Online Learning

Online Courses for PaTTAN offers several course options online that are self-paced and interactive. Participants of online courses may receive credits in the form of certificates of completion, Act 48 hours or some other type of format.
 
Online Courses for Paraprofessionals
 
Knowledge and Skill Development for Special Education Paraprofessionals in Pennsylvania
 
Sessions from PaTTAN’s Special Education Paraprofessional Training Series are available online. Trainings provide practical information regarding educational methods and resources to special education paraprofessionals working with students in a variety of educational settings. These sessions will assist special education paraprofessionals to gain knowledge related to the standards listed in the Pennsylvania Credential of Competency Checklist, and obtain in-service training hours required by Pennsylvania regulations.
 
Each session is a separate course featuring a synchronized presentation of the speaker, the PowerPoint slides, and captioned text that appear simultaneously on the computer screen. Participants who view a course from start to finish and complete a brief assessment will be eligible to download and print a certificate of attendance indicating hours of in-service training time.
 
For more information about Online Courses for Paraprofessional click here https://www.pattan.net/supports/paraprofessionals/online-courses/
 
Other online course Opportunities:

SPECIAL EDUCATION: Effective Practices for my General Education Classroom

The Special Education: Effective Practices for my General Education Classroom is a fifteen (15) hour interactive online course where K-12 teachers and administrators have the opportunity to review information regarding special education and apply the information to their general education classrooms. An instructor is available to guide participants through this four part, virtual learning process. Participants provide support and feedback to each other through the chat room, and are able to post questions and assignments on the bulletin board.

Topics: PA Laws and Regulations

Early Intervention Orientation

This online course provides an overview of Early Intervention including legal foundations, rationale and service delivery. Current trends, practices and processes are described. Emphases also include the importance of family participation and community systems and resources. This course is recommended for newly hired Early Intervention personnel as part of their pre-service training but is not mandatory. You will need to complete the course within a four week time period.

Objectives

Participants will be able to:

  • The user will become familiar with the theoretical, historical, and legal bases for Early Intervention including federal and state legislation.
  • The user will be oriented to the early intervention service system including the purpose of the State and Local Interagency Coordinating Councils.
  • The user will recognize and know the duties and responsibilities of Early Intervention practitioners.
  • The user will become familiar with assessment and evaluation activities and processes for the purposes of eligibility and identifying ongoing developmental and educational needs of infants, toddlers and preschoolers.
  • The user will gain knowledge in service delivery approaches that incorporate the outcomes and goals of the IFSP or IEP.
  • The user will become familiar with current practices, issues and trends in Early Intervention; including family centered practices, team approaches, inclusion and the use of community resources.
  • The user will recognize practices associated with transition into preschool and kindergarten and/or other community programs.

Target Audience

Early Childhood Personnel, Service Coordinators, Providers of Services and Supports, Preschool Personnel, and Family Members

Individuals attending this course must arrive on time and stay the duration of the course in order to receive Act 48 Professional Education hours. Requests for exceptions are to be brought to the attention of the individual´s Superintendent or IU Director prior to the course.

Topics: Early Intervention

Assistive Technology for Access and Participation in Typical Early Childhood Settings

This online course provides a sequenced training on using assistive technology (AT) with young children birth to age five in order to increase their participation in typical early childhood settings. Topics covered include types of AT, evaluating functional use of AT, using AT for communication and emergent literacy and making adaptations. You will need to complete the course within a four week time period.

Objectives

Participants will be able to:

Module 1: Overview of Assistive Technology

Participants will:

  • Explore the legal basis for providing assistive technology (AT) to children
  • Examine the types of AT used with young children
  • Describe the routines, activities and environments in which AT can be used
  • Identify recommended practices for using AT with young children

Module 2: Determining the need for Assistive Technology/integrating into activities

Participants will:

  • Describe ways to identify how AT may assist a child
  • Define universal design for all children
  • Determine how to monitor whether a trial device is effective
  • Examine the use of AT in existing routines and functional activities using a collaborative approach.

Module 3: Communicating using Assistive Technology

Participants will:

  • Examine the types of AT used for communication
  • Discuss communication message selection
  • Explore integration of opportunities to communicate into existing activities in home, school, child care and community settings.

Module 4: Emergent Literacy

Participants will:

  • Define research based strategies for developing literacy skills in children using AAC
  • Explain the importance of developing literacy skills in children with disabilities
  • Develop strategies to increase a child’s ability to participate in literacy activities

Module 5: Practical Strategies

Participants will:

  • Discuss switch selection and use for children who are developmentally delayed
  • Explore adaptations to common play materials
  • Identify devices and adaptations that allow children to access the computer
  • Examine hands-on directions and activities to develop adapted materials

Target Audience

Early Intervention staff and Early Childhood teachers, and parents

Individuals attending this course must arrive on time and stay the duration of the course in order to receive Act 48 Professional Education hours. Requests for exceptions are to be brought to the attention of the individual´s Superintendent or IU Director prior to the course.

Topics: Assistive Technology

Orientation to Deafness and Hearing Loss in Infants and Young Children

This online course is made up of 9 modules. Each module contains a videotaped presentation which may be viewed in either captioned or uncaptioned format. Accompanying each segment are both Learning Activities and Study Questions. Any participant wishing to complete the course for credit must complete and submit written answers to all study questions.

Objectives

Participants will be able to:

  1. The learner will be able to describe the most important practices in early intervention with infants with deafness or hearing loss and their families.
  2. The learner will be able to describe the value and importance of both early identification of hearing loss and Early Intervention for identified infants and children and their families
  3. The learner will be able to describe the relationship between hearing, speech and language development

Target Audience

Early Intervention Service Coordinators, early childhood teachers and providers, and parents

Topics: Deaf – Hard of Hearing

Social Emotional Foundations for Early Learning

This online course provides a foundation for early intervention and early childhood staff for the understanding of social and emotional development in infants and toddlers. The first module provides an overview of social and emotional development within the context of relationships. Attachment, temperament, self-regulation and the context of family, community and culture are emphasized. The second module provides an overview of responsive routines, environments, and strategies to support social emotional development in infants and toddlers. Observation, responsive caregiving, emotional literacy and development of social skills are explored. The third module looks at individualized interventions for infants and toddlers through determining the meaning of behavior and developing appropriate responses. Behavior as communication and responding to challenging behaviors are highlighted.

You need to complete the course within the four week time period.

Objectives

Participants will be able to:

  • To describe the importance of relationships to early social emotional development in infants and toddlers.
  • To describe the elements of social emotional wellness in infants and toddlers (precursors to preschool goals).
  • To describe key developmental concepts that impacts the social emotional development of infants and toddlers.
  • To discuss why it is important to be intentional about supporting social emotional development in infants and toddlers.
  • To examine the environments in which they work and begin to make plans to enhance them to meet the needs of infants and toddlers.
  • To identify strategies for helping to build social skills in infants and toddlers.
  • To identify the characteristics of challenging behavior for infants and toddlers.
  • To identify family circumstances, including maternal depression that can have an impact on the social emotional development of infants and toddlers.
  • To describe and have an opportunity to use a process for developing and implementing a support plan to respond to challenging behavior.

Target Audience

This training is intended for Early Intervention staff, Early Childhood teachers, home visitors and parents.

Individuals attending this course must arrive on time and stay the duration of the course in order to receive Act 48 Professional Education hours. Requests for exceptions are to be brought to the attention of the individual´s Superintendent or IU Director prior to the course.

Topics: Behavior

Foundations for Infant/Toddler Services in Early Intervention: IFSP Development

Each child and family that receives early intervention services must have an Individualized Family Service Plan (IFSP). The IFSP is designed for professionals and family members to collaborate as a team to address developmental outcomes for a young child with delays or disabilities. The IFSP is the legal contract between the program and the family regarding early intervention services for and on behalf of the child. The IFSP focuses on functional outcomes and goals for the child’s development, and directs services to family members and caregivers.

IFSP Development is the second in a series of four courses that make up the Foundations for Infant and Toddler Services in Early Intervention. The purpose of this module is to provide guidelines in IFSP development for Early Intervention professionals. Administrators can use these modules to support the professional development and performance of EI personnel they supervise. The content and resources of this module align with the standards of national organizations for personnel preparation programs and performance indicators related to early childhood outcomes developed by the Department of Education, Office of Special Education Programs (OSEP).

The module has four sessions based on established competencies for IFSP development. Each session contains instructional content delivered through narrated presentations, resource content such as reading materials and websites, activities to integrate content into practice, and accomplishment of specific competencies through participant evaluation.

Objectives

Participants will:

  • Identify legislation and regulations that impact early intervention services
  • Describe the required components of Pennsylvania´s Early Intervention Evaluation Report document and Individualized Family Service Plan (IFSP)
  • Make connections between early intervention program, policy, and practice.
  • Gather information from families that reflect the child and family’s unique strengths, resources, concerns, and priorities
  • Facilitate the IFSP process in order to promote family understanding and participation in the collaborative process
  • Establish IFSP outcomes that are meaningful to the child and family and that support learning in the child’s natural routines
  • Identify resources in your local community
  • Assist families in accessing services that promote inclusion of the child and family into the community
  • Provide support to families in accessing family support, family networking, and involvement within the early intervention system
  • Describe how transitions impact families, children, and professionals
  • Identify methods to facilitate a smooth service delivery transition for families, children, and professionals.
  • Develop a transition plan for families exiting early intervention

Target Audience

This training is intended for early care and education practitioners working with children ages 0 – 3 years.

Individuals attending this course must arrive on time and stay the duration of the course in order to receive Act 48 Professional Education hours. Requests for exceptions are to be brought to the attention of the individual´s Superintendent or IU Director prior to the course.

Topics: Early Intervention

Foundations for Infant/Toddler Services in Early Intervention: Routines Based Interventions

Two concepts central to early intervention are the emphasis on natural environments and a naturalistic teaching approach called routines based intervention, also known as activity-based instruction or embedded instruction. According to the Individuals with Disabilities Education Improvement Act, to the maximum extent appropriate, early Intervention services are to be provided in natural environments, including the home and community settings in which children without developmental delays participate. Daily routines are meaningful contexts for young children to learn new skills because they are predictable, functional, and occur numerous times throughout the day. Families and caregivers involved in these routines can support their child’s learning and development. Early intervention professionals’ work in collaboration with the family through their roles as consultant or coach to share information, resources, and support families in implementing routines based interventions. Routines Based Interventions is the third in a series of four courses that make up the Foundations for Infant and Toddler Services in Early Intervention. The purpose of this module is to provide guidance to early intervention professionals for the implementation of routines based interventions. Administrators can use this module to support the professional development and performance of early intervention personnel they supervise. The content and resources of this module align with the standards of national organizations for personnel preparation programs and performance indicators related to early childhood outcomes developed by the Department of Education, Office of Special Education Programs (OSEP). The module has three sessions based on established competencies for routines based intervention. Each session contains instructional content delivered through narrated presentations, resource content such as reading materials, videos, and websites, activities to integrate content into practice, and accomplishment of specific competencies through participant evaluation.

Objectives

Participants will:

  • describe effective home visits with naturalistic teaching strategies that can be easily integrated into a family’s routines and activities.
  • provide information and support to facilitate caregiver competence in teaching functional skills during daily routines and activities.
  • use principles of adult learning theory to support families in their ability to learn to implement routines based interventions.
  • describe the importance of routines-based interventions in natural environments.
  • identify, with family members, everyday routines and activities as potential settings for intervention.
  • design routines based interventions with family members, using evidence-based intervention strategies to promote child development and learning.
  • collaboratively monitor child progress in routines based interventions.
  • develop documents to convey information regarding the effectiveness of a routines based intervention to the family and other team members.
  • modify the routines based interventions and/or IFSP outcomes based on child progress.

Target Audience

This training is intended for early care and education practitioners working with children ages birth – 3 years.

Topics: Early Intervention

Family Centered Services

The purpose of this course is to provide standards for and practice indicators of family centered services for Early Intervention professionals. This course will look at family- centered principles as a set of core beliefs and attitudes that shape the philosophy and practices of Early Intervention programs. Participants will have opportunities to Ecological and Family Systems Theories as frameworks for increasing the focus on families in Early Intervention. They will have the opportunity to reflect on the developmental process of becoming culturally competent; explore the diverse cultures, values and beliefs of the families with whom they work; and identify strategies they can use to improve their professional skills and demonstrate understanding, respect and empathy in their interactions with families.

Topics: Early Intervention

Partnering to Build Family Capacity

This course will look at how three primary relationships (parent-child, parent-professional, and professional-professional) in Early Intervention work together to promote and enhance the positive development of children within the context of their families. Participants will have opportunities to reflect on how the use of partnership principles and interaction skills support their relationships with families and positively affect their practice. They will explore strategies to assist them in collaborating with families to identifying family strengths and resources and to help build family capacity. They will have opportunities to reflect on the balance of power between families and professionals and identify practices that serve to empower families.

Topics: Early Intervention