In the self-enrollment section of the Professional Development page, you can sign up for self-enrollment courses or job aids. Act 48 hours are not awarded for self-enrollment courses.
Job aids are shorter learning opportunities, usually under 20 minutes in length, which are designed to improve skills and knowledge on a specific topic. No training hours are awarded at the completion of job aids.
About Autism in Toddlers is a free web-based course for professionals, families and others interested in learning about autism in young children. This course, developed by Florida State University, is part of a network of courses and resources in the Autism Navigator. Early detection, family perspectives, and the importance of early intervention and routines-based supports are highlighted. Print materials are available to support application of learning. You can review the entire course without enrolling here. However, to receive a Certificate of Completion for 3 clock hours, you must finish the About Autism in Toddlers course and successfully complete the required quiz and reflection activity for this course. Please keep in mind that you will be directed to the Autism Navigator webpage to access the course.
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.
Gain tools and strategies to support building resilience in young children. Strategies and resources are referenced that can be used with children with disabilities, but are applicable to all children.
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.
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.
Learn the requirements for confidentiality for collecting or using personally identifiable information in Early Intervention.
Learn about transitions from Infant/Toddler Early Intervention to Preschool Early Intervention and/or transitions from Preschool Early Intervention to school-age programs. Explore transitions to both the receiving program and transitions to the community. Work through several scenarios to make determinations about how you can support specific child and family needs during transition, and practice writing individualized transition plan activities.
Look at the ten aspects of culture, explore each one, and think about how different these aspects of culture might be amongst everyone with whom you work. Learn about the three different levels of cultural competence and humility and skills you can use at each level to improve interactions with others.
Learn how to gather information and develop meaningful and functional outcomes and goals, as well as how you can review outcomes and goals to determine if they are high quality.
This job aid provides a general overview of the Developmental Assessment of Young Children, 2nd Edition (DAYC-2). Please note: this is not meant to serve as a complete training on how to administer the tool. Check with your supervisor about how to access additional training supports.
Review the requirements and documentation needed to determine if an infant or toddler is eligible for Early Intervention using the criteria of a diagnosed condition with high probability of delay.
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.
Review general eligibility requirements for Infant/Toddler and Preschool Early Intervention in Pennsylvania.
Explore current trends, practices, and processes of Early Intervention. This overview emphasizes the importance of family participation and community systems and resources and includes insights into legal foundations, rationale, and service delivery. This course is recommended for newly hired Early Intervention personnel as part of their pre-service training but is not mandatory.
Identify and explore the Principles of Early Intervention in Pennsylvania as put forth in OCDEL Announcement EI-20-03 Early Intervention Service Delivery: Coaching Across Settings.
Learn about the Early Intervention Communication Plan, which supports children who are deaf, hard of hearing, or deaf blind.
Early Intervention Technical Assistance (EITA) works on behalf of the Office of Child Development & Early Learning (OCDEL).
