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MISSION The Mission of Families Helping Families of Greater New Orleans is to educate and connect children and adults with disabilities, and their families to resources, services, and supports to attend school, work, and thrive in their communities.
BOARD OF DIRECTORS Board Chair Jo Ann D. LoRusso, Ph.D Vice Chair Debra Dixon M.Ed. Treasurer Shantia White Secretary Reynecia Ricks Board of Directors Katie Furtado Wilbert Johnson Kristine K Johnstone
FHF of GNO's TEAM Executive Director Laura S. Nata lsnata@fhfofgno.org Ext. 2009 Director, Education and Support Karen Scallan kscallan@fhfofgno.org Ext. 2004 Public Relations Manager Kristine Dauzat kdauzat@fhfofgno.org Ext. 2008 Administrative Assistant Liz Dumas ldumas@fhfofgno.org Ext. 2002 Programs Coordinator Maryury Templet mtemplet@fhfofgno.org Ext. 2006 Peer Support, Youth & Transition Specialist Steven Nguyen snguyen@fhfofgno.org Ext. 2012 Peer Support Specialist Carolina Olivia colivia@fhfofgno.org Ext. 2017 Intake & Outreach Specialist Jamie Nata jnata@fhfofgno.org Ext. 2026
700 Hickory Avenue Harahan, LA 70123 504.888.9111 | 800.766.7736 info@fhfofgno.org | fhfofgno.org
FHF Holiday Schedule p.40 Disability Assessment & Coordination p.41 Louisiana Council's Advocacy Network p.42 Louisiana Family to Family Health Information Center p.43 Stay Connected With FHF p.44
“Every family’s journey is unique. You don’t have to walk it alone.”
Look for Helpers p.04 Supporting Every Student’s Path to Graduation p.06 How the Louisiana Tutoring Initiative Supports All Learners p.08 Online Self-Determination Series p.10 A Closer Look at Louisiana’s Literacy Alternate Assessment Rubric p.11 Resources Available for Social Security Income Eligible Youth | LA Medicaid p.12 Community Conversations p.13 What's Going on? p.14 Youth Virtual Hangout p.15 Independent Futures That Work p.16 Welcome to Holland p.17 Juan Diego Explains Team Pack - A - Lunch p.19 Isabella's Journey Into Adulthood p.21 Access to Good Jobs for All p.23 The Inspiring World of Cody Clark p.25 Sensory HOLIDAY Strategies p.27 Holiday Exercise p.29 Jeremiah's Journey of Creativity, Community, and Courage p.30 October Awareness p.32 October is Bullying Prevention Month p.34 Louisiana Bullying Resources p.35 November Awareness p.36 December Awareness p.38
19 COVER STORY: Juan Diego Explains Team Pack -A- Lunch
CONTENTS
As I reflect on our world today, I realize how hard parenting really is today. It’s probably the hardest job anyone can have. Parenting when the world is in turmoil is difficult to even imagine. And yet, here we are. So many things happening so quickly, some many challenges and changes and all brought to us and our children in real time. It’s hard as adults to even catch our breath. No matter how hard we try, everyday stressors and outside pressures weigh on us as parents and our children see that. They absorb what they see on television, and they absorb what they see in our faces and what they hear in our words. I remember well the words of Mr. Rogers when the news around us becomes frightening. He often told a story about how his mother calmed him when he became frightened. He said my mother would say to me, look for the helpers. You will always find people who are helping. To this day, especially in times of disaster, I remember my mother’s words, and I am always comforted by realizing that there are still so many helpers —so many caring people in this world. --Fred Rogers This holiday let us as parents try to follow that advice from Mr. Rogers. Look for the helpers. Look for those who are caring for others around us and on the news. Let’s remind ourselves, so we can remind our children that there are good people in this world. We will see them if only we look for them. I pray and hope for a peaceful, healthy and safe holiday for you and your family from our FHF family to yours. For younger parents who may not know, Fred Rogers hosted “Mister Rogers Neighborhood” from 1968-2001 on PBS. He dedicated his life to children’s emotional health. He was also an author, ordained minister and pioneered children’s television programming, setting standards based in child development research. "It’s not so much what we have in this life that matters. It’s what we do with what we have." Fred Rogers
by Laura S. Nata, Executive Director
Look For Helpers
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Financial Assistance Through Human Service Districts & Authorities Families often hear about Medicaid’s Developmental Disability Waivers, but many don’t realize that being found eligible for OCDD services may qualify them for additional financial support. Louisiana’s Human Service Districts and Authorities offer two key programs: Flexible Family Fund (FFF): Provides a $258 monthly stipend for families of children under age 18 with significant disabilities. Applications are available through your local Human Service District or Authority. Individual & Family Support (IFS) Fund: Available for children and adults, this program helps meet needs that support individuals living at home and in the community. Funds may cover respite, caregiving support, medical supplies/equipment, or crisis assistance. Funding cannot be used for services already covered by Medicaid, insurance, or other resources. These programs can make a meaningful difference by helping families remain stable and improving quality of life during times of need. To find your regional Human Service District or Authority, visit ldh.la.gov/page/134 and scroll to the map at the bottom of the page. Quarterly Meeting for Self-Direction Participants and Employers Wednesday, December 10, 2025 • 1:00 PM – 3:00 PM The Louisiana Office for Citizens with Developmental Disabilities (OCDD) will host its next Self-Direction Quarterly Meeting on Wednesday, December 10. This meeting continues OCDD’s commitment to providing clear, accessible information for individuals using the self-direction payment option for their Medicaid Waiver services. Anyone involved in Self-Direction is encouraged to attend, including Participants, Employers, Fiscal Employer Agents, Human Service District/Authority staff, and Support Coordination Agencies. Agenda Includes: • Opening Remarks • 2025 Self-Direction Year in Review • Planning and Discussion for 2026 • Questions and Answers (as time permits) How to Attend: Zoom Passcode:382935 YouTube Livestream OCDD encourages attendees to submit questions in advance by emailing OCDD-HCBS@la.gov.
In Louisiana, we know that every journey is as unique as a bayou winding its own path and our students with exceptionalities are no exception. With resilience in their spirit and a community behind them, our children have the power to chart their own course toward graduation. Whether they’re following the traditional route, navigating Act 833, or shining through LEAP Connect, each pathway is a reminder that Louisiana students are strong, capable, and deserving of every opportunity to succeed. Here, we celebrate every milestone, every victory, and every graduate who shows that determination runs deep, just like our roots.
For many families of students with disabilities, the road to high school graduation can feel both exciting and overwhelming. Each child’s journey is unique, and Louisiana offers multiple pathways to ensure all students—regardless of ability—have the opportunity to earn a meaningful diploma and transition successfully into adulthood. Understanding these options can empower families to make informed decisions and advocate confidently for their child. Louisiana’s Department of Education provides a wide range of tools to support Individualized Education Program (IEP) teams, educators, and families as they plan for high school and beyond. Below is a family-friendly overview of key resources that help guide students with disabilities toward graduation. These resources come directly from the state’s Graduation Resources for Students with Disabilities guide. Understanding Graduation Pathways Every student with a disability should have a clear, personalized graduation plan that reflects their strengths, goals, and support needs. Louisiana offers several pathways, including: 1. Traditional Diploma Pathway Many students with disabilities graduate with a standard Louisiana high school diploma. The Special Education Guidance for High School Students (2016) outlines how accommodations, modifications, and individualized supports help students meet graduation requirements. 2. Act 833 Pathway Act 833 provides an alternative route for students who struggle to meet standard assessment requirements, giving IEP teams the flexibility to set Individual Performance Criteria tailored to the student. Families can learn more through resources such as: Act 833 Individual Performance Criteria Guidance Act 833 Follow-up FAQ Planning Appropriate High School Experiences for Act 833 Eligible Students 3. Alternate Assessment Pathway Students who take the LEAP Connect alternate assessment have a pathway designed specifically for them. The Implementation Guide: Alternative Pathways to a High School Diploma and accompanying training materials explain required coursework, certifications, and transition planning for this route. Individual Graduation Plans: The Roadmap Forward Beginning in 8th grade, every Louisiana student develops an Individual Graduation Plan (IGP). For students with disabilities, the IGP becomes an essential roadmap that aligns: coursework transition services career goals needed supports and accommodations Special education teachers, counselors, and IEP teams collaborate with families to make sure the IGP matches the student’s strengths and future aspirations. The state provides both a general IGP and a specific version for students assessed with LEAP Connect. Career Readiness Through Jump Start Louisiana’s Jump Start initiative offers students real-world training, workplace skills, and opportunities to earn industry-based credentials. The Jump Start: Students with Disabilities Implementation Guidance explains how students with disabilities can participate in meaningful workplace experiences tailored to their abilities. Why This Matters Graduation isn’t just a milestone, it’s a gateway to future opportunities. When families understand their child’s rights and available pathways, they can take an active role in shaping the educational experiences that lead to success. By collaborating closely with IEP teams, asking questions, and reviewing graduation plans early and often, families can ensure students stay on track and feel supported every step of the way. At Families Helping Families of Greater New Orleans, we know that every student deserves a chance to shine. With the right resources and a strong team behind them, students with disabilities can reach their highest potential and celebrate a graduation day filled with pride. illnesses Management of diabetes, obesity & other chronic conditions On-site pharmacy & lab services Psychiatry & Psychology Behavioral healthcare for children, adolescents, & teenagers Mental health evaluation & assessment Treatment for anxiety, depression, ADHD, trauma, & other conditions Medication management Evidence-based & best practice therapies (CBT, DBT, etc.)
Supporting Every Student’s Path to Graduation: What Families Need to Know
Across Louisiana, families continue to navigate the lingering impacts of the COVID-19 pandemic on academic achievement, especially in reading and math. For students with exceptionalities, these gaps can feel even wider due to disruptions in routines, therapies, and specialized instruction. In response to this statewide need, the Louisiana Department of Education launched the Louisiana Tutoring Initiative, a multi-layered program designed to ensure every child, including children with disabilities has access to high-quality, evidence-based academic support.
Closing Learning Gaps and Opening Doors: How the Louisiana Tutoring Initiative Supports All Learners
What Is the Louisiana Tutoring Initiative? The initiative brings together two major components: 1. The Steve Carter Tutoring Program This program provides eligible K–12 public school students with digital vouchers, valued up to $1,500 per year, which families can use to select an approved tutoring provider. These sessions can occur in person or online, giving parents the freedom to choose what works best for their child’s schedule and learning needs. The program focuses specifically on reading and math, the areas where most Louisiana students have shown pandemic-related regression. 2. Accelerate: High-Dosage Tutoring Accelerate brings structured tutoring directly into the school day for K–5 students. Sessions follow a high-dosage model: small groups, consistent tutors, frequent meetings, and a curriculum aligned with Louisiana Student Standards. This approach offers personalized instruction without adding stress to family schedules. Together, these two options create a flexible system that allows students to receive support both inside and outside the classroom. Why This Matters for Families of Children With Exceptionalities For many families raising children with disabilities or chronic health conditions, after-school academic help is often overshadowed by therapy appointments, medical needs, IEP meetings, and transportation limitations. The Louisiana Tutoring Initiative offers a pathway to support that is accessible, customizable, and designed to reduce barriers. Equitable Access Because tutoring is supported through a statewide voucher system, families from any parish, rural or urban, have access to approved tutors who understand evidence-based learning practices. Parents can choose providers who specialize in working with neurodivergent learners, students with learning disabilities, or children who need multisensory or adaptive approaches. Flexible Scheduling Virtual tutoring opens doors for families who cannot travel easily or who juggle complex schedules. For children who tire easily, require medical accommodations, or learn best in familiar settings, online sessions can be a game-changer. Instruction That Supports IEP Goals Tutoring is not a replacement for specialized instruction, but it can complement it. When aligned with IEP goals, tutoring can reinforce literacy, numeracy, executive functioning, and confidence-building. Consistent, targeted support can help students generalize skills across settings. How Families Can Get Started 1. Check Eligibility. Students must be enrolled in a Louisiana public school and demonstrate a need for reading or math support. Families will need their child’s LASID (Louisiana Student ID) to apply. 2. Apply for the voucher. Parents can submit applications through the Louisiana Tutoring Initiative portal. Once approved, families receive a digital voucher they can use with any approved provider. 3. Choose a tutoring provider that fits your child. Look for providers who understand diverse learning needs, communicate regularly with parents, and use data to track progress. 4. Ask your school about in-school tutoring. For students in grades K–5, Accelerate tutoring may already be available during the school day. Looking Ahead: A Stronger, More Inclusive Path Forward Louisiana’s families are resilient. The Louisiana Tutoring Initiative recognizes that resilience and strengthens it by creating equitable learning opportunities for all children, including those who learn differently, communicate differently, or require additional support. For many families of children with exceptionalities, this initiative represents more than academic recovery. It is a chance for their child to experience success, build confidence, and close gaps that widened through no fault of their own. It is a reminder that Louisiana is committed to ensuring every child has a fair opportunity to thrive. As we continue building stronger, more inclusive learning communities, the Louisiana Tutoring Initiative stands as a powerful tool, one that meets students where they are today while preparing them for the brightest tomorrow possible.
Online Self-Determination Series Helping Students Build Confidence, Advocacy Skills, and Independence This accessible online series introduces students to the essential skills needed to understand themselves, communicate effectively, and participate meaningfully in their educational planning. Each course is short, practical, and designed to support youth in becoming strong self-advocates. COURSES INCLUDED 1. Your Journey to Self-Determination 2. Finding Your Voice 3. Listening for Understanding 4. Managing Emotion & Conflict 5. Collaborative Problem Solving 6. Educational Planning Meetings WHY SELF-DETERMINATION MATTERS Helps students take ownership of their learning Improves communication between students, families, and educators Builds confidence for IEP/504 participation Strengthens transition readiness for adulthood Supports long-term independence and success Students who develop self-determination skills are more engaged in school, have better transition outcomes, and feel empowered to advocate for themselves throughout life.
LEARN MORE HERE
READ THE GRADUATION RESOURCES HERE
The Literacy Alternate Assessment Rubric (LAAR) plays an essential role in helping educators evaluate the literacy growth of students who participate in Louisiana’s alternate assessment. This video provides a clear and accessible breakdown of how the rubric works, making it easier for teachers, families, and support staff to understand each performance area. By walking viewers through the structure and purpose of LAAR, the video helps create a shared understanding of how literacy skills are measured for students with the most significant cognitive disabilities. Throughout the video, each component of the rubric is explained in practical terms, showing how skills like comprehension, communication, and engagement with text are assessed. The visual examples offer clarity on what success looks like at different levels and how educators can use these indicators to guide instruction. For families, this explanation removes the mystery around alternate assessments and highlights the meaningful progress their children can make when given the right supports. Overall, the video serves as a helpful tool for anyone involved in supporting students on alternate pathways. It reinforces the importance of individualized instruction, consistent measurement, and collaboration between home and school. By promoting a deeper understanding of the LAAR, this resource empowers teams to advocate for strong literacy opportunities and to celebrate every step of growth students achieve. Let’s continue working together to ensure all learners have access to high-quality, accessible, and engaging literacy experiences.
A Closer Look at Louisiana’s Literacy Alternate Assessment Rubric
Louisiana Medicaid Members!
Youth Toolkit to Supplement Security Income
The Social Security Administration now offers a comprehensive Youth Toolkit designed specifically for Supplemental Security Income (SSI) recipients ages 14–17 and their families. This resource helps transition-aged youth better understand important SSI policies and the supports available as they move toward adulthood. Inside the toolkit, families will find clear guidance on the age-18 redetermination process, how to appeal if benefits are discontinued, and how earnings may affect eligibility at age 18. It also explains valuable work incentives, supports for entering the workforce, SSI rules around higher education funds, and the benefits of opening an ABLE account. With practical tools and easy-to-understand information, the Youth Toolkit empowers families to navigate this critical transition with confidence and clarity.
Open Enrollment is Happening Now Need to make changes to your family’s health or dental plan? Open Enrollment starts on November 1, 2025 and ends on January 15,2026 at 6 p.m. Healthy Louisiana Open Enrollment packets were mailed to members recently. Use the packet to prepare for Open Enrollment and make sure you have the health plan that meets your family’s needs. New Healthy Louisiana Members If you want to change your health plan or dental plan so your new plan starts January 1, 2026 , you must make the change before 6 p.m. on December 15, 2025. If you make the change after December 15,2025, your new health plan or dental plan will start on February 1, 2026 .
Our calendar is packed with interesting and informative training opportunities!
Families Helping Families of Greater New Orleans provides parents/caregivers, individuals with disabilities and professionals many training opportunities every month of the year. Below are some of the highlighted training for December 2025. Key Resources and Skills to Ensure Career Planning Success - In this introduction to the 4-part series, we will learn the critical role families and professionals can play to support youth and young adults with exceptionalities in learning work and career readiness skills for successful employment. Key Laws That Support Youth and Career Readiness – Join us for Part 2 of this series, where we will discuss the key laws that support youth and career readiness. Skills Needed to Work Independently - In Part 3 of this 4-part series, we will focus on nine key skill areas needed to find employment, with an explanation about each skill. An Overview of Resources to Support Work Skills Development - In the final part of this 4-part series, we will look at a variety of resources available to assist families, educators, and other professionals who work with youth and young adults with exceptionalities to develop the skills necessary to seek, obtain, and keep employment.
In addition to the highlighted training opportunities, we offer several more. All trainings are FREE and relevant for parents, caregivers, and professionals working with school-aged children. For dates, times, and registration links to any of our online classes, visit the Training Calendar on our website. Louisiana families needing accessibility accommodations to attend one of our webinars, please contact our Director of Training, Karen Scallan at kscallan@fhfofgno.org.
The primary purpose of the Independent Futures That Work project is to build the competence and confidence of young adults with disabilities to access independent living and employment services so they can more successfully transition from the youth entitlement system to the adult eligibility system. Our Resource Center will also help family members and professionals improve their capacity to support these young adults with disabilities on their journey. To learn more and find resources scan the QR Codes above or visit Families Helping Families of Greater New Orleans website.
Welcome To Holland by Emily Perl Kingsley I am often asked to describe the experience of raising a child with a disability - to try to help people who have not shared that unique experience to understand it, to imagine how it would feel. It's like this…… When you're going to have a baby, it's like planning a fabulous vacation trip - to Italy. You buy a bunch of guide books and make your wonderful plans. The Coliseum. The Michelangelo David. The gondolas in Venice. You may learn some handy phrases in Italian. It's all very exciting. After months of eager anticipation, the day finally arrives. You pack your bags and off you go. Several hours later, the plane lands. The flight attendant comes in and says, "Welcome to Holland.” "Holland?!?" you say. "What do you mean Holland?? I signed up for Italy! I'm supposed to be in Italy. All my life I've dreamed of going to Italy.” But there's been a change in the flight plan. They've landed in Holland and there you must stay. The important thing is that they haven't taken you to a horrible, disgusting, filthy place, full of pestilence, famine and disease. It's just a different place. So you must go out and buy new guide books. And you must learn a whole new language. And you will meet a whole new group of people you would never have met. It’s just a different place. It's slower-paced than Italy, less flashy than Italy. But after you've been there for a while and you catch your breath, you look around.... and you begin to notice that Holland has windmills....and Holland has tulips. Holland even has Rembrandts. But everyone you know is busy coming and going from Italy... and they're all bragging about what a wonderful time they had there. And for the rest of your life, you will say "Yes, that's where I was supposed to go. That's what I had planned." And the pain of that will never, ever, ever, ever go away... because the loss of that dream is a very very significant loss. But... if you spend your life mourning the fact that you didn't get to Italy, you may never be free to enjoy the very special, the very lovely things ... about Holland. Copyright©1987 by Emily Perl Kingsley. All rights reserved. Reprinted by permission of the author.
Juan Diego Explains Team Pack-A-Lunch
To understand life, you must understand why things happen the way they do. Life is not merely a prescribed sequence or carefree drift; rather, it is shaped by what you contribute, the decisions you make and the impressions you live. These elements alter the trajectory of your life and ultimately define who you become. – This is me and Team Pack-A-Lunch The Big Day Throughout the educational journey, from 3 rd grade through 12 th , I encountered diverse individuals and experienced numerous highs and lows. These experiences significantly developed my understanding and shaped the character that now inspires this article. Despite these formative years, I never anticipated meeting someone who saw a reflection of himself in me. That person was Jay Couvillion, a man who profoundly changed my life, and in doing so, inspired me to become who I am today. As a new journey began, I discovered what I’m truly passionate about: to give without expecting anything in return, to treat people how you wish to be treated. I aspire to be the example by showing people that being physically “broken” is just an appearance. That when your mind and heart go beyond your physical abilities and with the right people around that dream is slowly becoming reality. Team Pack-A-Lunch is composed of everyday people doing above average things for extraordinarily grateful humans. We share the understanding that winning is always just crossing the finish line in first place or being the greatest. It’s contemplating where you are, to experience what you’re doing. To live and enjoy the moment realizing the only thing that is truly yours is who you are and memories you hold. possABILITIES Growing up, I was the typical guy in a wheelchair, starting from a corner and watching the “normal” kids play football or any kind of sport. I would imagine myself playing, being the best and that put a smile on my face. It gave me hope that one day I would feel the excitement of playing. Coach Bruce Bershad once told me, “The things you imagine are already yours, just show you want it.” Looking back on who I was before and realizing how Team Pack-a-Lunch changed my life is something only tears of joy can describe. “The choices you make don’t only affect you, but also the people around you.” Because of these people, being in a wheelchair is not a life of condemnation but a battle against it and victory is proving that anything is possible as long as you fight for it. From my graduation to my first marathon, to skiing across the waters and seeing stars under the night sky, I remember why I am who I am. These experiences have forged within me a deep sense of perseverance, resilience, and an unwavering ability to adapt to life’s toughest situations. These experiences have also given me a profound appreciation for the power of hard work and determination. Moments You might expect as an 18-year-old, I would have experienced many things, but the truth is I’m just like a kid discovering the world for the first time. Something as small as a light on a building can make me gasp, amazed by it. It’s the small things and moments that might be insignificant for others, but for me, each one is a new adventure that I come across. I was able to experience an LSU game for the first time thanks to Ski-Dawgs. In the eyes of many, it was a college football game, but for me, it was getting out of my comfort zone and experiencing new and unimaginable things. I saw thousands of people cheering, the lights going off as they scored a touchdown, and heard the loud voices filled with excitement. Even though I am in a wheelchair, I can enjoy life just as well as any other person would, or even better. This moment was the biggest of this journey yet. Like my graduation, I had the privilege to share with Jay Couvillion, along with members of Team Pack-a-Lunch and members of the sponsor for this moment, Ski- Dawgs. This particular moment captured every aspect that makes me “me” and most importantly, who we are as a team. We aren’t just a non-profit charity; we are everyday people doing above-average things for extraordinary humans like you and me.
“Who doesn’t live to serve, don’t serve to live.” ~ Juan Diego
LAURA
BEBE
Isabella’s Journey Into Adulthood
Access to Good Jobs for All
Every day, people with disabilities can and do add tremendous value to America’s workplaces and economy. Their skills, creativity, determination, and lived experience strengthen teams, elevate innovation, and enrich business culture across every industry. Each October, during National Disability Employment Awareness Month (NDEAM), we take time to recognize these contributions and highlight the importance of ensuring people with disabilities have every opportunity to succeed in the workforce. NDEAM also reaffirms our shared commitment to ensuring all Americans—including Americans with disabilities—can put their talents to work. Reflecting the importance of ensuring all workers, including disabled workers, have the opportunity to prepare for and obtain good jobs and advance in their careers, the theme for NDEAM 2024 is “Access to Good Jobs for All.” This year’s theme reminds us that equity in employment cannot be an afterthought; it is foundational to a strong, thriving workforce and economy. Indeed, a disability-inclusive workforce is a strong workforce. Today, more and more leading employers across the U.S. are recognizing this—and seeing undeniable bottom-line benefits as a result. Studies show that companies identified as leaders in disability inclusion average 1.6 times more revenue, 2.6 times more net income, and twice the economic profit of their counterparts. These outcomes underscore a truth long known to disability advocates: when workplaces reflect the diversity of the communities they serve, everyone wins. The powerful “What Can YOU Do?” video, which is part of the Campaign for Disability Employment, brings this message to life. Through real examples of workers with disabilities thriving in meaningful, competitive employment, the video reminds us that hiring inclusively is not about charity—it’s about recognizing ability. It challenges assumptions and highlights how providing accessible pathways and equitable opportunity unlocks an individual’s full potential. Viewers see firsthand how people flourish when they are valued for what they bring to the table, rather than judged by limitations someone else has imagined. The video also delivers an important call to action: change begins with each of us. Whether you are an employer, educator, parent, youth service professional, or community member, you have a role in advancing disability inclusion. Simple acts—promoting accessible hiring practices, believing in a student’s potential, offering accommodations without hesitation, or using inclusive language—have the power to shift culture. NDEAM invites us to reflect on what we can do today to build a future where people with disabilities are fully included and empowered to pursue careers that match their skills and dreams. NDEAM is an annual opportunity to educate people about these benefits, celebrate progress, and—most importantly—commit to building a stronger, more equitable workforce going forward. The observance is led by the U.S. Department of Labor’s Office of Disability Employment Policy (ODEP), which collaborates each year with partner organizations representing employers, families, advocates, and government agencies to develop the national theme and resources. Each year, ODEP develops and distributes an annual NDEAM poster available in both English and Spanish. But the true spirit of NDEAM lives at the grassroots level—in the workplaces, schools, organizations, and community spaces where inclusion becomes real. Employers of all sizes and in all industries are encouraged to participate, as are educators, youth service professionals, business associations, labor unions, and disability advocacy organizations like Families Helping Families. So how can your organization take part? There are many ways! Visit dol.gov/ndeam for ideas, planning guides, and downloadable materials. While there, you can also order your free poster and explore additional resources. The ODEP-funded Campaign for Disability Employment offers videos, discussion guides, and activity ideas at WhatCanYouDoCampaign.org, making it easy for groups to spark meaningful conversations and awareness. However you choose to participate, NDEAM is a time to celebrate and educate. It is a chance to reflect and reaffirm. Most importantly, it is a reminder that ensuring every American—including those with disabilities—has access to good jobs strengthens families, builds resilient communities, and drives our nation forward. Let’s commit to ensuring access to good jobs for all—not just in October, but every month of every year.
The Inspiring World of Cody Clark
When Cody Clark steps onto a stage, something special happens—something far beyond card tricks and illusions. Audiences lean in, laughter ripples through the room, and suddenly, magic becomes a language of connection, understanding, and hope. But for Cody, a 32-year-old magician, speaker, and autism advocate from Louisville, Kentucky, magic is more than entertainment. It’s a bridge—one that links his personal journey as an autistic adult with the lives of families, educators, and young people who see themselves reflected in his story. From Early Challenges to Center Stage Cody’s story begins long before he ever held a deck of cards. Diagnosed autistic at just 15 months old, doctors warned his parents of a long list of things he would likely never do—walk, talk, marry, have children, or hold down a job. Instead of accepting those limitations, Cody’s family sought support at the University of Louisville Autism Center, where early speech and occupational therapy helped him build foundational skills “by hand,” as he puts it. “I’ve had to learn things most people are just born knowing,” Cody says. “But when you learn things by hand, you don’t take them for granted. You often learn them better.” At 11 years old, destiny revealed itself in the form of a magic show—specifically, the legendary “sawing a lady in half” trick. Cody was pulled onstage as a volunteer, and the experience changed everything. Within weeks, he connected with the Louisville Magic Club, dove into learning tricks, and discovered something rare: magic came naturally to him in ways sports and social skills had not. For the first time, he felt an unmistakable calling. Turning a Passion Into a Purpose Part entertainer, part storyteller, Cody’s performances weave magic into real-life moments—playing sports, navigating relationships, using AAC cards—inviting audiences to see the world through his eyes. “I place my routines inside magic moments from my life,” he explains. “They show that even if I experience things differently, I still have the same goals and dreams as everyone else.” It’s a combination that audiences love. But more importantly, it’s a combination that changes people. Breaking Barriers, One Trick at a Time Magic has a unique way of bending rules and challenging expectations—and Cody uses that to spark conversations about disability, inclusion, and identity. “Magic naturally questions norms,” he says. “It gives audiences a safe place to rethink what they believe about autism.” Some of his most powerful moments happen after the show: teens with disabilities sharing their goals, parents expressing relief that someone finally “gets it,” or educators realizing they can make small, meaningful adjustments to better support their students. “My hope is to show families they’re not alone—and that there’s a bright future ahead,” Cody says. For educators and professionals, the mission is just as clear. “I want them to understand what daily life is like for autistic students and to walk away with simple, free, or affordable strategies to make their classrooms more affirming.” A Message of Hope If Cody could share one message with families raising children with disabilities, it would be this: “Differences like autism aren’t something to fear—they’re simply a different way of thinking.” What’s Next for Cody Clark Magic? Cody’s calendar stays full—traveling, performing, speaking, and advocating across the country. He hopes to reach new audiences, explore new markets, and one day bring his magic and message to national television. He also continues to expand his mission-driven work, seeking opportunities to connect with communities that need reminders of hope, belonging, and possibility. Bring the Magic to Your Community Families, schools, service providers, and organizations interested in booking Cody or learning more can connect with him here: Website: codyclarkmagic.com Cody Clark’s magic isn’t just about illusion—it’s about inclusion.
The holiday season is full of excitement, but also full of lights, noise, new routines, and crowded gatherings. For many children with sensory processing challenges, this can feel overwhelming. Here are updated, practical strategies families can use to help their child stay calm, comfortable, and included during holiday events.
Sensory-Friendly Holiday Tips for Children with Developmental Disabilities
1. Deep Pressure for Calming Many children with sensory processing challenges find deep pressure calming. This is often referred to as proprioceptive input and helps regulate the nervous system. During holidays, where there are a lot of overwhelming stimuli, deep pressure techniques can help: Weighted Blankets or Vests: Having your child use a weighted blanket during quiet time or transitions (like before a holiday meal) can provide a calming effect. Hugs and Gentle Squeezes: Physical touch like a bear hug or gentle squeezes on the arms or shoulders can also help with sensory regulation. Tight Clothing or Compression Garments: Some children feel calmer wearing snug, compression clothing or undergarments, which can help them tolerate more stimulating environments. 2. Create a Safe Sensory Retreat Designate a quiet space where your child can go if they feel overstimulated. This retreat should be filled with comforting items and sensory tools that help them regulate: Noise-Cancelling Headphones: These are a lifesaver when the environment gets too loud (e.g., at a family gathering or during fireworks). They help reduce auditory overload while still allowing your child to participate. Fidget Toys or Sensory Tools: Keep a box of sensory toys like stress balls, squishy toys, or even a tactile blanket nearby. These can help your child manage feelings of stress while providing sensory input that helps them stay grounded. Dim Lighting: Harsh, bright lights—common during holidays—can be overwhelming. Equip your retreat space with soft lighting, like fairy lights or a dimmable lamp, to offer a calm contrast. 3. Oral Sensory Strategies Children who seek oral sensory input often find it calming to chew or suck on objects. Incorporating oral motor strategies can help reduce stress, especially when holiday events run long: Chewing Gum or Chewy Snacks: Provide sugar-free gum, chewy candy, or healthy snacks like carrots or crunchy granola bars. The repetitive chewing helps organize and calm the nervous system. Straws or Sippy Cups: For children who need extra help regulating their sensory input, drinking from a straw or sippy cup offers proprioceptive input through the mouth. 4. Routine-Based Sensory Input Keeping parts of your child’s daily routine the same during the holidays can offer comfort and predictability. Incorporating sensory-based activities they already enjoy into the holiday schedule can be grounding: Movement Breaks: Physical therapy principles stress the importance of movement for sensory regulation. Encourage regular movement breaks, like jumping on a trampoline, swinging, or a simple walk outside, to help them release excess energy. Timed Quiet Periods: Incorporating regular quiet or downtime during holiday gatherings can help prevent sensory overload. Use visual timers or a consistent schedule to signal when it’s time for a break. 5. Visual Supports and Social Stories Children with developmental disabilities often benefit from visual cues to prepare for new or overwhelming situations. Using visual schedules, picture cues, or social stories can help them anticipate what will happen during holiday events: Visual Schedules: Create a visual timeline for the day’s activities so your child knows what to expect. Include breaks and sensory retreat times in the schedule. Social Stories: Social stories are a great way to help children understand upcoming events and reduce anxiety. Write a short story about what they will experience, using pictures if possible, and review it together ahead of time. 6. Controlled Sensory Input through Structured Activities For children who benefit from controlled sensory input, plan structured sensory activities to include in your holiday routine: Sensory Bins: Create a holiday-themed sensory bin (e.g., with fall leaves for Thanksgiving or pine cones and soft ornaments for Christmas) where your child can explore textures and objects at their own pace. Holiday Crafts: Engage your child in hands-on crafts that allow them to manipulate materials. Painting pumpkins, decorating cookies. Isabella is 26 years old, and to know her is to know warmth. She is a young woman who lights up a room with her creativity, her compassion, and her determination. Whether she’s cooking a new recipe, sketching her latest art idea, or caring for the people she loves, Isabella brings intention and joy to everything she does. She is also fiercely independent. She treasures her time with her boyfriend, Peter—their dates, their plans, and the quiet ways they pray for one another. Their love is steady and beautiful, the kind that reminds everyone around them that support and partnership can grow strong in any circumstance. Truly, we are all blessed to be part of their story. But like many families of individuals with exceptionalities, our journey has included challenges that shaped us, strengthened us, and taught us to advocate without hesitation. Isabella was diagnosed with Type 1 diabetes at just 8 years old. In an instant, childhood freedom shifted into medical routines, alarms, carb counting, and constant monitoring. Now, as an adult with an intellectual disability, that challenge hasn’t faded—it has changed. The freedom to fully manage her health is still complicated. And because caring for someone with Type 1 diabetes is a serious responsibility, many people naturally feel unsure or hesitant to step into that role. Yet Isabella’s story is not defined by limitation—it is shaped by community. Throughout her life, friends, teachers, neighbors, and fellow parents have shown up in ways big and small. She is surrounded by a wide network of people who celebrate her victories, embrace her dreams, and help piece together the supports she needs. Receiving services through the home and community-based waiver has been life-changing. It has given her the autonomy she deserves and strengthened her confidence. Her caregiver has become not just a helper, but a partner in independence—someone who understands her rhythms, respects her choices, and encourages her voice. If you were to draw a picture of Isabella’s adulthood, it would look like a jigsaw puzzle. The edges—her family, her faith, her values—are firmly in place. But from time to time, the center pieces need to come out and be reworked. Life changes. Plans shift. Supports evolve. And every time we rebuild a section, it becomes stronger than before. Each milestone she has reached—graduating school, beginning relationships, living more independently, learning to speak up for herself—has become a stepping stone on a magnificent bridge toward her future. And like any bridge, ours has weathered storms and droughts. We’ve faced major repairs and total reroutes. We’ve patched cracks and reinforced foundations. But every day, as her mom, I commit to one truth: I want Isabella to be fully and authentically herself. Not a version shaped by fear, but a woman shaped by freedom. To every parent on a similar path, I offer this: Love your child. Love yourself. And set the standard for how others treat your child by demonstrating your expectations. We are not alone. We are not powerless. And when parents across the country join together—sharing stories, raising awareness, advocating boldly—we become a mighty force to be reckoned with.Isabella’s journey is still unfolding. Her bridge is still being built. And with every piece placed, every prayer spoken, every challenge conquered, her future grows brighter.
Holiday Movement Breaks for Children With Developmental Disabilities
The holidays bring joy, celebration, and, let’s be honest, a big shift in routine. For children with developmental disabilities, this change can make regulation and physical activity challenging. Movement breaks are a simple way to support sensory needs, reduce anxiety, and keep kids on track while school is out. Here are fun, low-stress exercises you can do at home, with little to no equipment: 1. Holiday Freeze Dance Put on your child’s favorite holiday song and dance together. When the music stops, everyone freezes like: A snowman A reindeer A gingerbread cookie A Christmas tree Great for: motor planning, cardio, and listening skills 2. Jingle Bell Jumps Place a few bells in a small container or tie a bell to a string. Have your child: Jump in place Jump forward and backward Jump side to side Try to make the bells ring loudly, or quietly for more control. Great for: coordination & sensory regulation 3. Candy Cane Push & Pull Use a pillow, small laundry basket, or therapy ball. Let your child: Push it across the floor Pull it using a scarf or rope This builds strength and provides calming heavy-work input. Great for: proprioception, strength, calming 4. Present Stack Challenge Stack soft items like pillows, stuffed animals, or boxes. Have your child: Carry one item at a time Build a “present tower” Knock it down and rebuild Great for: gross motor skills & sensory exploration 5. Santa’s Sleigh Crawl Set up a mini obstacle course with chairs, cushions, or tape lines. Let your child pretend they are guiding Santa’s sleigh by: Crawling under “tunnels” Stepping over “icy snowdrifts” Balancing along “rooftops” (a line of tape) Great for: core strength, balance, problem-solving 6. Calm-Down Snowfall Use cotton balls or tissue paper. Encourage your child to: Blow them into the air Catch them gently Let them “snow down” on their hands Great for: breath control & calming
Keeping Kids Active, Regulated, and On Track This Season
Jeremiah’s Journey of Creativity, Community, and Courage
When Jeremiah was diagnosed with moderate to severe autism in 1992, his family stepped into a world with very few answers and even fewer resources. At that time, much of what we now understand about autism—best practices, sensory needs, inclusive education, communication supports—had yet to be fully explored. What Jeremiah’s family did have was faith, resilience, and a deep commitment to ensuring he had every opportunity to learn, grow, and shine. Today, at 36 years old, Jeremiah is a man of many interests. He loves collecting treasures—anything from keychains to beautifully curated coffee table books about his favorite topics. His mother laughs that she is still surprised by the unique items he brings home, each offering a small window into the way he sees and engages with the world. Navigating Challenges with Faith and Determination Jeremiah’s autism has shaped every part of his family’s life—from the structure of daily routines to the way they celebrate holidays, travel, and plan for the future. His mother recalls those early years as “a fog of uncertainty,” when answers were hard to find and families were often left to figure things out on their own. But together, with persistence and prayer, they navigated each step, learning not only how Jeremiah experienced the world but also how to support him through it. One of the most difficult realities they faced was social isolation. Although Jeremiah received strong academic programming and his IEP helped him make meaningful progress in school, the social experience most students take for granted remained out of reach. Invitations to birthday parties faded after elementary school, and he never had the chance to enjoy typical high-school milestones. Even years later, he has yet to receive an invitation to a high-school reunion. It is a reminder that inclusion is not only about classrooms—it is about belonging. A Talent Discovered: From High School Project to Worldwide Artist In high school, something remarkable happened. Jeremiah was introduced to working with clay, and his natural creativity began to shine. His family immediately recognized his talent—the way he shaped, smoothed, and transformed clay into expressive, meaningful pieces.
A Talent Discovered: From High School Project to Worldwide Artist In high school, something remarkable happened. Jeremiah was introduced to working with clay, and his natural creativity began to shine. His family immediately recognized his talent—the way he shaped, smoothed, and transformed clay into expressive, meaningful pieces. After graduation, his family created a dedicated studio space in their home, complete with a kiln, tools, and materials so he could continue building his craft. That decision changed everything. For more than 15 years, Jeremiah has been producing original clay artwork that has reached audiences across Arkansas and beyond. His pieces have been displayed multiple times in the Arkansas Governor’s Mansion, and he sells his creations in boutiques and gift shops across the state. With the support of his family, Jeremiah also manages a thriving online presence, shipping his artwork worldwide through his Facebook page, Shop Jeremiah 29:11. What began as a school assignment became his passion, his business, and his way of contributing to the world—proof that when people with disabilities have the tools to explore their interests, their gifts can flourish in extraordinary ways. A Message of Hope for Other Families Jeremiah’s mother offers this heartfelt advice: “Each person has unique talents and gifts to share with the world. I’m glad Jeremiah discovered his early. It has brought him great satisfaction—and it gave him a job when no other was available. We must look past the disability to the person and truly explore what each person has to offer. Every human was created to shine. We just have to find ways to let the Light out.” Her words reflect what so many families discover along the journey—our loved ones are more than a diagnosis. With support, creativity, and compassion, individuals with disabilities can lead purposeful, meaningful, and joy-filled lives. Jeremiah’s story reminds us to keep searching for our children’s unique strengths, celebrate their accomplishments—big or small—and nurture the gifts that allow them to show the world who they truly are.
October
awareness Calendar
Spina Bifida Awareness Month Spina Bifida, Latin for "Split Spine", occurs within the first month of pregnancy resulting in incomplete closure of the spinal column. It is considered the most frequently occurring, permanently disabiling birth defect. According to the Center for Disease Control and Prevention (CDC), 1,500 babies are born with Spina Bifida each year. October is Spina Bifida Awareness Month—a time to celebrate the hundreds of thousands of people living with Spina Bifida. Every October, community stories are shared that challenge us to raise more awareness and support for those living with Spina Bifida. As a community, we can do this by raising awareness about Spina Bifida either in our own circles or to the larger networks of which we are apart. It’s also a great time for us to challenge ourselves to find new ways to get involved in raising awareness and advocacy activities.
Domestic Violence Awareness Month Dwarfism Awareness Month Dyslexia Awareness Month Eye Injury Prevention Month Health Literacy Month Healthy Lung Month Learning Disabilities Awareness Month National ADHD Awareness Month National Breast Cancer Awareness Month National Bullying Prevention Month National Dental Hygiene Month National Disability Employment Awareness Month (NDEAM) National Physical Therapy Month Pregnancy and Infant Loss Awareness Month Sudden Infant Death Syndrome (SIDS) Awareness Month 10/6-12 - Mental Illness Awareness Week 10/5 - World Teacher Appreciation Day 10/6 - National Depression Screening Day 10/10 - World Mental Health Day 10/10 - World Blind Day / World Sight Day 10/15 - White Cane Safety Day 10/13 - Metastatic Breast Cancer Awareness Day 10/15 - National Latino AIDS Awareness Day 10/15-21 - International Infection Prevention Week 10/20-26 - Respiratory Care Week 10/21-25 - National Health Education Week 10/22 - International Stuttering Awareness Day
World Cerebral Palsy Day (Oct. 6) Every year, 6 October is an opportunity to come together and celebrate the resilience, diversity and vibrancy of people with CP. This year, World CP Day is on a Monday. It’s also a moment to campaign for meaningful, positive changes to accessibility and inclusion in society and recognise the contributions of family, carers and allies. In 2025, the global campaign theme for World CP Day is #UniquelyCP. Every member of the CP community is unique, with passions, pursuits and identities beyond just that of a person with disability. CP is often misunderstood in the wider community, and #UniquelyCP’s call to action is to overcome these stereotypes by celebrating the individuality and personality of our community. The 2025 campaign theme aims to empower people with CP, family members and supporters to share stories about their achievements and passions – how CP makes each of us unique.
National Down Syndrome Awareness Month Down syndrome is a condition in which a person has an extra chromosome. Chromosomes are small “packages” of genes in the body. They determine how a baby’s body forms and functions as it grows during pregnancy and after birth. Typically, a baby is born with 46 chromosomes. Babies with Down syndrome have an extra copy of one of these chromosomes, chromosome 21. A medical term for having an extra copy of a chromosome is ‘trisomy.’ Down syndrome is also referred to as Trisomy 21. This extra copy changes how the baby’s body and brain develop, which can cause both mental and physical challenges for the baby.
October is National Bullying Prevention Month
Every October, communities across the country come together for National Bullying Prevention Month to promote kindness, inclusion, and stronger protections for students. Children with exceptionalities are at increased risk of bullying, making awareness and advocacy especially important for families. What Is Bullying? Bullying is intentional, repeated behavior involving an imbalance of power. It may be physical, verbal, social, or online. For children with disabilities, bullying often targets communication, sensory needs, learning styles, or behavior differences. How Families Can Support Their Child • Check in daily with open-ended questions about their school experience. • Document all incidents, behaviors, and communication with school staff. • Request a meeting with the IEP/504 team if bullying affects learning or well‑being. • Ensure the IEP or 504 Plan includes supports like social skills instruction, safety plans, or self‑advocacy strategies. Building Confidence Encourage friendships, extracurricular activities, and communication skills that help your child feel connected and empowered. How Schools Can Help Schools can foster inclusion by responding promptly to bullying, educating students about difference and respect, and ensuring staff understand disability‑related needs. You Are Not Alone Families Helping Families of Greater New Orleans is here to support you with guidance on your child’s rights, navigating school meetings, and creating safety and communication plans. Every child deserves to feel safe, valued, and celebrated, this month and every month. Source: Pacer.org
Building Safe, Supportive Schools for Every Child
Source: LADOE
School District Leaders: Implementation Checklist School Leaders: About Reporting and Investigating Bullying Training Resources Principal / Designee Responsibilities Sample Policy Sample Letters and Forms: Bullying Report Form Parental notification about possible bullying Parental notification about confirmed bullying Parent notification about unconfirmed bullying Witness Statement Form School Stay Away Agreement
If you are a student, parent or school leader and need to report a case of bullying, you can fill out the Bullying Report Form PDF and submit to the principal or appropriate school leader. If you are a school leader who is investigating a report of bullying, you can use the Bullying Investigation Form PDF to document the investigation. If you feel the school did not take timely and effective action in conducting the bullying investigation, you may report this information to the LDOE using the LDOE Bullying Incident Monitoring Form. Under Act 861 enacted in 2012, school employees are required to participate in four hours of training to learn how to detect, prevent and end bullying. Teachers or other school personnel who receive a complaint about bullying must verbally notify the principal on the day of incident and in writing within two days of the incident. The principal must notify parents and launch an investigation on the day of the incident. The investigation must be completed with ten days. The Bullying Prevention Toolkit, developed by the Louisiana Department of Education, provides resources to assist school district prevent and end bullying.
Louisiana Bullying Resources
Family caregivers provide care and assistance to a family member with limitations due to illness, injury or disability. The care recipient may have physical or developmental disabilities, or any situation (permanent or temporary) that means they need some level of assistance with daily living activities and other aspects of life. Caregiving can be tedious, repetitive, physically challenging and emotionally straining. For many caregivers, they sacrifice their own well-being to take care of their loved one. Family caregivers provide an enormous value to society. Their services often make it possible for their loved ones to remain at home. It usually fills a gap that would be astronomically expensive otherwise.
NOVEMBER
November is 22q Awareness Month - The goal during this month is to let the world know what a complex condition this is, how much support is sometimes required, and how these amazing, beautiful children overcome many obstacles to survive and thrive! Not forgetting the few that are lost far, far too soon. The world should know all of these stories and to recognize the beauty within these individuals. You are important and needed to get the word out about 22q11.2 Syndromes. There are many ways you can get involved to make a difference and shine the light on 22q!
November is National Family Caregivers Month The 2022 National Family Caregiver Month presidential proclamation reads: “Family caregivers are the backbone of our Nation’s long-term care system, doing essential work with devotion, often at great emotional and financial cost. We owe them. It is time to bring their service out of the shadows and celebrate and support them in living their own happy, healthy, and fulfilling lives.”
American Diabetes Month/Diabetes Bladder Health Month Chronic Obstructive Pulmonary Disease (COPD) Awareness Month - Chronic obstructive pulmonary disease, or COPD, refers to a group of diseases that cause airflow blockage and breathing-related problems. It includes emphysema and chronic bronchitis. COPD makes breathing difficult for the 16 million Americans who have this disease. Dercum’s Disease (Adiposis Dolorosa) Awareness month Diabetic Eye Disease Month Lung Cancer Awareness Month RSD/CRPS Awareness National Alzheimer’s Awareness Month National Epilepsy Awareness Month National Healthy Skin Month National Home Care and Hospice Month National Stomach Cancer Awareness Month Pancreatic Cancer Awareness Month Prematurity Awareness Month 11/1 - Lennox-Gastaut Syndrome (LGS) Awareness Day. LGS is a rare form of epilepsy that causes multiple types of seizures resulting in developmental delays and cognitive impairments. 11/4-8 - International Stress Awareness Week 11/8 - Aicardi Syndrome Awareness Day 11/11 - Veterans Day - Veterans Day is a time for us to pay our respects to those who have served. For one day, we stand united in respect for you, our veterans. 11/12 - World Pneumonia Day 11/13-19 - Transgender Awareness Week 11/14 – World Diabetes Day 11/15 - World Ohtahara Syndrome Awareness Day 11/16 - International Day for Tolerance 11/17 - World Prematurity Day 11/17-23 - GERD Awareness Week 11/18 - International Survivors of Suicide Day 11/20 – World COPD Day 11/21 - World Pancreatic Cancer Day 11/20 - Transgender Awareness Day 11/24 - Great American Smokeout 11/28 - National Family Health History Day
DECEMBER
12/3 International Day of People with Disabilities (IDPWD) Celebration – to recognize and value the diversity of our global community, and to cherish the role we all play, regardless of our abilities; Learning – to understand and learn from the experiences of people with living with a disability; It is a day for optimism – to look towards the future and the creation of a world where a person is not characterized by their disabilities, but by their abilities; Action – where all people, organizations, agencies and charities not only show their support for International Day of People with Disabilities, but take on a commitment to create a world characterized by equal human rights. The annual observance of the International Day of Persons with Disabilities (IDPD) on 3 December was proclaimed in 1992 by the United Nations General Assembly resolution 47/3. The observance of the Day aims to promote an understanding of disability issues and mobilize support for the dignity, rights and well-being of persons with disabilities.
12/1 - World Aids Awareness Day - It is a day of solidarity, representing an opportunity for people worldwide who are affected by HIV to share their stories and experiences, to remember those lost, and to highlight efforts on every front to end the HIV epidemic.
National Drunk and Drugged Driving Prevention Month Each December, we go out for fun, parties and drinks with family and friends. But we ask you to stop and think for a second about being responsible. December is National Drunk and Drugged Driving Prevention Month and since the holiday season has a higher accident rate than others on average, it is important to echo the message of consciousness of being in a proper state behind the wheel. According to the National Safety Council, over 40,000 people died in alcohol-related traffic accidents last year. So this year, stay safe during the holidays. 12/1-7 - Crohn’s & Colitis Awareness Week Crohn’s and Colitis Awareness Week is observed each year from December 1 through December 7. It is designed to shed light on the challenges faced by people who suffer from these illnesses. Crohn’s disease is a chronic inflammatory condition of the gastrointestinal tract, while ulcerative colitis is a chronic inflammatory condition limited to the colon or large intestine. But both disorders are classified as inflammatory bowel diseases (IBD) which can cause which can cause severe cramping, debilitating discomfort, unintentional weight loss and other life-disrupting symptoms 12/4-10 - National Handwashing Awareness Week - Help Henry “Spread the Word Not the Germs” about hand washing and Hand Awareness in order to avoid any “flu” or flu-like epidemics this year. Show Henry you care about clean hands and respect the role “Our Hands” play in the spread of infection.
Inclusive Schools Week is an annual event sponsored by the Inclusive Schools Network (ISN) and Stetson & Associates, Inc., which is held each year during the first full week in December. Since its inception in 2001, Inclusive Schools Week has celebrated the progress that schools have made in providing a supportive and quality education to an increasingly diverse student population, including students who are marginalized due to disability, gender, socio-economic status, cultural heritage, language preference, and other factors. This year’s theme, “Children First,” echoes the fundamental belief that every individual has a unique perspective and contributes to the rich tapestry of our school communities. Creating more inclusive learning environments, dismantling barriers to participation, and promoting equity and understanding among all members of the school community is crucial for several reasons. Inclusive environments ensure that all students have equal access to opportunities and resources regardless of their background or abilities. This helps to level the playing field and reduce disparities in academic achievement. By fostering inclusion, schools reflect the real world and prepare students to thrive in diverse workplaces and communities. Exposure to differing perspectives and experiences enhances critical thinking skills and broadens students’ understanding of the world. Inclusive environments promote a sense of belonging and acceptance essential for students’ social and emotional well-being. When students feel valued and supported, they are more likely to engage in learning and develop positive relationships with peers and educators. Inclusive schools create a culture of respect and empathy, reducing the likelihood of bullying and discrimination based on factors such as race, gender, sexual orientation, or disability. This contributes to a safer and more supportive learning environment for all students. When students feel comfortable expressing themselves and sharing their perspectives, they are more likely to actively participate in classroom discussions, collaborate with peers, and take ownership of their learning. This can lead to improved academic performance and overall learning outcomes. Inclusive schools teach students the importance of respecting and valuing the perspectives of others, essential skills for participating in society. By promoting empathy and understanding, schools empower students to become responsible and compassionate citizens who contribute positively to their communities. Throughout the week, we’ll honor the diverse backgrounds and experiences of students, educators, and families. From classroom activities to school and community events, we’ll highlight the importance of fostering inclusive environments where every voice is heard, valued, and respected. 12/10 – Human Rights Day Human Rights Day is observed every year on 10 December – the day on which the United Nations General Assembly adopted, in 1948, the Universal Declaration of Human Rights. The Universal Declaration of Human Rights empowers us all. The principles enshrined in the Declaration are as relevant today as they were in 1948. We need to stand up for our own rights and those of others. We can take action in our own daily lives, to uphold the rights that protect us all and thereby promote the kinship of all human beings.
Families Helping Families Helping Families of Greater New Orleans office will be closed on the following dates: November November 11, 2025 - Veterans Day November 27, 28, 2025- Thanksgiving December Winter Break December 19 - 31, 2025 Our team wishes you a very happy holiday season!
FHF Holiday Schedule
The Louisiana Parent Training and Information Center (LaPTIC) is a program of Families Helping Families of GNO and a grant from the US Department of Education; Office of Special Education (OSEP) as Louisiana's official and only statewide federally funded Parent Training and Information Center.
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