History, Structure, office locations involved in carrying out the activities that will be funded through the grant, major accomplishments of the organization, relevant experience and accomplishments of the organization, established partnerships and relationships that will be important to carrying out the activities funded by the grant. INTRODUCTION The Interagency Outreach Training Initiative (IOTI) works towards improving the lives of individuals with disabilities. IOTI focuses on providing the support required for training programs that improves the skills of paraprofessionals to provide better assistance and care to individuals with disabilities. In line with IOTI’s goals, we have developed a program that will improve the training provided
to paraprofessionals to better assist in providing behavioral support in homes and communities. There is a high number of individuals in the disability community that suffer from neurodevelopmental disabilities. Our program focuses on provided quality care to children and adults through properly trained paraprofessionals. As IOTI has noted, Utah is suffering from critical training gaps and shortages in the disability community. Our proposal will address these training gaps and shortages and prevent them by providing virtual workshops that can be accessed from home. Training gaps and shortages develop from the intensive training paraprofessionals undergo. While some paraprofessionals transfer out of the program, others are still going through the training path line and are unable to fill the gaps. While this is ongoing, individuals requiring behavioral support in homes and communities are still in need of support. Through the virtual training workshops, paraprofessionals will have the ability to train at home in a 9-month time frame. The workshops will consist of 6 critical areas that paraprofessionals will receive training on how to better interact and care for individuals with cognitive and developmental disabilities. The training will be given by behaviorists, clinical physicians, sociologist and more. The ability to train at home will allow, not only for better comprehension of the material with less distractions, but allow those that have a higher understanding of the care required, to advance at their own pace and potentially complete the training in less than 9 months. This will help in bringing those paraprofessionals to work and assist with our disabled individuals in need of their support. Ultimately our program will address the critical training gaps and shortages, while providing quality care and support to individuals with neurodevelopmental disabilities.
I personally found this training to be useful for my future, because through the Mandated Reporter Training
“The purpose of the Wisconsin Assistive Technology Initiative (WATI) is to provide a comprehensive and thorough assistive technology assessment process” (Barbara, n.d., para. 14). WATI consists of an Assistive Technology Consideration Guide that is made like a table. Horizontally the table entails tasks that the student might be expected to complete in the classroom. Vertically the table asks if the student completes the tasks with special accommodations or AT devices. It also asks what new assistive technology the student will try (Marino, 2006). The ultimate goal of the WATI is to consider different types of AT, and to ensure that the student receives the best services and accommodations. Which will allow the student to learn the curriculum to his/ her full potential and meet the IEP and IFSP objectives (Barbara,
Chapter one helped clarify grant terminology that I may run into while conducting grant research and filling out grant applications. I found this useful because I now have a better understanding of what certain grants are looking for and the grant language that is needed. This chapter also helped me learn how to set up a plan for keeping track of the grants I am working on and helped set up the process. The second chapter goes over how to create and complete funding plans for each grant. It stresses that without a plan it is difficult to have a successful grant process. This chapter has useful suggestions on what to look for within an organization to decide where funding is needed. The third chapter reviewed grantlish. This chapter was helpful because it also will help me use the correct grant terms and learn when you use them. It also covers helpful terms to use in proposals and the body of grant.
[1] Goldratt, Eliyahu M. and Cox, Jeff (2004). The Goal: A Process of Ongoing Improvement. Retrieved from http:// ishare.edu.sina.com.cn
Although the training may be similar, each individual has their own capabilities that integrate differently into their work flow processes. Different skill levels vary greatly and can affect the efficiency of processes [2]. As Shortliffe describes, experts of a trade are able to perceive large patterns of information that novices are unable to distinguish. This deeper understanding allows professionals to quickly process and represent problems required to solve them. In contrast, novices tend to take more time to identify the issue and require more resources to solve the problem at hand. To ensure consistency and avoid mistakes, it is essential for an institution to provide proper training to all contributors. Especially those that are greatly influenced by the intermediate effect as described in Biomedical Informatics; there needs to be the opportunity to continually learn, re-learn, and exercise new knowledge in the healthcare field in order to avoid errors and allow
The Individuals with Disabilities Education Act (IDEA), which is a supersession of the Education of All Handicapped Children Act of 1975 is a federal law which requires states and their school districts to provide individuals with disabilities a free and appropriate education. IDEA governs how states and public agencies provide early intervention, special education and related services to more than 6.5 million eligible infants, toddlers, children and youth with disabilities. US Department Of Education (n.d.)
them. If I can improve these skills, my patients will benefit as I aim to improve the standard
Most of the information I was able to find was through the organizations website, which is listed on page 1 and on the reference page. Throughout the website, I found so much useful information. They anticipated my questions in the fact that they had answers before my question had even formed. For instance, the organization has all of their financial statements listed. These documents can be downloaded via a PDF format. Some
... all the teachers, except for the multi-disability teacher, having an Intervention Specialist licensure. This allows the teachers to teach students in a cross-categorical situation in promoting academic excellence. The RTI program is designed to further enhance the needs of students with disabilities, under Title I, and is also taught by qualified and licensed teachers (personal communication, July 10, 2009).
• Establish a relationship with partnering organization with similar business philosophies and client base we would like to collaborate with for programs, events or services.
Healthcare professionals lack experience and education on how to work with hospitalized patients with intellectual disabilities (reference). Admittance into the hospital can put a lot of stress on individuals with ID as well as their caregivers, and the healthcare professionals involved. Balancing the needs of individuals with intellectual disabilities is a challenge for many professionals throughout the hospital due to multiple factors have produced years of social oppression, institutional discrimination, and attitudinal barriers. Communication is the key to maintaining a seamless flow between health care professionals and their special need patients. By advocating for a reform in training of health care professions, this would help with increasing the quality of services provided for those with intellectual
Knowles, M.S. (1976). Separating the Amatures from the Pros in Training. Training and Development Journal. 30(9). 16.
In my department, we offer two types of training for automotive dealers. The first type is our Web-Based Training (WBT), and the second is Instructor-Led Training (ILT). These training courses have many similarities, such as learning objectives, total content, layout, structure and flow. They differ, however, in how each course is delivered, when the learning takes place, and the cost of the training.
the different services offered by the organization, the target market of the organization, how the
To combat these and other issues that can arise due to a lack of training, the development of a training program will wan...