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Below is a listing of all e-learning courses currently available for professionals, paraprofessionals, and family members. 

Several of these courses are approved by ACVREP and SBEC for varying amounts of CEUs. Check listings for the number of CEUs you will receive after you have completed each course. 

Registration Information

TSBVI Outreach uses two different computer systems to deliver your training: 

ESC-Works is the system that records all of the CEUs that you have earned through TSBVI courses, webinars, and conferences.

Bridge LMS is the system that delivers e-learning course content and tracks your completion of e-learning courses.

To register for one of our e-learning courses, and to earn CEUs for completing that course, you must complete two forms:

The first form registers you for the course in ESC-Works.

The second form notifies TSBVI staff of your request for access to Bridge LMS.

Registration Instructions

  1. To register in ESC-Works, follow the Register in ESC-Works link in each course description. If the course does not offer CEUs, this link will not be present.

    If you do not have an account in ESC-Works, you must create a user account before you can register for CEUs.

  2. After you register in ESC-Works, you will receive an email confirmation from  that confirms your request to earn CEU's for completing your course.

  3. To register for your course in Bridge LMS, please click on the Register in Bridge LMS link in each course to complete the registration form.

If you do not wish to receive ACVREP or SBEC credits for your course, you only need to register for Bridge LMS access.

ESC-Works registrations are automated. You should get an email confirmation shortly after submitting your request.  If you do not get this confirmation from ESC-Works in a timely manner, please contact Brian Sobeck.

Due to increased demand for training due to the COVID-19 situation, Bridge LMS registrations are manually processed once a week on Wednesday afternoons, state holidays excluded.

Once you are enrolled in Bridge LMS, you will receive an email link with the subject: "Course Invitation from ." This link will allow you to access the course in Bridge LMS. 

If you do not receive this notification by the Thursday morning after you complete your form, please email Steven Landry. So if you fill out the form on a Friday, you should get a notification the following Wednesday evening.

If you have a need to enroll groups of learners in Bridge, please contact Steven Landry for help with group registrations.

If you have any other questions or need assistance with registration in ESC-Works or Bridge LMS, please email Steven Landry or Brian Sobeck.

Course Listings

Active Learning Courses

Active Learning: Principles

Active Learning: Functional Scheme

Active Learning: Program Planning

Active Learning: Implementation

Active Learning: Documenting Progress

Active Learning: Equipment

Active Learning: Materials

Education Courses

Foundations of Visual Impairment

Nemeth Braille Courses

General Information about Nemeth Braille Courses

PreK - 1st Grade Nemeth Braille Code

2nd - 3rd Grade Nemeth Braille Code

Grades 4,5,6 Nemeth Braille Code

7th - 8th Grade Nemeth Braille Code

Algebra Nemeth Braille Code

Algebra II, PreCal, and Calculus Braille Code

Geometry Nemeth Braille Code

 Active Learning Functional Scheme  (Dr. Lilli Nielsen's Assessment ) - 3 CEUs

The Functional Scheme is a tool designed by Dr. Lilli Nielsen, creator of Active Learning. It can be used for initial assessment and learning program re-assessment with children and adults with multiple special needs who are functioning at a developmental level under 48 months. The purpose of the tool is to create the best possible basis for developing an appropriate learning program for the individual.

The scheme helps to determine where an individual is currently functioning.  Areas of assessment are broken down development steps as observed in an individual with multiple special needs. After determining a person's functional level, appropriate individualized programming can be developed using the best materials, perceptualizing aides and equipment, and phase of educational treatment.  

The Functional Scheme helps the evaluator to re-assess the current learning program. The same functional scheme will be used to assess an individual throughout their lifetime. The evaluator can identify what skills are emerging, performed under favorable conditions, or performed spontaneously.   

This course includes information on:

  • How to complete the Functional Scheme.
  • How to use the results to determine an overall level of skills.
  • How to use this tool for the purpose of documenting child progress and for annual re-assessment.

Register in ESC-Works to earn credits for completing this course.

Register in Bridge LMS for this course.

Principles of Active Learning - 12 CEUs

This self-paced course covers the basic principles of Active Learning, an approach developed by Dr. Lilli Nielsen of Denmark. This approach is used to provide instruction to individuals with visual impairments and DeafBlindness who are developmentally below the age of 48 months no matter what their chronological age.  Many of these learners have, in addition to visual impairments, significant physical, cognitive and emotional delays. 

The Active Learning approach emphasizes that all individuals learn best by active participation. In the earliest stages of learning (sensorimotor and early preoperational stages) it is this active participation which actually “wires the brains” of all human learners.

This course includes content from the Active Learning Space website ( which is a collaborative project developed by Penrickton Center for Blind Children, Perkins School for the Blind, and Texas School for the Blind and Visually Impaired. 

This course contains the following content areas:

  • Overview of Active Learning: Broad description of Active Learning.
  • What Is Play?: Play is the vehicle for learning for all individuals in the earliest stages of development. This step in the module will define "play" and explain why it is a key learning strategy.
  • Pathways to Learning: Each learner has a unique profile based on available sensory channels. Understanding what sensory channels are available to the learner is key to developing appropriate learning environments and activities.
  • Dynamic Learning Circle: All learners go through four stages of learning. Breakdowns can occur in any stage of learning and educators must learn to identify where there are breakdowns in this process in order to provide appropriate learning activities and environments.
  • Emotional Development: Learning is not only about cognitive and physical development, but also emotional and social development. Understanding the importance of a learner's emotional development and how it impacts cognitive and physical development is discussed in this step.
  • Key Points of Active Learning: This summarizes some of the key points in implementing an Active Learning program for a learner.
  • Communicating with the Learner: This step discusses the importance of not interrupting a learner's process with unnecessary talk or interactions.
  • Five Phases of Educational Treatment: This shares information about how the adult should interact with the learner based on the learner's social and emotional development.
    • Phase 1: Offering
    • Phase 2: Imitation
    • Phase 3: Interaction
    • Phase 4: Sharing the Work
    • Phase 5: Consequences

Completion of this course will provide you with 12 CEU credits approved through ACVREP and SBEC. You must pass the course assessment with a grade of 80% or better to receive these credits.

Register in ESC-Works to earn credits for completing this course.

Register in Bridge LMS for this course.

Program Planning for Active Learning - 1.5 CEUs

Parents and educators often express frustration in developing the IEP for students who are using an Active Learning approach.  How does the Functional Scheme relate to present levels of academic achievement and functional performance (PLAAFP)? How do you write goals and objectives that specify an Active Learning approach, align to the general curriculum and also address the Expanded Core Curriculum? What about the older student who is in the process of moving out of school into adult life? Does Active Learning have a place in Transition Services? Does an Active Learning approach mean a student must be placed in a self-contained classroom?

This self-paced course serves two purposes:

  1. As a support to educational staff who must develop the Individualized Education Program for a student that meets the requirements outlined in the Individuals with Disabilities Education Act (IDEA).
  2. As a support to family members who want to advocate for their child to have an Active Learning approach as a part of their program and ensure the Individual Education Program (IEP) is developed so this will happen.

It shares information about the development of the IEP and discusses how the Active Learning approach may be documented in the IEP.  Content that is covered includes:

  • Present Levels of Academic Achievement and Functional Performance (PLAAFP)
  • Goals and Objectives
  • Supplementary and Related Services and Supports
  • Positive Behavior Interventions and Supports
  • Special Factors
  • Transition Services
  • Placement
  • Alignment of the IEP with the general (standard) curriculum
  • Addressing the Expanded Core Curriculum (ECC) for students with visual impairments and DeafBlindness

When you have completed this course, you should be able to:

  • Advocate for an Active Learning approach to be specified in the student’s IEP.
  • Specify needed assistive technology related to Active Learning in the IEP.
  • Specify needed training for staff and family related to Active Learning in the IEP.
  • Specify in the IEP which Active Learning instructional strategies to use during academic and functional skills instruction.
  • Specify an Active Learning approach when developing Positive Behavioral Interventions and Supports (PBIS) and/or a Behavioral Intervention Plan (BIP) in the IEP.
  • Develop appropriate goals and benchmarks (objectives) in the IEP related to Active Learning.
  • Advocate for including Active Learning elements in Transition Planning.


Register in ESC-Works to earn credits for completing this course.

Register in Bridge LMS for this course. 

Implementing Active Learning - 1.5 CEUs

Would you like to learn about Dr. Nielsen’s FIELA Curriculum and how it can be used to develop programming? How about getting ideas for how to organize your classroom and your student’s daily and weekly schedule? Would you like to see examples of how to develop activities and environments to teach both general and expanded core curriculum, or work on specific motor skills? When you have completed this module, you should be able to:

  • Discuss basic implementation strategies for using an Active Learning approach in school, home and community environments.
  • Share basic information about the FIELA curriculum and how it is used to structure activities throughout the student’s day and week.
  • Describe various ways to organize a classroom or school environment to better implement Active Learning.
  • Suggest activities and environments that match the learner’s developmental level, needs, and preferences and can help a learner to develop motor skills such as grasp, reach, balance, independent sitting, standing, and walking using Active Learning equipment and activities.
  • Suggest several strategies for utilizing Active Learning activities and environments to teach both general and expanded core curriculum content.
  • Suggest specific strategies for addressing the unique needs of a learner with cortical visual impairment.


Register in ESC-Works to earn credits for completing this course.

Register in Bridge LMS for this course.  

Active Learning: Documenting Progress - 1 CEU

We all know that documenting student progress is important and required by law. Are you puzzled about the best way to do this for students using Active Learning? Would you like some ideas? Would you like forms and resources to help you with student observations and re-evaluation of skills? When you have completed this course, you should be able to:

  • Use the Functional Scheme to document skills acquisition in your student.
  • Document progress in IEP goals and objectives for students using Active Learning.
  • Document student activity in specific Active Learning environments.
  • Develop a student portfolio for students using an Active Learning approach.


Register in ESC-Works to earn credits for completing this course.

Register in Bridge LMS for this course.  

Equipment for Active Learning - 1.75 CEUs

Do you want to learn what the various pieces of equipment associated with Active Learning can be used for? Would you like to understand why certain pieces of equipment should be purchased from an authorized dealer rather than be made at home? Would you like ideas for equipment that can be made at home? In this course, all of this will be discussed, and you will have opportunities to view videos showing the use of many of these devices. When you have completed this course, you should be able to:

  • Identify the major pieces of “perceptualizing aids” or equipment designed by Dr. Nielsen.
  • Compile directions for making various types of equipment for use in Active Learning.
  • Learn how to use various pieces of equipment (both things you buy and things you can make) with each student to meet their needs in developing motor, cognitive, social, emotional and perceptual skills.


Register in ESC-Works to earn credits for completing this course.

Register in Bridge LMS for this course.  

Materials for Active Learning - 1 CEU

Want to learn how to select the best materials to use in Active Learning environments? Would you like to be able to match materials to the learner’s skills and preferences and get ideas for creating your own learning environments? Are you looking for places to purchase various hard-to-find materials or find inexpensive materials to use? When you have completed this course, you should be able to:

  • Understand and discuss basic considerations for selecting materials for use in Active Learning environments and activities.
  • Gain ideas for materials that engage the learner based on his preferences and skills.
  • Learn about resources for acquiring materials to use in Active Learning.
  • Find examples of how material selection influences the activity of the learner. 


Register in ESC-Works to earn credits for completing this course.

Register in Bridge LMS for this course.   

Foundations of Visual Impairment - No CEUs offered at this time

TSBVI is proud to offer Foundations of Visual Impairment (FVI). FVI is a series of online courses for paraprofessionals and parents. These self-paced programs offer an introduction to evidence-based strategies which promote effective intervention for children and youth with visual impairment, including those with additional disabilities and/or DeafBlindness.


These 5 courses are designed for educational team members who may have had limited formal training in visual impairment, such as paraeducators, related service therapists, administrators, and general classroom teachers.  


Family members may find useful information to help them better understand how to support their child's growth and learning at home. The modules can be taken independently - anytime, anywhere! Additional resources are available within topical areas for those seeking more depth in a specific subject.

These courses are based on individual areas of the Expanded Core Curriculum. No prior knowledge is required to participate. The length of each section varies: Some topics span several chapters while others are presented as a single unit.  The hope is that each provides a foundation for interacting with a student who has a visual impairment.

Dr. Jane Erin, Ph.D. provided the original materials and vision for the range of courses.  A group of TSBVI professionals with expertise in the field of visual impairment worked from there to create the final content. Reviewers have field tested these modules to ensure accessibility and high-quality content.  Each module includes slides, a range of activities to implement your learning, short quizzes, and opportunities to find additional information.


Courses include:

Introduction to Assistive Technology

Independent Living Skills

Family Matters

Sensory Efficiency Skills

Educational Systems and Services

Recreation and Leisure


Non - TSBVI Employees only Register in Bridge LMS for this course.  (Google Form)

TSBVI Employees only Register in Bridge LMS for this course. (Bridge Learning Management System)


Nemeth Braille Code Courses  - No CEUs offered at this time 

Nemeth Braille Code for Instructors and Paraeducators is a series of courses designed to provide easy access to support learning or reinforcing Nemeth braille code skills for families, teachers or paraeducators working with students who are braille readers. 

Created by Dr. Derrick Smith, professor at the University of Alabama in Huntsville, with sections by Janet Bean, Lead Teacher in the TSBVI Curriculum Department, these modules are a companion to the TSBVI publication, Nemeth at a Glance.  Although presented in the grade level order that symbols will typically be introduced to students in school, participants can dip in at any level to find the specific symbols and examples they need. 

Modules include an explanation of the symbol, relevant rules, and examples of how to use the symbol in math examples. There are multiple samples of using Nemeth within UEB contexts.  Short, ungraded quizzes following each module will help document mastery of the material and provide useful feedback.  Completing these optional quizzes will lead to a certification of completion.

 Topics Covered in the Courses

To register for any Nemeth Braille course, make a choice below:

Non - TSBVI Employees only Register in Bridge LMS for any Nemeth Braille course.  (Google Form)

TSBVI Employees only Register in Bridge LMS for any Nemeth Braille course. (Bridge Learning Management System)


1 Numeric Indicator
2 Punctuation Indicator
3 English Letter Indicator
4 Math Comma and Hyphen
5 Addition Sign in Horizontal Expressions
6 Subtraction Sign in Horizontal Expressions
7 Signs of Comparison-Equal Sign
8 Tally Marks
9 Ellipsis and Long Dash
10 General Omission Symbol
11 Spatial Arrangement-Addition & Subtraction
12 Spatial Arrangement-Addition/Regroup
13 Inequality Signs in Horizontal Expressions
14 PreK/1 UEB/Nemeth Examples

Grades 2/3

1 Monetary Symbols
2 Decimal Point
3 Spatial Arrangement-Subtraction/Regroup
4 Simple Fractions
5 Multiplication Sign in Horizontal Expressions
6 Division Sign in Horizontal Expressions
7 Long Division Symbols
8 Spatial Arrangement-Long Division
9 Math Parentheses
10 Grades 2/3 UEB/Nemeth Examples

Grades 4/5/6

1 Mixed Numbers
2 Shape Indicator & Common Shapes
3 Angles
4 Lines, Line Segments, Rays
5 Parallel and Perpendicular Symbols
6 Grouping Symbols
7 Superscripts: Simple
8 Superscripts: Multipurpose Indicator
9 Variables
10 Subscripts
11 Multiplication Dot in Horizontal Expressions
12 Ratios and Proportions
13 Absolute Value
14 Signs of Comparison-Inequality Signs
15 Grades 4/5/6 UEB/Nemeth Examples

Grades 7/8

1 Set Notation and Probability
2 Complex Fractions
3 Repeating Decimals
4 Signs of Comparison-Geometry Signs
5 Greek Letters: Basic
6 Plus or Minus
7 Radicals
8 Prime Notation
9 Grades 7/8 UEB/Nemeth Examples


1 Functions
2 Subscripts
3 Enlarged Braces/Brackets & Matrices
4 Algebra Symbols - Empty Set and Infinity
5 Superscripts: Advanced
6 Algebra UEB/Nemeth Examples


1 Degree Symbol
2 Angles
3 Lines, Line Segments, Rays
4 Parallel and Perpendicular Symbols
5 Geometry Signs of Comparison
6 Arc
7 Trigonometric Symbols
8 Vectors
9 Permutations, Combination & Bi-Coefficients
10 Geometry UEB/Nemeth Examples

Algebra II, Precalculus, and Calculus

1 Permutations, Combination & Bi-Coefficients
2 Enlarged Braces/Brackets & Matrices
3 Logarithms
4 Sigma Notation
5 Limits
6 Indefinite Integral