisciplinary or generic care, treatment, or other services that are of lifelong or extended duration and are individually planned and coordinated.

(Source: The ARC website, retrieved February 2003. http://www.thearc.org/.)

We estimate that the prevalence of developmental disability in the United States is approximately 1.5%, or 4.5 million persons.

As evidenced by the statistics above, developmental disabilities affect a large segment of our population. In addition, many more lives are touched by the incidence of developmental disabilities than may be reflected by the numbers reported. Family dynamics are often permanently altered when a child is born with a developmental disability. As these children grow into adults, their family connections grow, as do their contacts with society at large. Healthcare providers need to develop the knowledge and skills required to provide competent services to this often neglected segment of our communities.

Individuals born with developmental disabilities frequently encounter a lifetime of challenges. These challenges often include struggles for accessibility of services centered around education, habilitation, workplace accommodations, and healthcare. Developmental disabilities may impose various alterations in function; thus each individual will require a unique approach to care. A person with a developmental disability may experience difficulty with mobility, communication, coordination, growth (meeting milestones), cognition, learning, or seizure activity to varying degrees. The type and extent of support required depends on the particular person with the disability and the manner in which that person interacts with his or her environment. Healthcare professionals should certainly make efforts to accommodate and thus respect such individuals in the clinic setting.

For further reading on developmental disabilities, and healthcare issues for persons with developmental disabilities, see: “Serving Persons Who Have Developmental Disabilities in the Healthcare Setting: Resources for Medical Student Training in Developmental Disability.” Matheny Institute for Research in Developmental Disabilities. Available online at www.disabilityhealth.org

Introduction to the Project

The Preservice Health Training Project was developed out of a need to train healthcare workers to be responsive to the needs of persons with developmental disabilities. In designing the project, a team consisting of physicians, experts in disabilities, parents, individuals with disabilities, and technical experts identified a series of core objectives, which based on both the medical education literature and personal experience, seemed to be those things that physicians most needed to know about such patients. We have also considered the critical communication objectives for medical school students as outlined in such documents as the report on Communication in Medicine (1999) by the Association of American Medical Colleges. Our project has been designed around two main goals:

• First, to impart substantive knowledge to students regarding developmental disabilities, common characteristics and secondary conditions of persons with developmental disabilities, and ways in which to most professionally treat such individuals in a clinical setting.
• Second, and perhaps more importantly, to allow students to become familiar with interacting with persons with developmental disabilities in a simulated, though realistic, format.

Module Components

Several items are included with the modules. First is a section of supplemental material. This includes general background material on developmental disabilities (e.g., types of developmental disabilities, person-first language, etc.). The supplemental material also includes specific information for each of the two virtual patient cases (an adult with cerebral palsy, a child with autism) in which you will have the option of participating. Multiple choice questions are included for the supplemental material as an optional review exercise for students.

The video section (virtual patient interview) represents the core of the module. Each virtual patient interview includes a series of video clips; at the end of each video clip, the student is asked to respond to a “decision point” about how best to proceed with the interview. Interspersed with the videotaped interactions of patient and physician are additional information points. At the conclusion of the video sections are remarks by the virtual patient actors (themselves individuals with developmental disabilities and family members) about their personal experiences with physicians.

The modules include a diagnostic tool, which we refer to as the Disability Situations Inventory (DSI). The purpose of the DSI is to gauge the degree to which the physician feels comfortable in performing routine examination procedures for patients with a variety of developmental disabilities. The DSI will be given as both a pre-test and a post-test in order to gauge the effectiveness of our modules in familiarizing medical students with persons with disabilities.

The modules also contain an Instructor’s Manual with several suggestions for further activities. Among these activities are two additional case studies with discussion questions. Two contemporary issues are also included to generate further classroom discussion. A series of possible paper topics are suggested, as well as the framework for a sub-specialty interview.

References:

Association of American Medical Colleges. 1999. Report III: Contemporary Issues in Medicine: Communication in Medicine. Medical School Objectives Project.

Introduction to the Project

The Preservice Health Training Project was developed out of a need to train healthcare workers to be responsive to the needs of persons with developmental disabilities. In designing the project, a team consisting of nurse practitioners and a physician assistant, experts in disabilities, parents, individuals with disabilities, and technical experts identified a series of core objectives, which based on both the clinical education literature and personal experience, seemed to be those things that clinicians most needed to know about such patients. Our project has been designed around two main goals:

• First, to impart substantive knowledge to students regarding developmental disabilities, common characteristics and secondary conditions of persons with developmental disabilities, and ways in which to most professionally treat such individuals in a clinical setting.
• Second, and perhaps more importantly, to allow students to become familiar with interacting with persons with developmental disabilities and at-risk conditions in a simulated, though realistic, format.

Module Components

Several items are included with the modules. First is a section of supplemental material. This includes general background material on developmental disabilities (e.g., types of developmental disabilities, person-first language, etc.). The supplemental material also includes specific information for each of the two virtual patient cases (an adolescent with Down syndrome; an infant born with extreme prematurity) that are presented. Multiple choice questions are also included as a pre and post test format to test students’ knowledge.

The video section (virtual patient interview) represents the core of the module. Each virtual patient interview includes a series of video clips; at the end of each video clip, the student is asked to respond to a “decision point” about how best to proceed with the interview. Interspersed with the videotaped interactions of patient and clinician are additional information points. In addition, at the conclusion of the “Julia” module (the module on the well-adolescent visit for the young person with Down syndrome), the mother talks about her own personal experiences and offers advice to clinicians about the care of individuals with developmental disabilities.

The modules include a diagnostic tool, which we refer to as the Disability Situations Inventory for Clinicians (DSI-C). The purpose of the DSI-C is to gauge the degree to which the clinician feels comfortable in performing routine examination procedures for patients with a variety of developmental disabilities. The DSI-C should be given as both a pre-test and a post-test in order to gauge the effectiveness of our modules in familiarizing student clinicians with persons with disabilities.

The modules also contain an Instructor’s Manual with several suggestions for further activities. Among these activities are two additional case studies with discussion questions. Two contemporary issues also are included to generate further classroom discussion. A series of possible paper topics are suggested, as well as the framework for suggested additional interviews.

A developmental disability is a chronic disability of a person that:

• Is attributable to a mental or physical impairment or combination of impairments; is manifested before the person attains age 22
• Is likely to continue indefinitely
• Results in substantial functional limitations in three or more of the following areas of major life activity- self care, receptive and expressive language, learning, mobility, self-direction, capacity for independent living, economic self-sufficiency
• Reflects the person’s need for a combination and sequence of special interdisciplinary or generic care, treatment, or other services that are of lifelong or extended duration and are individually planned and coordinated.

(Source: The ARC website, retrieved February 2003. http://www.thearc.org/ga/mrdd.html Please scroll down the page.) 

We estimate that the prevalence of developmental disability in the United States is approximately 1.5%, or 4.5 million persons. 

As evidenced by the statistics above, developmental disabilities affect a large segment of our population. In addition, many more lives are touched by the incidence of developmental disabilities than may be reflected by the numbers reported. Family dynamics are often permanently altered when a child is born with a developmental disability. As these children grow into adults, their family connections grow, as do their contacts with society at large. Healthcare providers need to develop the knowledge and skills required to provide competent services to this often neglected segment of our communities. 

Individuals born with developmental disabilities frequently encounter a lifetime of challenges. These challenges often include struggles for accessibility of services centered around education, habilitation, workplace accommodations, and healthcare. Developmental disabilities may impose various alterations in function; thus each individual will require a unique approach to care. A person with a developmental disability may experience difficulty with mobility, communication, coordination, growth (meeting milestones), cognition, learning, or seizure activity to varying degrees. The type and extent of support required depends on the particular person with the disability and the manner in which that person interacts with his or her environment. Healthcare professionals should certainly make efforts to accommodate and thus respect such individuals in the clinic setting. 

For further reading on developmental disabilities, and healthcare issues for persons with developmental disabilities, see: “Serving Persons Who Have Developmental Disabilities in the Healthcare Setting: Resources for Medical Student Training in Developmental Disability.” Matheny Institute for Research in Developmental Disabilities. Available online at www.disabilityhealth.org

There are two parts to the application activity. You will need to complete both to receive a passing grade in the course.

Part 1 – Revise a Handout

Download a copy of the attached handout. Once downloaded to your computer revise the handout using the principles you learned in this training. You may add or remove content, as long as it still applies to the original handout content.

Once complete upload a copy of the new handout. Please note the handout only needs to be submitted one time. If you are unsure if the course facilitator received the handout, please reach out to them.

Part 2 – Describe Changes

After making updates and revising the handout you will be asked to reflect on the following questions. Share your responses in the provided space.

1. What changes did you make?
2. Why did you make these changes?

Grading Rubric

Your application activity will be reviewed by the course facilitator. You may be asked to provide additional feedback before being successfully completed.

The application activity will be reviewed, using the following criteria:

Part 1 – Revise a Handout	1. Used attached handout. 2. Revisions made to the handout reflect content learned in training. 3. Revisions improved quality of handout.
Part 2 – Describe Changes	1. All changes made are listed. 2. Explains why the changes were made – including explaining the benefit to the change and the reason behind the change.

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Course Overview

• This course will take approximately 2 hours to complete (including completion of application activity)
• Upon successful completion of all components 2 hours of how to train other adult hours will be issued
• Audience: Kentucky Credentialed Trainers

Course Description

Your presentation handout is the lasting concrete manifestation of your presentation (Speaking About Presenting). Effective handouts are more than printing the PowerPoint handout. In this session, trainers will explore best practice strategies and technologies for creating handouts that complement your session and create a powerful reference for session participants. Trainers are encouraged to bring handout examples to evaluate and help evolve into a valuable aid to your next training session.

Training Outcomes

1. List three ways Powerful Handouts will increase retention.
2. Revise a regular handout to a Powerful Handout.
3. Develop a handout from scratch using a new strategy.

First, access the course materials here http://bit.ly/handoutcourse

Course Facilitator