Registration: These courses are on the PaTTAN Training Calendar for three months at a time, listed under the first day of each quarter (July 1, October 1, January 1, April 1). Users will register and complete the online course at any point during that quarter. Completion dates and dates when certificates will be issued can be found here.
Learners will receive an email confirmation and be enrolled in the course on the EITA Training Site within 24 hours of registering. Approximately 10 days prior to the end of each quarter, registration will close. Learners will need to wait until the first day of the new quarter to register and complete the course.
Learners who complete the course will be awarded Act 48 credits at the end of each quarter. Official training certificates are found in your PaTTAN registration account within 30 days after the closing of a quarterly course, not when you personally complete it. Here is a direct link to the registration side, log in at the top right corner and then you will see “My Events” on the left side of the page. If you click “Complete” and then “View Log” you can see your transcripts.
Overview Embedded Instruction for Early Learning and how it is implemented across the state. Embedded Instruction for Early Learning is an evidenced-based approach to intentionally planning, implementing, and evaluating instruction for preschool-age children. In Pennsylvania, Early Intervention and Early Childhood Education (ECE) professionals work hand in hand to provide supports to preschool-age children with disabilities to enhance their growth and development. They support children to successfully access and participate in everyday routines and activities at home, in the classroom, and within community settings.
This first part in a two-part series on assistive technology focuses on practical application and facilitation for children and families. Using the framework of PEAT’s Suite, Supporting a Child’s Physical Environment and Assistive Tool Journey, receive guidance on what assistive tools are, how to decide when to use them, and how to use them appropriately in a child’s daily routine. All children, professionals, and family members use many different types of assistive tools daily, often without realizing it.
This second part in a two-part series on assistive technology provides guidance on how to make decisions about modified and specialized tools for children, how to use them appropriately in daily routines, and how to trial and acquire devices in Pennsylvania. Professionals and family members need a process to move beyond environmental and universal assistive tools, and PEAT’s Suite, Supporting a Child’s Physical Environment and Assistive Tool Journey, provides that framework.
Learn how to establish, build, and maintain positive relationships which support the inclusion of all children in early childhood classrooms. Focus on working in partnership with other adults, and on exploring and demonstrating how the principles of partnership work together to support children, families, and one another.
Explore how societal perceptions about disability have impacted early education practices and shaped service systems. Discover the benefits of inclusion for all children and adults. Consider how individual attitudes and beliefs are developed, how they shape peoples’ actions, and how they impact your practice, your colleagues, and the service system. Identify strategies for creating a sense of belonging for all children in the classroom.
Using CARA’s Kit, Creating Adaptations for Routines and Activities, as a framework, learn to support both individuals and groups of children who are experiencing challenges in the classroom by making adaptations to the environment, routines, and activities. Learners will focus on how to conduct assessments, prioritize needs, and implement adaptations that support full inclusion for both toddlers and preschool-age children, and which apply to situations linked to Pennsylvania’s Early Learning Standards.
To support the inclusion of all children in early childhood settings, discover, practice, and assess the application of universal design and universal design for learning (UDL) principles with a focus on curriculum and the classroom environment.
Discover a framework for successful collaboration, which provides quality, inclusive opportunities for every child. Focus areas include a guided self-reflection concerning collaboration with colleagues and others; the defining features of inclusion, access, participation, and supports; similarities and differences in laws, regulations, policies, and guidance related to inclusive practices across Pennsylvania’s early childhood education programs; and an exploration of the perspectives and use of disability language.
Gain a basic understanding of the Early Childhood Outcomes (ECO) process. You will need to complete the quiz at the end with a score of 80% or above to receive credit or certificate of completion.
Early intervention staff who are regularly involved in collecting child outcome data will focus on effective strategies to ensure the highest quality and greatest reliability of ECO data. Learn about strategies to increase the effectiveness of measuring child performance on an authentic assessment tool, involving families in collecting ECO data, strategies for gathering functional child performance, and using the decision tree to make reliable ECO ratings. Use case studies to enhance your skills in collecting ECO data.
Early Intervention Technical Assistance (EITA) works on behalf of the Office of Child Development & Early Learning (OCDEL).
