Available courses

Foundations in Community Disability Services 

This training program was specifically designed for direct service workers already working in the evolving field of Community Disability Services. It will provide a comprehensive orientation to the knowledge, skills, and attitudes needed by staff in today’s world. This is just the beginning of a challenging and rewarding career. 

E-Learning Version: is a blended version, involving both an online facilitators and an in-house mentor, to ensure knowledge, skills, values are addressed in the training. 

Section 3: Being Professional 

  • Module 12: Promoting Wellness 

  1. Unit 1: Healthy Choices to Maintain or Promote Wellness 
  2. Unit 2: Observing Changes Related to Physical Wellness 
  3. Unit 3: Emotional Health and Mental Illness 
  4. Unit 4: Documentation 
  5. Unit 5: Epilepsy 
  6. Unit 6: Sensory Integration 

  • Module 13: Facilitating Growth and Skill Development 

  1. Unit 1: The Planning Process 
  2. Unit 2: Facilitating Learning 
  3. Unit 3: Data Collecting and Graphing 
  4. Unit 4: Developing New Skills for Living in the Community 

  • Module 14: Interpersonal Communication 

  1. Unit 1: Verbal Communication 
  2. Unit 2: Non-Verbal Communication 
  3. Unit 3: Constructive Communications in Difficult Situations 

  • Module 15: Professional Communication Skills 

  1. Unit 1: Effective Written Communication 
  2. Unit 2: Effective Meeting Participation 
  3. Unit 3: Problem Solving and Conflict Resolution 

  • Module 16: Personal and Professional Competence 

  1. Unit 1: What Is Stress? 
  2. Unit 2: Stress Management 
  3. Unit 3: Burnout 
  4. Unit 4: Commitment to Lifelong Learning

Please visit our website to enroll in the course online. Feel free to contact foundationsonline@acds.ca for any additional questions.


Foundations in Community Disability Services 

This training program was specifically designed for direct service workers already working in the evolving field of Community Disability Services. It will provide a comprehensive orientation to the knowledge, skills, and attitudes needed by staff in today’s world. This is just the beginning of a challenging and rewarding career. 

E-Learning Version: is a blended version, involving both an online facilitators and an in-house mentor, to ensure knowledge, skills, values are addressed in the training. 

Section 2: Getting the Basics 

  • Module 6: Safety Issues 

  1. Unit 1: Safe Environments 
  2. Unit 2: First Aid 
  3. Unit 3: Emergency Plans and Procedures 

  • Module 7: Ergonomics for Safe Lifting and Transferring 

  1. Unit 1: The Back 
  2. Unit 2: Body Mechanics 
  3. Unit 3: Back Injury 
  4. Unit 4: Lifts and Transfers 

  • Module 8: Adaptive Equipment 

  1. Unit 1: Clothing and Kitchen Aids 
  2. Unit 2: Communication Aids 
  3. Unit 3: Mobility Aids 
  4. Unit 4: Assistive Devices 

  • Module 9: Universal Precautions and Infection Control 

  1. Unit 1: The Chain of Infection 
  2. Unit 2: Routine Practices of Universal Precautions 
  3. Unit 3: Serious Diseases Requiring Extra Precautions 
  4. Unit 4: Keeping Yourself Healthy 

  • Module 10: Personal Hygiene Support 

  1. Unit 1: Core Values 
  2. Unit 2: Personal Hygiene Procedures 
  3. Unit 3: Repositioning 

  • Module 11: Mealtimes and Nutrition 

  1. Unit 1: Wellness and Nutrition 
  2. Unit 2: Mealtimes 
  3. Unit 3: Assisting with Eating and Positioning 
  4. Unit 4: Non-Nutritive Mealtime Program 
  5. Unit 5: Safe Food Handling

Please visit our website to enroll in the course online. Feel free to contact foundationsonline@acds.ca for any additional questions.


Foundations in Community Disability Services 

This training program was specifically designed for direct service workers already working in the evolving field of Community Disability Services. It will provide a comprehensive orientation to the knowledge, skills, and attitudes needed by staff in today’s world. This is just the beginning of a challenging and rewarding career. 

E-Learning Version: is a blended version, involving both an online facilitators and an in-house mentor, to ensure knowledge, skills, values are addressed in the training. 

Course Content: Section 1: Setting the Stage 

  • Module 1: The Evolving Field of Community Disability Studies 
  1. Unit 1: Development of Community Disability Services 
  2. Unit 2: Role of Government and Community Boards 
  • Module 2: Legislation and Human Rights Protection 
  1. Unit 1: Development of Human Rights Legislation in Canada 
  2. Unit 2: Human Rights Legislation in Alberta 
  • Module 3: Values and Attitudes 
  1. Unit 1: Professional Values and Beliefs 
  2. Unit 2: Examining Your Values and Beliefs 
  • Module 4: Roles and Responsibilities 
  1. Unit 1: Getting to Know the Person 
  2. Unit 2: Promoting Personal Growth and Self-Determination 
  3. Unit 3: Building Community 
  4. Unit 4: Recognizing and Taking Action in Abusive Situations 
  • Module 5: Definitions and Characteristics of Some Common Disabilities 
  1. Unit 1: Understanding a Disability Label 
  2. Unit 2: Developmental Disabilities 
  3. Unit 3: Physical Disabilities 
  4. Unit 4: Emotional and Behavioural Disorders 
  5. Unit 5: Health Impairments

Please visit our website to enroll in the course online. Feel free to contact foundationsonline@acds.ca for any additional questions.


Purpose: This course was developed to ensure that students taking courses at Alberta Council of Disability Services (ACDS) understand who we are and ultimately equips students with the basic skills necessary to be successful.

About: This course is 3 hours long. There is a final exam at the end of the course. It is an open book exam. You need a minimum score of 80% to pass.

This course includes 11 Modules that cover:

  1. Course Information
  2. About ACDS
  3. Course Development
  4. Course Components
  5. Evaluations
  6. Certification
  7. Successful Learning Experience
  8. What Type of Learner Are You?
  9. How to Register for Courses
  10. Moodle 101
  11. Citations


Outcomes Training

What Difference are you making?

 

Learning Outcomes

1.      Show an appreciation of why outcomes evaluation is important to an organization. Describe how it can enrich your day to day work environment. 

2.      Explain why we use individual support plans and how they tie into outcome measurement. Demonstrate awareness and application of your organizational policy and procedures.

3.       and procedures, templates, and data collection processes and use of the information both internally and externally.  Understanding of the whole program design is important talk to management    

4.      Data collection: the importance of good documentation skills. Either  written or keyed into a database, the effect of typos and  not completing skews results.  How do you know what is useful?  Do you know what to look for? Do you know what actually led to that difference?               

5.      Understanding of a common language around Individual Support Planning Process

a.      Outcomes: Relate to a program. What participants know, or can do, or how they behave, or what their condition is, that is different following the program.  (Domains)

b.      Strategies:  HOW – accesses available resources

c.      Goals: are personal. How an individual wants to spend the day, what it he or she wants to learn, where they live and work, with whom to spend time? What is important to me and what is important FOR me.

d.      Activities: the use of various resources to address needs and enhance functioning (the HOW)

e.      Support objectives – desired result of specific support strategies taken by workers  Support elements….natural supports, cognitive, prosthetics, environmental considerations….to achieve    the goals of an individual – Concrete, tangible and measurable. These are mini steps along the way to a desired personal goal.

f.       Indicators of success. what do they look like?       

6.      How to develop SMART goals?

7.      How to use the information In your work on a day to day basis

a.      To identify areas that impede progress and how they can be improved

b.      To inform your decision making process.

c.      To strengthen the team processes – internal and external, family, other service providers that share other areas of support for an individual.

d.      Finding unique and innovative ways specific to the individual 

e.      To celebrate the small steps

f.       Mentoring -  Peer to Peer

g.      Adding to your Tool kit To add new tools to your tool box  - Additional elements or areas to explore:  page 48 of ISP, strengthening knowledge  of individual, use of social stories, etc


Development of Scenarios to work through that support the 3 tiers 1, 2, 3 of organizational support

Overview

This  PBS course has been designed to provide community support workers with the knowledge, skills and values necessary to carry out a positive behaviour support plan. Although the course material is online, participants will need time for reflection and discussion in order to understand how positive behaviour supports are accomplished within their own workplace and how to  align your practice with other team members, to achieve the desired outcomes. This will also increase the depth or your understanding and re-enforce your learning.

Modules

1   

Behaviour in Context

    • What is behaviour and what is its purpose? Positive Behaviour Supports (PBS) are considered as the first choice of intervention.
      2

      Ethical Considerations in Understanding Behaviour

      • Staff review the ethics of the situation as a team. Ethics is ongoing throughout the process.
      • Review CET Accreditation Standards in relation to behaviour supports and interventions.
      3

      Risk Assessment

      • A comprehensive risk assessment is conducted.
      • Staff safety is assessed based on the results of the risk assessment.
      4

      Staff Roles & Responsibilities

      • Scope of practice for staff in relation to behaviour supports and interventions 
      • Staff safety is assessed based on the results of the risk assessment. 
      5

      Behaviour Observation & Charting

      • Data collection begins on the behaviour of concern. 
      6

      Functional Behavioural Assessments & Behavioural Supports Plans

      • The functional assessment is conducted by the team with the involvement of a qualified professional. 
      • The behaviour plan is developed. 
      7

      Behaviour Interventions

      • Based on the results of the functional assessment, behaviour interventions or strategies are developed that will work best for the individual.
      • Behaviour interventions, both positive and restrictive, are put into the behaviour plan 
      8

      Teaching New Behaviours

      • Skill deficits are assessed 
      • Teachings new behaviours to address the deficit are put into the behaviour plan under positive procedures
      9

      Positive and Restrictive Procedures

      • Restrictive Procedures may also be needed in the intervention 

      Navigation and Time Frames

      The time to complete the course during our pilot has ranged from 3-8 hours. With a average of  5-6 hours. However it is self paced and you can complete it at your own pace.

      Registration

      Please visit our website to enroll in the course online. 



      Overview

      As a disability service professional, your work can ultimately improve and secure an enhanced quality of life for individuals with developmental disabilities. 

      After completing this module you will be able to:

      1. Explain what community inclusion is and describe the critical role you play in achieving community inclusion for individuals with developmental disabilities.
      2. Demonstrate strategies for identifying and creating opportunities for social inclusion.
      3. Demonstrate strategies for nurturing and maintaining social inclusion opportunities.
      4. Demonstrate strategies for measuring and reporting progress on social inclusion.
      Please visit our website to enroll in the course online. Feel free to contact training@acds.ca for any additional questions.

      Overview

      Human service organizations today are increasingly recognizing the value of mentoring as a means for building organizational capacity and leadership, and the important role that mentors can play in the creation of a strong workforce. In Alberta’s disability service sector, agency-based mentors are making important contributions by supporting agency staff enrolled in the Foundations in Community Disability Studies Program. In this role, mentors make the bridge between theory and practice, and contribute to the professionalism of community disability services. 

      The Fundamentals of Mentoring mini-course has been designed to provide agency-based mentors with the skills and knowledge to fulfill this important role.

      • Unit 1. Introduction to Mentoring
      • Unit 2. Mentor Roles
      • Unit 3. Mentoring Skills: Active Listening and Effective Questioning
      • Unit 4. Mentoring Skills: Assessment and Feedback

      Each Unit is designed to take one to two hours to complete.  Optional activities and additional resources are provided if you wish to extend and expand your study of the topics in each unit.

      Please visit our website to enroll in the course online. Feel free to contact training@acds.ca for any additional questions.


      Overview

      Human service organizations today are increasingly recognizing the value of mentoring as a means for building organizational capacity and leadership, and the important role that mentors can play in the creation of a strong workforce. In Alberta’s disability service sector, agency-based mentors are making important contributions by supporting agency staff enrolled in the Foundations in Community Disability Studies Program. In this role, mentors make the bridge between theory and practice, and contribute to the professionalism of community disability services. 

      The Fundamentals of Mentoring mini-course has been designed to provide agency-based mentors with the skills and knowledge to fulfill this important role.

      • Unit 1. Introduction to Mentoring
      • Unit 2. Mentor Roles
      • Unit 3. Mentoring Skills: Active Listening and Effective Questioning
      • Unit 4. Mentoring Skills: Assessment and Feedback

      Each Unit is designed to take one to two hours to complete.  Optional activities and additional resources are provided if you wish to extend and expand your study of the topics in each unit.

      Please visit our website to enroll in the course online. Feel free to contact training@acds.ca for any additional questions.


      Overview

      Human service organizations today are increasingly recognizing the value of mentoring as a means for building organizational capacity and leadership, and the important role that mentors can play in the creation of a strong workforce. In Alberta’s disability service sector, agency-based mentors are making important contributions by supporting agency staff enrolled in the Foundations in Community Disability Studies Program. In this role, mentors make the bridge between theory and practice, and contribute to the professionalism of community disability services. 

      The Fundamentals of Mentoring mini-course has been designed to provide agency-based mentors with the skills and knowledge to fulfill this important role.

      • Unit 1. Introduction to Mentoring
      • Unit 2. Mentor Roles
      • Unit 3. Mentoring Skills: Active Listening and Effective Questioning
      • Unit 4. Mentoring Skills: Assessment and Feedback

      Each Unit is designed to take one to two hours to complete.  Optional activities and additional resources are provided if you wish to extend and expand your study of the topics in each unit.

      Please visit our website to enroll in the course online. Feel free to contact training@acds.ca for any additional questions.


      Overview

      As a disability service professional, your work can ultimately improve and secure an enhanced quality of life for individuals with developmental disabilities. 

      After completing this module you will be able to:

      1. Explain what community inclusion is and describe the critical role you play in achieving community inclusion for individuals with developmental disabilities.
      2. Demonstrate strategies for identifying and creating opportunities for social inclusion.
      3. Demonstrate strategies for nurturing and maintaining social inclusion opportunities.
      4. Demonstrate strategies for measuring and reporting progress on social inclusion.
      Please visit our website to enroll in the course online. Feel free to contact training@acds.ca for any additional questions.

      Overview

      This  PBS course has been designed to provide community support workers with the knowledge, skills and values necessary to carry out a positive behaviour support plan. Although the course material is online, participants will need time for reflection and discussion in order to understand how positive behaviour supports are accomplished within their own workplace and how to  align your practice with other team members, to achieve the desired outcomes. This will also increase the depth or your understanding and re-enforce your learning.

      Modules

      1   

      Behaviour in Context

        • What is behaviour and what is its purpose? Positive Behaviour Supports (PBS) are considered as the first choice of intervention.
          2

          Ethical Considerations in Understanding Behaviour

          • Staff review the ethics of the situation as a team. Ethics is ongoing throughout the process.
          • Review CET Accreditation Standards in relation to behaviour supports and interventions.
          3

          Risk Assessment

          • A comprehensive risk assessment is conducted.
          • Staff safety is assessed based on the results of the risk assessment.
          4

          Staff Roles & Responsibilities

          • Scope of practice for staff in relation to behaviour supports and interventions 
          • Staff safety is assessed based on the results of the risk assessment. 
          5

          Behaviour Observation & Charting

          • Data collection begins on the behaviour of concern. 
          6

          Functional Behavioural Assessments & Behavioural Supports Plans

          • The functional assessment is conducted by the team with the involvement of a qualified professional. 
          • The behaviour plan is developed. 
          7

          Behaviour Interventions

          • Based on the results of the functional assessment, behaviour interventions or strategies are developed that will work best for the individual.
          • Behaviour interventions, both positive and restrictive, are put into the behaviour plan 
          8

          Teaching New Behaviours

          • Skill deficits are assessed 
          • Teachings new behaviours to address the deficit are put into the behaviour plan under positive procedures
          9

          Positive and Restrictive Procedures

          • Restrictive Procedures may also be needed in the intervention 

          Navigation and Time Frames

          The time to complete the course during our pilot has ranged from 3-8 hours. With a average of  5-6 hours. However it is self paced and you can complete it at your own pace.

          Registration

          Please visit our website to enroll in the course online.