Archives: Lessons

Congratulations!  You have completed DAIL 119: Safety Awareness! Please note that your supervisor may have follow-up questions or need more information.  Please respond to any requests promptly.    

Once you click “mark complete,” a certificate of completion will be available to you. You may print or download your certificate to verify the completion of DAIL 119: Safety Awareness. This certificate will also be available at the beginning of the course anytime you log on.    

Reminder from Aida

This course is part of a series of trainings required for all new employees. All new hires are required to satisfactorily complete trainings before being assigned cases.

All courses must be completed in order and in a timely manner.

This includes DAIL:

• New Employee Orientation Part 1 (completed!)
• New Employee Orientation Part 2 (completed!)
• Guardianship Program Overview (completed!)
• Universal Precautions (completed!)
• Person-Centered Planning (completed!)
• Supported Decision Making (completed!)
• Effective Case Work Documentation (completed!)
• Guardianship the Law (completed!)
• Court Process and Forms (completed!)
• Guardianship SOP Part 1 (completed!)
• Guardianship SOP Part 2 (completed!)
• KYGFIS System Training
• Levels of Care (completed!)
• Common Diagnoses Explained
• Kentucky Medicaid Home and Community-Based Services (HCBS) Waiver Overview (completed!)
• Incident Reporting (completed!)
• Medical Consent (completed!)
• DNR/EOL (completed!)
• Guardianship Community Partners and Collateral Contacts (completed!)
• Safety Awareness (completed!)
• Communication and Coping When a Client Passes Away

Click the “Mark Complete” button below to access your certificate of completion.

In this lesson, we will discuss the steps you should take in the event of an emergency or accident while you are working in the community.

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This review of how an ARC must use the Learner Characteristics Inventory (LCI).

When you are ready click on Topic 3.1 to begin. 

This is a review of how an ARC must use the Kentucky Alternate Assessment Participation Guidelines to determine if a student is eligible to participate in the alternate assessment.

When you are ready to begin click Topic 2.1. 

The Alternate Assessment Participation Guidelines are intended to help guide an ARC in determining whether the Kentucky Alternate Assessment (Alternate KSA) based on alternate achievement standards, is the most appropriate assessment for an individual student with the most significant cognitive disability.

ARCs must consider a student’s individual characteristics when determining whether a student with a disability should participate in the general assessment with or without accommodations, or in an alternate assessment. This document outlines steps that an ARC should take in determining whether participating in the alternate assessment is appropriate for a student. Those steps include:

(a) reviewing student records, progress monitoring data and important information across multiple school years and multiple settings (e.g., school, home, community) and

(b) determining whether the student fits all the required criteria for participating in the alternate assessment as outlined in the participation guidelines document form.

To continue with the course, click Topic 1.1 below.

Accessibility is sometimes thought of in terms of ramps, elevators, and doorways. This lesson describes ways to ensure your workplace is also accessible to people with sensory and cognitive differences. To begin, click on the first topic below. 

In Lesson 3, we explored the various characteristics associated with autism. Here we will get down to the business of how these traits might look on the job, what kinds of situations you might encounter, and how to identify and address any issues that might arise. To begin, click on the first topic below.  

Lesson 3 describes the defining features of autism in detail. You will learn about social/communication differences you might encounter as well as the need for sameness and repetition experienced by people. Sections on autistic thinking and sensory experience explain the reasons behind these differences.  

Topics in this lesson discuss the Social Model of Disability, neurodiversity, and the evolution of autism’s definition. These broader perspectives are meant to introduce the learner to ISAW’s approach to employment supports and the reasons behind these choices. Click on the first topic below to begin. 

In the job interview, the autistic applicant is often at a distinct disadvantage. It doesn’t have to be this way. Learn why differences in eye-contact, body language, and facial expressions may carry different meanings than you would have imagined. We will discuss techniques for interviewing that work to level the playing field, allowing opportunities for your business to benefit from the inclusion of autistic employees.  

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