Maternal and Child Health in Leadership Education in Neurodevelopmental Disabilities


Requirements of Training Participants

Long-term Trainees

Long-term trainees are those who will complete over 300 hours of training in one academic year with CED.  Graduate assistants are expected to work 20 hours per week, meeting all requirements within the 20 hours.  All long-term trainees must complete the Orientation, the Core Course, the Professional Development Seminar, and a minimum of 45 hours of interdisciplinary clinical and field experiences.  All long-term trainees will attend the three-credit hour Core Course for one semester and the Professional Development Seminar for two semesters.  The rest of the time will be spent in interdisciplinary clinical and field settings, and meeting other CED requirements.  

Intermediate-term Trainees

Intermediate-term trainees are defined as those who will complete 160-299 hours of training in one academic year with CED.  However, trainees who are funded by another department (for example, Physical Education and Motor Development), who would meet the number of hours to qualify as long-term trainees, will be considered intermediate-term trainees for the purpose of meeting CED training requirements.  All intermediate-term trainees must be registered as such by completing and submitting the CED registration form to the CED Data Coordinator.

All intermediate-term trainees must attend interdisciplinary staffings, attend interdisciplinary clinics, and become familiar with family-centered care.

Short-term Trainees

Short-term trainees are defined as those who will complete 9-159 hours of training in one academic year with CED.  These individuals must complete and submit the CED registration form to the CED Data Coordinator.  Minimum requirements for short-term trainees are the observation of an interdisciplinary clinic, and observation of an interdisciplinary staffing.

Other University Students

Other university students are those who are not registered as CED trainees and who meet at least one of the following:  

  • enrolled in university courses related to disabilities, taught by CED faculty/staff, and carrying academic credit;
  • enrolled in university courses related to disabilities and carrying academic credit for which CED faculty provide one or more lectures;
  • receiving other structured experiences in the CED which does not otherwise meet the definition of CED Interdisciplinary Trainee.

Program Requirements for LEND

  1. Orientation  

    The orientation program conducted at the beginning of each fall semester introduces trainees to the CED.  It provides an overview of the Center's management system and operations, an introduction to the core faculty and staff, and an overview of the goals and objectives. Orientation begins the learning process for trainees to become committed to and vitally involved in contributing to excellence in the support of people with disabilities and their families.  All trainees are required to attend the orientation.

  3. Core Courses  

    Disabilities and the Family (DISB 580), is a three-hour-per-week course taught in the Fall and Spring semesters in which trainees learn the unique contributions of each discipline involved in providing services to persons with neurodevelopmental and related disabilities and their families.  Interdisciplinary, coordinated, family-centered care is emphasized.  In addition, the characteristics and needs of people with special health care needs and their families are presented.  Several members of the core faculty, as well as parents and consumers in the community, participate in the Core Course through lectures and discussions.  The Core Course is offered for university credit through the College of Human Resources and Education (HR&E) at West Virginia University.  See eCampus for the Disabilities and the Family syllabus.

    Lifespan Disability Policy (DISB 581) is a three-hour-per-week course taught in the Spring semester.  This course introduces trainees to essential legislative policy affecting people with disabilities and their families.  A case-based approach is used to synthesize federal and state policies with the reality of accessing supportive systems of care by families in West Virginia. The civil rights of individuals with disabilities and the related legislation is a key element of this course. Guest speakers, web-based course components and experiential learning compose the course's learning focus.  The syllabus will be available on eCampus at the start of the Spring, 2010 semester.

  4. LEND Interdisciplinary Clinic  

    The LEND Interdisciplinary Clinic meets for two hours weekly in the CED Clinic space. In conjunction with the LEND mentors, trainees participate in assessment, reporting, treatment coordination, and follow-up for children with a variety of disabilities and their families.  An interdisciplinary, family-centered model is followed.  This clinic not only provides a valuable service to children and their families, but also provides valuable clinical, management and leadership opportunities for trainees.

  5. Family Partnership Program

    The Family Partnership Program provides trainees with the opportunity to learn directly from a family rather than from clinical or didactic experiences alone. This program provides trainees with an in-depth experience with a family of a child with special health care needs. Through this program, trainees will acquire an understanding of the elements of a family-centered approach and will demonstrate a working knowledge of the ways in which existing systems and policies can become more responsive to family concerns and priorities. The Program offers a unique training opportunity that cannot be obtained through reading, attending lectures, or practicum experiences, by allowing the trainee to directly experience what it is like to have and care for a child with special needs on a daily basis.

    The Coordinator of the Program is a parent of a young lady with special health care needs, and is available to provide resources and support to trainees throughout the academic year and to meet with students as needed during the fall and spring semesters.  Activities of the Family Partnership Program should also be reviewed on a regular basis with the Training Coordinator and the trainee's mentor.

  6. Clinical Observation Experiences  

    A wide variety of clinics and community settings are available for observational experiences.  The observational experiences will be determined with mentors and the LEND Training Coordinator as part of the Individualized Training Plan (ITP).  A journal entry describing the experience should be completed for each experience and reviewed by the Training Coordinator.  A log of observational experiences is also required and will be reviewed by the Training Coordinator.  For experiences that conflict with class times, trainees should arrange to observe during semester breaks or make alternate arrangements with the Training Coordinator.


    Leadership Requirements Summary


    Leadership Requirements for 2010-2011 Academic Year

    ActivityRequiredNumber Required
    Orientation (8/19/10) X 2 days
    Leadership Pre-survey X 1
    Leadership Workshop X 1
    Leadership Portfolio (electronic) X 1
    ITP X 1
    Journal X ongoing
    Cultural Competency Assignment X 1
    Leadership Development Seminar X monthly
    LEND Clinic X ongoing
    Clinic Observational Experiences X 10*
    Leadership Field Experiences X 2
    Journal Club/Reading Assignments X 2
    Disabilities and the Family and Life Span Disability Policy Courses X ongoing
    Research activities (including IRB online tutorial) X ongoing
    AUCD Conference Recommended 1
    AUCD Trainee List Serve X ongoing
    Family Partnership Program X ongoing
    CED Trainee List Serve X ongoing
    Leadership Post-survey X 1

    *10 per year.  Attendance at LEND Clinic is required unless discipline coursework prohibits it.   The other clinical observation experiences should be spread out so that no single clinic is attended more than two times.

    Additional leadership field experiences will be announced via CED Trainee Listserv, however, if a trainee identifies a leadership or professional development opportunity, please share with the LEND Training Coordinator and/or share via the listserv.


    • AUCD Conference
    • AUCD Council meetings
    • Advisory Board Meetings (WVATS, TBI, A/D Waiver)
    • Statewide trainings, conferences and workshops
    • HSC Grand Rounds
    • Statewide work groups and task forces related to disabilities
    • Fine Arts & Disabilities activities
    • Community-based clinical experiences
    • Camp Gizmo
    • Poster presentations (completed by trainee)
    • Presentations (conducted by trainee)
    • Mentor and other faculty research projects
    • Shadowing Experiences with leaders in the field of disabilities

    Monthly calendars will be provided to LEND trainees at orientation to assist with scheduling required activities.

  9. Mentoring


    Trainees receive individual instruction and career guidance from the mentors in their disciplines.  Mentoring activities include participation in the MCH/LEND Interdisciplinary Clinic and a combination of other clinical, didactic and consultative   instruction as negotiated by the mentor and trainee and detailed in the ITP.  Trainees also meet with the MCH/LEND Training Coordinator to monitor progress in the program.  The Training Coordinator utilizes the MCH/LEND Clinic and individual consultation with trainees to assist with integrating the components of the LEND Program into a meaningful whole.

  11. Research


    Trainees will complete research related to their disciplines as part of their requirements in the LEND program.  This research will consist of a review of the literature related to a childhood disability topic as well as the development of a research question and study outline.  Some trainees use ongoing research conducted in conjunction with another related course to meet this requirement.

  13. Data Entry


    Trainees will complete data entry by the 5th of each month on the online database.  Please refer to the data section of the Trainee Handbook for further information.  It is recommended that trainees enter data at least every other week to keep up with the data, as it quickly becomes a daunting task if left undone for too long a period of time.


Required Documentation/Reporting

Individualized Training Plan

The Individualized Training Plan (ITP) is established for the trainee to work on his or her individual goals for interdisciplinary training.  In conjunction with support from the supervisor and other CED faculty, the trainee works on activities that are geared toward his or her individual skills and interests, as well as meeting the needs of the particular CED project with which he or she is involved.  Each trainee is expected to develop, with the supervisor, an ITP during the first month of placement.  All ITP's are kept in the permanent file of the trainee in the office of the Assistant Director for Pre-service Education.  The ITP form follows on the next page.

Portfolio Development

In order to showcase the accomplishments of MCH/LEND trainees for prospective employers, an electronic record will be prepared to gather the year's work.  Trainees will be given a jump drive to preserve journal entries, reports, projects and presentations, Family Partnership Program activities and other important activities.  Trainees will share their endeavors with fellow trainees and mentors at the end of the Spring semester.