By the end of the course, learners will be able to: 1. Identify the types and causes of acquired brain injury and how the medical community defines level of severity. 2. Reflect on the increased prevalence of acquired brain injury and how that has affected public opinion and policy.  3. Demonstrate how identifying the specific lobes/areas of the brain that have been injured predicts possible symptoms. 4. Define common functional challenges for individuals with acquired brain injury. 5. Determine whether an individual should be evaluated for an acquired brain injury. 6. Describe treatment for various types of acquired brain injury and accommodations for related functional challenge. 7. Articulate factors that can impact treatment and recovery for individuals with acquired brain injury. 8. Differentiate quality transition services from ineffective ones for students with acquired brain injury. 9. Evaluate approaches for effective career planning, training, and job placement for individuals with acquired brain injury.

By the end of the course, learners will be able to: 1. Define DSM-5 criteria and characteristics of autism spectrum disorder. 2. Name best practices in transition services for young adults with autism.  3. Recognize the psychosocial factors and their impact on the individual’s success in vocational pursuits. 4. Describe effective career counseling strategies for autistic individuals. 5. State how post-secondary training could be necessary for autistic individuals to pursue their vocational goal and how to promote their success by providing necessary supports. 6. Describe accommodations and other employment considerations for individuals with autism. 7. Using a strengths-based approach, list key strategies an autistic individual and their multidisciplinary team members can use to promote successful employment outcomes.

By the end of the course, learners will be able to: 1. Define key terms and rates of incarceration. 2. Describe key challenges faced by formerly incarcerated individuals with disabilities. 3. Identify systemic barriers faced by this population along with effective solutions. 4. Explain how to facilitate effective career planning and education/credentialing for employment. 5. Describe effective practices for obtaining and maintaining a job. 6. Outline key strategies for building trust and rapport with individuals who were formerly incarcerated. 

By the end of the course, learners will be able to: 1. Describe the history of autism, the self-advocacy movement, and the medical and social models of disability. 2. Identify criteria and characteristics of autism spectrum disorder. 3. Recognize different presentations of ASD and life management strategies. 4. Identify Universal Design principles and practices that promote community inclusion for neurodivergent/autistic members. 5. Discuss cultural and psychosocial factors and their impact on ASD. 6. Identify career preparation and employment strategies for schools and families. 7. Discuss potential strengths of ASD and how individuals can apply these strengths for community living and vocational success.

By the end of the course, learners will be able to: 1. Define trauma and identify different types of traumas. 2. Identify the components of Trauma-informed Care. 3. Explain why Trauma-informed Care was established. 4. Describe the best practices in Trauma-informed Care. 5. Explain how Trauma-informed Care can assist individuals who have experienced trauma. 6. Identify considerations when using Trauma-informed Care. 7. Outline strategies for caregiver wellness.

Upon completion of this course, learners should be able to: 1. Identify the main benefits or assistance that individuals with disabilities receive. 2. Distinguish between the two Social Security Disability Benefits, Social Security Disability Insurance (SSDI) and Supplemental Security 3. Income (SSI) benefits, and describe some of the work incentives for each benefit. 4. Identify other state benefits or assistance that individuals may receive. 5. Explain some asset-building resources that can help individuals safely save. 6. Explain where an individual can go for more information on benefits and to access

By the end of the course, learners will be able to: 1. Indicate the prevalence of and contributing factors for addictions. 2. Explain how non-confrontational approaches can be used to address challenging behaviors of persons with substance use disorders. 3. Articulate ways to honor differences in approaching substance use disorders. 4. Summarize effective treatment for addictions. 5. Describe employment considerations and supports for persons with addictive disorders.

By the end of the course, learners will be able to: 1. Describe the need for inclusion in the workplace. 2. Demonstrate how Universal Design and Universal Design for Learning lead to inclusion. 3. Identify simple strategies of Universal Design and Universal Design for Learning. 4. Explain how Universal Design in architecture affects production. 5. Describe how Universal Design and Universal Design for Learning can be incorporated in my workplace. 6. Identify invisible disabilities and related challenges. 7. Demonstrate how to determine appropriate individualized accommodations, when necessary.

By the end of the course, learners will be able to: • Recognize prevalence and different types of anxiety disorders. • Describe risk factors, symptoms, and treatment for the various anxiety disorders. • Articulate ways to serve people with anxiety disorders. • Identify best practices for career exploration with individuals with anxiety disorders. • Explain how service providers can support students with anxiety disorders to promote persistence in school/college. • Describe employment considerations and effective employment related solutions for individuals with anxiety disorders.

By the end of the course, learners will be able to: 1. Identify the types, risk factors, and prevalence of bipolar disorders. 2. Describe symptoms and how they differ from similar disorders. 3. Identify treatment for bipolar disorders. 4. Identify considerations in approaching bipolar disorders. 5. Recognize how stereotypes and stigma affect an individual with bipolar disorders. 6. Explain how to consider the specific characteristics of bipolar disorder in the career exploration process. 7. Describe how an individual with bipolar disorder can successfully maneuver the post-secondary process. 8. Describe employment considerations and effective employment-related solutions for persons with bipolar disorders.