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LIVE TRAINING – in person, at your location

KIT's Live Trainings involve one of our Education & Training Specialists leading a workshop in person for you
and your staff at your site. It is a cost–effective way to train your staff on inclusion!

For more information or to request and schedule a live training for your site, call (858)225-5680 or fill out our
Request Information for Live Training Form
.

Module Descriptions

 

  • Four Core Training Modules
  • Foundations of Inclusion
    • Introduction to InclusionIncluding children with disabilities in child and youth development programs can be very challenging, but nothing is more rewarding than witnessing a child make a friend, enjoy a game or experience an accomplishment. This highly-interactive workshop will allow participants to face the fears involved in inclusion (I don’t know what to do! I don’t know anything about that disability!) through activities designed to promote an understanding of inclusion and support children with disabilities.

      Learning Objectives:

      1. Define socially responsible language
      2. Determine whether 5 statements are consistent with the philosophy of inclusion
      3. List 3 ways to address one of the barriers identified in your group
  • Pathway to Positive Behavior
    • Respectful AccommodationsPathway to Positive Behavior addresses the fact that all children display some type of behavioral challenge. This workshop will focus on how to prevent negative behaviors before they occur and how to create environments that offer positive behavior support to children with behavioral challenges.

      Learning Objectives:

      1. Define the purpose of behavior in your own words
      2. Redesign your environment to include 3 adaptations to support positive behavior
      3. List 3 possible techniques to support positive behavior for children in out-of-school time programs
  • Respectful Accommodations
    • Supporting Positive BehaviorMaking your program accessible to children with disabilities will require creative and responsive accommodations. The Americans with Disabilities Act (ADA) addresses the necessity of making accommodations for children with disabilities so that they can participate in community programs. This workshop provides insight into what constitutes a “respectful accommodation.” Specific examples of accommodations for children who have various types of disabilities are included.

      Learning Objectives:

      1. List 3 sources of information on designing accommodations in an out-of-school time environment
      2. Sketch at least 3 qualities an inclusion facilitator should possess
      3. Employ 4 accommodations to support inclusion for a child depicted in a scenario
  • Partnering with Families
    • Partnering with FamiliesChildren come to your program attached to a family unit. Learning to create partnerships with children’s families will help you provide the best service to all children. Learn to communicate successfully with parents, how to set up your relationship for success and what to do when challenges arise.

      Learning Objectives:

      1. List 5 types of knowledge that parents and providers each bring to a partnership
      2. Describe 2 ways to build rapport with families
      3. Practice discussing a concern with a family through a role play scenario

  • Additional Training Modules
  • Accommodations for Children with Autism
    • Introduction to InclusionThis session will equip professionals with strategies to facilitate inclusion for children with autism spectrum disorders. Participants will address common assumptions about autism, and learn how to provide environmental and interpersonal accommodations. The workshop also presents strategies that support positive behavior, communication and sensory needs.

      Learning Objectives:

      1. Describe 3 sensory processing differences depicted in a video
      2. Using a scenario, apply 4 accommodations to support a child with autism in an inclusive setting
  • Making Connections: Fostering Friendships for Children with and without Disabilities
    • Introduction to InclusionThe best thing that a child can gain from your program is a quality friendship. Many times, children with disabilities struggle with initiating and maintaining friendships. In this workshop, participants will learn how to help all children develop their friendship skills.

      Learning Objectives:

      1. Practice an activity to remove the barriers to friendships for children with and without disabilities
      2. Apply a social mapping tool to examine friendship interactions
      3. Develop a plan to enhance friendship interactions in a scenario
  • Behavior Support Techniques
    • Introduction to InclusionThroughout this session, participants will learn strategies for addressing challenging behavior. Guidelines for responding to behavior will be presented. Participants will discuss how to identify influences on behavior, define behavior problems, and develop plans to teach skills. The session concludes with a discussion of appropriate behavior support tools.

      Learning Objectives:

      1. Recognize the ABCs of behavior in 3 scenarios
      2. Compose a clear, simple statement of the problem in 1 scenario
      3. Create a plan for using behavior support strategies in your setting
  • Promoting Communication with Children and Youth
    • Supporting Positive BehaviorThis module explains the concept of responsive communication and covers staff responsibilities in helping children and youth send and receive communication messages. Learners will have opportunities to explore their learning styles and get hands-on practice using verbal and non-verbal support strategies.

      Learning Objectives:

      1. Reflect on your own learning style and answer questions about how it affects communication
      2. Role play 3 verbal support strategies during simulated play with a partner
      3. Plan 2 non-verbal support strategies to support responsive communication
  • Ready, Set, Summer
    • Supporting Positive BehaviorA powerful introduction to inclusion for summer camp staff, this workshop provides the basic skills necessary in a “top tips for inclusion” format. Topics covered include accommodations for day camp settings, confidentiality and working with families, positive behavior supports and strategies for supporting friendships.

      Learning Objectives:

      1. List 3 things you need to know in order to serve all children at camp
      2. Summarize 3 things you can do to support inclusion at your camp
      3. Discuss 3 resources for supporting inclusion
  • Success with Challenging Behavior: ADHD
    • Supporting Positive BehaviorChances are you serve children with ADHD every day in your existing programs. Explore myths about children with ADHD and discover what to look for as you design accommodations for children with ADHD in your program. Learn to prevent challenging behaviors with positive support strategies to help all children be successful.

      Learning Objectives:

      1. Identify 6 possible visual distractions for a child with ADHD
      2. Describe 3 observation signs or signals depicted during a role play
      3. Collaborate with a partner to apply 3 accommodations to a scenario
  • Responding to Aggressive Behavior
    • Introduction to InclusionThis module highlights how perceptions influence responses to aggressive behavior. Learners explore different characteristics of children who use aggression and the underlying influences on aggressive behavior. A course of action for responding to aggressive behavior is presented, with an in-depth focus on how to develop environmental supports.

      Learning Objectives:

      1. Discuss a scenario using different lenses for interpreting and responding to behavior
      2. Design or improve upon 2 environmental supports for children in your program to help them feel safe and connected
  • Supporting Social Emotional Needs
    • Supporting Positive BehaviorChildhood has changed dramatically over the last 20 years. This training covers the changing landscape of childhood and how to create opportunities for children to develop social-emotional skills like coping and self-regulation. Specific techniques on what to teach and how to teach skills will be discussed.

      Learning Objectives:

      1. Describe the relationship between emotions and learning
      2. List 3 social skills that can be promoted in your own environment
      3. Recall 3 techniques for supporting children’s social-emotional needs
  • Using Group Process to Include School Age Children and Youth in Planning Programs
    • Supporting Positive BehaviorThis workshop will assist participants to learn strategies to use group process to involve children/youth in planning the program and to gain experience in activity planning to meet the needs and interests of their children/youth.

      Learning Objectives:

      1. List 3 group process techniques that can be used to engage children in program planning
      2. Demonstrate 2 techniques that can be used to include children & youth in program planning
      3. Complete an Activity Planning Form using ideas generated during the session

  • Pilot Training Modules
  • Coaching, Mentoring and More: A Manager's Role
    • This session will help managers explore their own skills for supporting staff to improve inclusive practices within their programs. We will discuss and practice using assessments to create attainable goals for children and staff and coaching and mentoring techniques. You will also be given an easy-to-use worksheet for planning how to implement child and staff support strategies.

      Learning Objectives:

      1. Write 2 goals for a child/youth in your program based on the assessment completed during the session
      2. In a role play, accurately demonstrate 2 strategies to assist staff to support a child/youth
      3. Given a scenario, complete the Implementing Strategies worksheet
  • Staff Roles and Responsibilities in Inclusive Programs
    • This module provides an overview of staff member roles in inclusive programs: support, bridge and coach. Through activities, learners explore their thoughts about inclusive programs and making accommodations. Specific staff responsibilities are outlined and reinforced through case studies.

      Learning Objectives:

      1. Sketch at least 3 essential qualities staff should possess in an inclusive program
      2. Apply staff responsibilities to support children in 2 scenarios:
        1. Design accommodations and social supports for the child in scenario #1
        2. Develop a plan to monitor safety for the child in scenario #2
  • Tweens and Teens: Creating a Culture of Inclusion
    • Tweens and teens deal with a lot of emotional highs and lows; one minute they feel great, the next they feel sad and tearful. Creating a welcoming and supportive environment during these often turbulent years requires intentional planning. This session will explore the physical, cognitive, social, and emotional changes that are happening and guide participants to support tweens and teens in their programs. Participants will learn to create cultures within their programs that are accepting and provide a safe environment for tweens and teens to thrive.

      Learning Objectives:

      1. Accurately define “Safe Space” in your own words
      2. Correctly identify 1 staff skill required to create a welcoming and safe environment with equal opportunity for contribution, voice, and choice for all youth
      3. Create a plan to implement an accommodation for 1 youth in your program utilizing the peer engagement strategies taught in the training

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