Connecting Accessibility to Universal Design and Individual Education Plans (IEPs)

This course satisfies these child care training requirements:

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• National Afterschool Association Competencies: 1. Child and Youth Growth and Development
• National Afterschool Association Competencies: 2. Learning Environment and Curriculum
• National Afterschool Association Competencies: 4. Interactions with Children and Youth
• National Afterschool Association Competencies: 6. Cultural Competency and Responsiveness
• National Afterschool Association Competencies: 8. Safety and Wellness

• Core Knowledge and Competencies: 1. Child and Youth Growth and Development
• Core Knowledge and Competencies: 4. Learning Environment and Curriculum

• Early Childhood Educator Requirements: Birth to Second Grade: 1. Child development
• Early Childhood Educator Requirements: Birth to Second Grade: 2. Developmental curriculum planning/ environment and curriculum
• Early Childhood Educator Requirements: Birth to Second Grade: 3. Observation and assessment

• Early Childhood - Continuing Education: 1. Child Development
• Early Childhood - Continuing Education: 2. Child Guidance
• Early Childhood - Continuing Education: 6. Learning Activities

• Early Care and Education Knowledge Base: 1. Child Development
• Early Care and Education Knowledge Base: 3. Observation, documentation and assessment
• Early Care and Education Knowledge Base: 4. Teaching and engagement
• Early Care and Education Knowledge Base: 5. Curriculum and learning environment

• Childcare Program: Continuing Education: 1. Child development
• Childcare Program: Continuing Education: 3. Caring for children with exceptionalities
• Childcare Program: Continuing Education: 6. Indoor and outdoor learning environments
• Childcare Program: Continuing Education: 7. Behavior guidance
• Childcare Program: Continuing Education: 8. Leadership, child care administration, or mentoring
• Childcare Program: Continuing Education: 10. Working with families
• Childcare Program: Continuing Education: 11. Legal issues in child care
• Childcare Program: Continuing Education: 12. Child abuse and neglect

• Child Care Training Regulations: 1. Child Development
• Child Care Training Regulations: 2. Routine and emergency health protection of children including health related exclusions
• Child Care Training Regulations: 4. Positive behavior management
• Child Care Training Regulations: 5. Curriculum development policies and responsibilities
• Child Care Training Regulations: 6. Supervision of children
• Child Care Training Regulations: 7. Child accident and injury procedures including building and physical premises safety
• Child Care Training Regulations: 12. Nutrition and food safety including prevention and response to emergencies due to food and allergic reactions
• Child Care Training Regulations: 17. Respectful engagement of families, including daily communication with parents about their child’s activities
• Child Care Training Regulations: 21. Providing developmentally appropriate activities and experiences for children
• Child Care Training Regulations: 22. Inclusion of children with special needs

• ECE Competencies: 1. Child Development and Learning
• ECE Competencies: 2. Culture, Diversity and Equity
• ECE Competencies: 6. Observation, Screening, Assessment and Documentation
• ECE Competencies: 7. Special Needs and Inclusion
• ECE Competencies: 8. Learning Environments and Curriculum

• Core Knowledge Areas from the Michigan Core Knowledge and Core Competencies for the Early Care and Education Workforce: 1. Child development and learning
• Core Knowledge Areas from the Michigan Core Knowledge and Core Competencies for the Early Care and Education Workforce: 5. Teaching and learning
• Core Knowledge Areas from the Michigan Core Knowledge and Core Competencies for the Early Care and Education Workforce: 6. Observation, documentation, and assessment
• Core Knowledge Areas from the Michigan Core Knowledge and Core Competencies for the Early Care and Education Workforce: 7. Interactions and guidance
• Core Knowledge Areas from the Michigan Core Knowledge and Core Competencies for the Early Care and Education Workforce: 8. Child care center administrative rules

• Early Care & Education Professional Development Content Areas: 1. Child Development and Learning in Context
• Early Care & Education Professional Development Content Areas: 3. Child Observation, Documentation, and Assessment
• Early Care & Education Professional Development Content Areas: 4. Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
• Early Care & Education Professional Development Content Areas: 5. Knowledge, Application, and Integration of Academics Content in the Early Childhood Curriculum
• Early Care & Education Professional Development Content Areas: 6. Professionalism as an Early Childhood Educator
• Early Care & Education Professional Development Content Areas: 7. Health and Safety

• Early Care and Education Professional Competency Goals for Staff: 1. Child development, including discipline, guidance, nutrition, injury control and safety
• Early Care and Education Professional Competency Goals for Directors: a. Early learning standards
• Early Care and Education Professional Competency Goals for Directors: d. Developmentally appropriate practices
• Early Care and Education Professional Competency Goals for Directors: f. Advocacy for the Center, Parents, children and Staff

• Competencies for Early Childhood Educators and Administrators: 1. Child growth and development, and learning or courses that align with the competency domains of child growth and development
• Competencies for Early Childhood Educators and Administrators: 2. Child observation and assessment
• Competencies for Early Childhood Educators and Administrators: 6. Professional development and leadership
• Competencies for Early Childhood Educators and Administrators: 8. Teaching practices

• Early Childhood Education and Care Department: 1. Child growth, development, and learning
• Early Childhood Education and Care Department: 2. Health, safety, nutrition, and infection control
• Early Childhood Education and Care Department: 3. Family and community collaboration
• Early Childhood Education and Care Department: 4. Developmentally appropriate content
• Early Childhood Education and Care Department: 5. Learning environment and curriculum implementation
• Early Childhood Education and Care Department: 6. Assessment of children and programs
• Early Childhood Education and Care Department: 7. Professionalism

• Child Growth and Development: 1. Child nutrition
• Career Development: 1. Ethics and professionalism in child care
• Family/Community Relations: 1. Working with parents and families
• Child Growth and Development: 2. Children with special needs
• Family/Community Relations: 2. Community health, pediatrics or social services resources for children and families
• Child Growth and Development: 4. Brain development
• Family/Community Relations: 4. Cultural diversity/awareness
• Career Development: 4. Using child care tools
• Child Growth and Development: 5. Benefits of outdoor play and gross motor activities
• Career Development: 5. Individualized education plan/individualized family service plan
• Child Growth and Development: 6. Social/emotional development
• Career Development: 6. Strategic leadership and planning
• Child Growth and Development: 7. Challenging behaviors
• Child Growth and Development: 8. Cognitive development
• Child Growth and Development: 10. Family/Community Relations
• Career Development: 11. Confidentiality/Health insurance portability and accountability act

• Department of Children, Youth & Families: Child Care Provider Training Requirements: 1. Child/adolescent growth and development
• Department of Children, Youth & Families: Child Care Provider Training Requirements: 2. Learning environment and curriculum
• Department of Children, Youth & Families: Child Care Provider Training Requirements: 3. Child observation and assessment
• Department of Children, Youth & Families: Child Care Provider Training Requirements: 5. Safety and wellness
• Department of Children, Youth & Families: Child Care Provider Training Requirements: 6. Interactions with children/youth
• Department of Children, Youth & Families: Child Care Provider Training Requirements: 7. Program planning and development
• Department of Children, Youth & Families: Child Care Provider Training Requirements: 8. Professional development and leadership
• Department of Children, Youth & Families: Child Care Provider Training Requirements: 9. Cultural competency and responsiveness

• Director Annual Training: 1. Curriculum
• Director Annual Training: 2. Nutrition
• All Staff Annual Training: 2. Social and Emotional Development
• All Staff Annual Training: 3. Child Guidance
• Director Annual Training: 3. Special Needs
• Director Annual Training: 4. Child Guidance
• All Staff Annual Training: 4. Health and Safety, Nutrition
• Director Annual Training: 5. Professional Development
• All Staff Annual Training: 5. Special Needs
• All Staff Annual Training: 6. Professional Development

• Department of Early Learning and Care: Training: 1. Diversity
• Department of Early Learning and Care: Training: 2. Family and Community Systems
• Department of Early Learning and Care: Training: 3. Human Growth and Development
• Department of Early Learning and Care: Training: 4. Health Safety and Nutrition
• Department of Early Learning and Care: Training: 5. Learning Environments and Curriculum
• Department of Early Learning and Care: Training: 6. Observation and Assessment
• Department of Early Learning and Care: Training: 7. Special Needs
• Department of Early Learning and Care: Training: 8. Understanding and Guiding Behavior

• Early Learning and Development Standards: 1. Early Childhood Education and Child Development
• Early Learning and Development Standards: 8. Programming for Children with Disabilities or Special Health Care Needs

• The National Association for the Education of Young Children (NAEYC) Training: 1. Health and safety
• The National Association for the Education of Young Children (NAEYC) Training: 4. Planning learning activities
• The National Association for the Education of Young Children (NAEYC) Training: 7. Communications and relations with families
• The National Association for the Education of Young Children (NAEYC) Training: 9. Advocacy for early childhood programs
• The National Association for the Education of Young Children (NAEYC) Training: 10. Professional issues

• Early Learning eGuidelines Competencies: 1. Introduction to Inclusive Child Care
• Early Learning eGuidelines Competencies: 4. Preparing for and Including Young Children in the Child Care Setting
• Early Learning eGuidelines Competencies: 5. Community Services for Young Children with Disabilities (including Early Intervention services)
• Early Learning eGuidelines Competencies: a. Introduction to Inclusive Child Care
• Early Learning eGuidelines Competencies: b. Understanding Child Development in Relation to Disabilities
• Early Learning eGuidelines Competencies: d. Preparing for and Including Young Children in the Child Care Setting
• Early Learning eGuidelines Competencies: e. Community Services for Young Children with Disabilities (including Early Intervention services)

• NYC DYCD Core Competencies for Youth Work Professionals: 1. Knowledge of the principles and practices of child and youth development and ability to use this knowledge to achieve the goals of the program.
• School Age Child Care: 1. Principles of Childhood Development
• School Age Child Care: 2. Nutrition and Health Needs of Infants and Children
• NYC DYCD Core Competencies for Youth Work Professionals: 3. Ability to promote an inclusive, welcoming, and respectful environment that embraces diversity.
• School Age Child Care: 3. Child Day Care Program Development
• NYC DYCD Core Competencies for Youth Work Professionals: 4. Ability to foster academic and non-academic skills and broaden participant horizons.
• NYC DYCD Core Competencies for Youth Work Professionals: 5. Ability to effectively implement curricula and program activities.

• Early Childhood Professional Learning Categories: 1. Learning Communities
• Early Childhood Professional Learning Categories: 3. Resources
• Early Childhood Professional Learning Categories: 4. Data
• Early Childhood Professional Learning Categories: 5. Learning Designs
• Early Childhood Professional Learning Categories: 6. Implementation
• Early Childhood Professional Learning Categories: 7. Outcomes

• Core Knowledge and Competencies for Early Childhood Professionals: 1. Management
• Core Knowledge and Competencies for Early Childhood Professionals: 3. Child safety, abuse, and neglect

• Program Quality Practices: 1. Physical Environment, Curriculum, and Program Activities
• Program Quality Practices: 2. Assessment, Planning, and Improvement
• Program Quality Practices: 3. Relationships
• Program Quality Practices: 4. Child and Youth Engagement
• Program Quality Practices: 6. Safety, Health, and Wellness
• Program Quality Practices: 7. Leadership and Administration
• Program Quality Practices: 8. Professional Development

• Early Learning and Development Standards: 1. Physical Health and Motor Development
• Early Learning and Development Standards: 2. Social and Emotional Development
• Early Learning and Development Standards: 5. Cognitive Development

• Child Care Centers Professional Growth and Development Training Requirements: 1. Planning a safe, healthy learning environment (includes nutrition)
• Child Care Centers Professional Growth and Development Training Requirements: 2. Steps to advance children’s physical and intellectual development
• Child Care Centers Professional Growth and Development Training Requirements: 3. Positive ways to support children’s social and emotional development (includes guidance and discipline)
• Child Care Centers Professional Growth and Development Training Requirements: 4. Strategies to establish productive relationships with families (includes communication skills and cross-cultural competence)
• Child Care Centers Professional Growth and Development Training Requirements: 7. Observing and recording children’s behavior
• Child Care Centers Professional Growth and Development Training Requirements: 8. Principles of child growth and development

• Department of Human Services Division of Child Care and Early Childhood Education Child Care Licensing Unit: 1. Proper supervision of children
• Department of Human Services Division of Child Care and Early Childhood Education Child Care Licensing Unit: 14. Nutrition and physical activities
• Department of Human Services Division of Child Care and Early Childhood Education Child Care Licensing Unit: 16. Basic child development

• Core Competencies for Early Childhood Professionals: 1. Safe Environments
• Core Competencies for Early Childhood Professionals: 2. Healthy Environments
• Core Competencies for Early Childhood Professionals: 3. Learning Environments
• Core Competencies for Early Childhood Professionals: 4. Physical Development
• Core Competencies for Early Childhood Professionals: 5. Cognitive Learning
• Core Competencies for Early Childhood Professionals: 6. Communication
• Core Competencies for Early Childhood Professionals: 7. Creative Learning
• Core Competencies for Early Childhood Professionals: 8. Self-Esteem
• Core Competencies for Early Childhood Professionals: 9. Social Development
• Core Competencies for Early Childhood Professionals: 10. Guidance
• Core Competencies for Early Childhood Professionals: 12. Program Management
• Core Competencies for Early Childhood Professionals: 13. Professionalism

• Quality Standards for OST Programs: 1: Health and Safety
• Quality Standards for OST Programs: 2: Relationships and Interactions
• Quality Standards for OST Programs: 3: Youth-Centered Program Design
• Quality Standards for OST Programs: 4: Leadership and Management

• 1. Pilina (Relationships): 1a. Pilina (Relationships) between Staff and Youth

• B-3 Continuum: 2. Comprehensive Services
• B-3 Continuum: 4. Supported Transitions
• B-3 Continuum: 5. Joint Professional Development
• B-3 Continuum: 6. Aligned Curriculum and Instruction
• B-3 Continuum: 7. Aligned Assessments
• B-3 Continuum: 8. Data-driven Improvement

• Critical Competencies: 2. Curriculum
• Critical Competencies: 4. Special Needs

• Teachers of Early Childhood Education Subject Matter Standards: 2. Developmentally appropriate learning experiences
• Teachers of Early Childhood Education Subject Matter Standards: 3. Relationships with families
• Teachers of Early Childhood Education Subject Matter Standards: 4. Assessment, evaluation, and individualization
• Teachers of Early Childhood Education Subject Matter Standards: 5. Historical and contemporary development of early childhood education
• Teachers of Early Childhood Education Subject Matter Standards: 7. Health, safety, and nutrition
• Teachers of Early Childhood Education Subject Matter Standards: 8. Application through clinical experiences

• Core Competencies for Early Childhood Practitioners: 2. Health, safety and nutrition
• Core Competencies for Early Childhood Practitioners: 3. Child observation and assessment
• Core Competencies for Early Childhood Practitioners: 4. Family and community partnerships
• Core Competencies for Early Childhood Practitioners: 5. Learning environments and curriculum
• Core Competencies for Early Childhood Practitioners: 6. Interactions with children
• Core Competencies for Early Childhood Practitioners: 7. Program planning, development and evaluation
• Core Competencies for Early Childhood Practitioners: 8. Professionalism and leadership

• Department of Early Education & Care Standards: 2. Planning Programs and Environments for Young Children
• Department of Early Education & Care Standards: 3. Curriculum for Early Childhood Settings
• Department of Early Education & Care Standards: 4. Child and Classroom Management
• Department of Early Education & Care Standards: 5. Advanced or Specialized Early Childhood Education or Development
• Department of Early Education & Care Standards: 6. Children with Special Needs, Birth - 16 years
• Department of Early Education & Care Standards: 7. Infant and Toddler Development, Care, and Program Planning
• Department of Early Education & Care Standards: 10. Supervision or Staff Development in Early Childhood Education

• Child Care VA Standards: 3. Food and Allergic Reactions
• Child Care VA Standards: 6. Safe Spaces
• Child Care VA Standards: 10. Inclusion of All Children
• Child Care VA Standards: 13. Foundations of Child Development and Approaches to Learning

• Department of Social Services, Child Care Services (CCS): Pathway to Professional Development: 3. Guidance and behavior management
• Department of Social Services, Child Care Services (CCS): Pathway to Professional Development: 4. Food handling techniques
• Department of Social Services, Child Care Services (CCS): Pathway to Professional Development: 7. Nutrition for children
• Department of Social Services, Child Care Services (CCS): Pathway to Professional Development: 10. Cultural diversity
• Department of Social Services, Child Care Services (CCS): Pathway to Professional Development: 11. Learning environments
• Department of Social Services, Child Care Services (CCS): Pathway to Professional Development: 12. Age-appropriate activities and planning
• Department of Social Services, Child Care Services (CCS): Pathway to Professional Development: 13. Professionalism
• Department of Social Services, Child Care Services (CCS): Pathway to Professional Development: 14. Partnerships with parents
• Department of Social Services, Child Care Services (CCS): Pathway to Professional Development: 15. Inclusion of all children

• Standards of Early Learning and Development: 3. Quality Child Care and Licensing
• Standards of Early Learning and Development: 4. The Child Care Professional and the Family
• Standards of Early Learning and Development: 5. Language Development
• Standards of Early Learning and Development: 6. Positive Discipline and Guidance

• Early Childhood: Child Care Center Training Topics: 4. Children with special needs
• Early Childhood: Child Care Center Training Topics: 7. Principles of child growth and development, including brain development

• Department of Children and Families (Annual In-Service Training): 5. Child development – typical and atypical
• Department of Children and Families (Annual In-Service Training): 13. Working with children with disabilities in child care
• Department of Children and Families (Annual In-Service Training): 19. Age-appropriate lesson planning
• Department of Children and Families (Annual In-Service Training): 22. Developing special interest centers/spaces and environments

• Early Childhood Education Professional Learning Standards: A. Child Growth and Development
• Early Childhood Education Professional Learning Standards: C. Program administration, planning, development, or management
• Early Childhood Education Professional Learning Standards: D. Availability of community services and resources, including those available to children with special needs

• Child Care Facilities: Staff Development Topics: a. Planning a safe, healthy learning environment
• Child Care Facilities: Staff Development Topics: b. Steps to advance children's physical and intellectual development
• Child Care Facilities: Staff Development Topics: c. Positive ways to support children's social and emotional development
• Child Care Facilities: Staff Development Topics: g. Observing and recording children's behavior
• Child Care Facilities: Staff Development Topics: h. Principles of child growth and development
• Child Care Facilities: Staff Development Topics: i. Learning activities that promote inclusion of children with special needs

• Department of Education and Early Development (DEED): Annual Requirements: 2. Special Education Training for Aides
• Department of Education and Early Development (DEED): Biennial and Quadrennial Requirements: 3. Equity Training for Educators
• Department of Education and Early Development (DEED): Mandatory Trainings: 2. Alcohol or drug-related disabilities
• Department of Education and Early Development (DEED): Periodic Requirements: 2. Special Education Training for Staff

• Early Childhood Education: Professional Development Areas: Annual Training (1) Child growth and development
• Early Childhood Education: Professional Development Areas: Annual Training (2) Guidance and discipline
• Early Childhood Education: Professional Development Areas: Annual Training (3) Age-appropriate curriculum
• Early Childhood Education: Professional Development Areas: Annual Training (4) Teacher-child interaction
• Early Childhood Education: Professional Development Areas: In-Service 3. Understanding early childhood brain development.
• Early Childhood Education: Professional Development Areas: Pre-Service 1. Developmental stages of children
• Early Childhood Education: Professional Development Areas: Pre-Service 2. Age-appropriate activities for children
• Early Childhood Education: Professional Development Areas: Pre-Service 3. Positive guidance and discipline of children
• Early Childhood Education: Professional Development Areas: Pre-Service 4. Fostering children’s self-esteem
• Early Childhood Education: Professional Development Areas: Pre-Service 5. Supervision and safety practices in the care of children
• Early Childhood Education: Professional Development Areas: Pre-Service 6. Positive interaction with children

• Division of Early Care and Education: Staff Development: c. Prevention of and response to emergencies due to food and allergic reactions
• Division of Early Care and Education: Staff Development: i. Child growth and development
• Division of Early Care and Education: Staff Development: j. Caring for children with disabilities
• Division of Early Care and Education: Staff Development: k. Guiding children’s behavior
• Division of Early Care and Education: Staff Development: L. Nutrition
• Division of Early Care and Education: Staff Development: m. Physical activity
• Division of Early Care and Education: Staff Development: r. Business operations

• Department of Education: Standards for Professional Development: f. Strategies for working with children with disabilities
• Department of Education: Standards for Professional Development: g. Classroom management, which must include, without limitation, positive discipline and guidance and social, emotional, and academic development
• Department of Education: Standards for Professional Development: i. Play theory and creativity

• Afterschool Program Quality Guidelines: I. Child/Adolescent Growth and Development
• Afterschool Program Quality Guidelines: II. Learning Environment and Curriculum
• Afterschool Program Quality Guidelines: III. Child/Adolescent Observation and Assessment
• Afterschool Program Quality Guidelines: V. Health, Safety and Nutrition
• Afterschool Program Quality Guidelines: VI. Interactions with Children/Youth/Others
• Afterschool Program Quality Guidelines: VIII. Professional Development and Leadership

• Department of Children & Families: Staff Training Requirements for Childcare Centers: ii. Positive guidance and discipline
• Department of Children & Families: Staff Training Requirements for Childcare Centers: iii. Nutrition and good eating habits
• Department of Children & Families: Staff Training Requirements for Childcare Centers: v. Program planning and development
• Department of Children & Families: Staff Training Requirements for Childcare Centers: vi. Creating a classroom environment
• Department of Children & Families: Staff Training Requirements for Childcare Centers: vii. Health and safety procedures, including recognition of illness and disease and training in basic infection control techniques
• Department of Children & Families: Staff Training Requirements for Childcare Centers: viii. Physical education or recreational activities for children

• Professional Standards and Competencies for Early Childhood Educators (PA PSCECE): Standard 1: Child Development and Learning in Context
• Professional Standards and Competencies for Early Childhood Educators (PA PSCECE): Standard 3: Child Observation, Documentation, and Assessment
• Professional Standards and Competencies for Early Childhood Educators (PA PSCECE): Standard 4: Developmentally, Culturally, and Linguistically Appropriate Teaching Practices

• Child Care Training & Education: Standard 1: Learning Environment/Developmentally Appropriate Practice

• Early Childhood Professional Development Framework: Standard I: Designs/Plans Instruction
• Early Childhood Professional Development Framework: Standard II: Creates/Maintains Environments
• Early Childhood Professional Development Framework: Standard III: Implements Instruction
• Early Childhood Professional Development Framework: Standard IV: Assesses & Communicates Learning Results
• Early Childhood Professional Development Framework: Standard V: Reflects/Evaluates Teaching/Learning
• Early Childhood Professional Development Framework: Standard VI: Collaborates with Colleagues/Families/Others
• Early Childhood Professional Development Framework: Standard VII: Engages in Professional Development
• Early Childhood Professional Development Framework: Standard VIII: Supports Families