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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, MSN, RN Board of Directors Jason Asbill, Esq. Wilbert Johnson Kristine K. Johnstone Nanette Oliver, M.Ed. Coach Bruce Bershad Jennifer Frizzell
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 Programs Manager Jamie Nata jnata@fhfofgno.org Ext. 2026 Administrative Assistant Liz Dumas ldumas@fhfofgno.org Ext. 2002 Development Director Ryan Velasquez rvelasquez@fhfofgno.org Ext. 2007 Peer Support, Youth & Transition Specialist Steven Nguyen snguyen@fhfofgno.org Ext. 2012 Pre-ETS Counselor Joshua Anderson janderson@fhfofgno.org Pre-ETS Counselor Luca Guerrera lguerrera@fhfofgno.org
700 Hickory Avenue Harahan, LA 70123 504.888.9111 | 800.766.7736 info@fhfofgno.org | fhfofgno.org
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"No one can make you feel inferior without your consent.” — Eleanor Roosevelt
Free Support for Families and Youth p.04 Step Up and Make A Difference! p.06 Louisiana's OIDD SUN Survey p.07 The Air Students Breathe May Be the Missing Link in Educational Access & Equity p.08 Teeing Up For Success p.11 U.S Department of Education Reminds Schools of Their Obligation to Comply with Parental Rights Law p.12 Frank Macaluso's Journey of Advocacy, Achievement, and Inclusion p.14 October Awareness p.17 November Awareness p.18 December Awareness p.19 FHF Holiday Calendar p.20 Free Webinars p.21 FHF Bullying Series p.22 Youth Virtual Hangout p.23 Independent Futures That Work p.23 Building Financial Independence Without Losing Important Benefits p.24 What is Assistive Technology p.27 Caring for Children with Special Health Care Needs p.29 Helping Louisiana Families Navigate Health Care p.30 JPHSA p.30 LACAN p.31 DACE p.31 Keeping Your Family's Emergency Plan Up to Date p.32 Share Your Success Story p.34 Thank You Funders p.35
CONTENTS
Navigating special education and disability services can feel overwhelming, but you do not have to do it alone. Every state has a federally funded Parent Training and Information Center (PTI). In Louisiana, Families Helping Families of Greater Orleans has run this program as the Louisiana Parent Training and Information Center for the last 35 years. LaPTIC offers free phone support, information, and community referrals for families of children with disabilities. We have knowledgeable staff, many of whom are parents of children with disabilities, who answer questions and provide guidance, often with multilingual support and statewide toll-free numbers. Who We Serve Parents and caregivers of children and youth with disabilities (ages 0–26). Youth self-advocates (ages 14–26). All services are 100% free. How We Help We empower families and youth to become confident decision-makers. Our team helps you: Understand your child's or your own specific disability. Find the right programs and service options. Prepare for IEP (Individualized Education Program) meetings and work as an equal team member with school professionals. Learn your rights under state and federal laws like IDEA. Communicate clearly and effectively with school staff and service providers. Gain needed advocacy skills. Build a strong local support network. Extend trainings and information services to professionals who work with children with disabilities and their families. Help you address your unique concerns and expand and build upon your knowledge and strengths. And always, the PTI will be there to provide you with follow-up support, information, and advice. Advocating for your child is a long-term commitment. LaPTIC is here to help you and your child. For more information, visit the link: https://fhfofgno.org/laptic
Free Support for Families and Youth
By Laura S. Nata, Executive Director
Bullying impacts our entire community, from the students targeted to the bystanders and even the bullies themselves. For those affected, it frequently leads to anxiety, depression, social isolation, and declining school performance. Often, aggressive behavior itself stems from deeper, unaddressed issues like low self-esteem, chronic stress, or past trauma. Did you know that 1 in 5 teens report being bullied, with female students facing an even higher risk both in person and online? The good news is that bullying is entirely preventable. In recognition of National Bullying Prevention Awareness Month, Families Helping Families of GNO invites you to build the skills and awareness necessary to support vulnerable individuals in our community. Join our upcoming bullying webinar and access critical educational resources at www.fhfofgno.org/bullying. Watch this impactful video to see how you can make a difference: Be Someone’s Hero.
Step Up and Make A Difference!
Louisiana's OIDD Issues SUN Survey Guidance
By Karen Scallan, Director of Education and Support
Louisiana’s Office of Intellectual and Developmental Disabilities (OIDD) (formerly OCDD) has issued information on the SUN Survey for families. The guidance fully explains the process and what is required, including the requirement to access state Medicaid Plan Services for EPSDT Personal Care services first to see what they can provide before accessing waiver services. What is a SUN Survey? The Survey of Urgency of Need is a method of scoring how urgently you need the specific services of one of the Medicaid Developmental Disability Waivers in Louisiana. Your score is directly related to how urgently you need those services. This score is not permanent. When is a SUN survey done? When you first get a Statement of Approval from your regional Human Service District or Authority after your initial eligibility review is complete, periodically as a routine every few years, and whenever you request one due to a change in circumstances which makes the need for waiver services more urgent for your family. To learn more about the survey, read the full guidance and OIDD’s SUN Survey page here: https://ldh.la.gov/assets/docs/OCDD/ScreeningforUrgencyofNeed- SUN/SUNGuidanceDocument072726.pdf
The Air Students Breathe May Be the Missing Link in Educational Access & Equity
By: Robert Bloomingfield
Wildfire smoke events have become more recurrent than ever across North America, with 955 wildfires actively burning in parts of the continent. Toronto, New York, and Washington, DC recorded some of the worst air quality levels in the world, which can make indoor air quality equally detrimental. Schools have spent decades investing in upgraded facilities and academic interventions in pursuit of better student outcomes. Still, indoor air pollution with measurable effects on attendance and classroom participation continues to receive less attention than curriculum or teaching strategy. As the awareness around indoor health grows, the conversation around educational performance is expanding to include the air students breathe. Research increasingly points to indoor air quality as more than a public health concern. Studies have associated cleaner indoor air with improvements in cognitive performance and standardized test scores, while children with respiratory conditions remain among those most affected by poor air quality inside school buildings. Those findings raise a broader question for educators and policymakers: if indoor air pollution can influence a student’s ability to participate in learning, should it also be considered part of educational accessibility? Clay Fondren, principal consultant and managing partner at AERIFY, believes the answer is yes. An indoor environmentalist with more than two decades of experience in building science and indoor air quality, Fondren argues that clean air should be viewed through the same lens as other educational accommodations available to students with qualifying disabilities. His position is not centred on retrofitting entire schools. Instead, it focuses on helping individual students remove barriers that may limit their access to education using federal frameworks that already exist. “Schools already make accommodations for disabled students, like having ramps, reading devices and other assistive devices,” Fondren says. “By removing the air barrier, students with disabilities affected by indoor air pollution will gain access to learning promised to all.” His perspective took shape while supporting Medicaid waiver patients who relied on assistive devices at home. One parent, he recalls, asked whether similar support could be available during the school day. Investigating that question led Fondren to a discovery that reshaped his thinking. Existing education laws already require schools to consider providing assistive technology accommodations for eligible students through mechanisms such as the Individuals with Disabilities Education Act (IDEA), Individualized Education Programs (IEPs), Section 504 plans, and the federally protected right to a Free Appropriate Public Education (FAPE). According to Fondren, many schools and families simply remain unaware that those pathways can apply to air barrier access services for individual students. “We’re not funding air purification systems for entire schools,” he explains. “The funding mechanism I identified is for individual students with qualifying disabilities. It’s designed to remove barriers to education one student at a time.” Fondren calls the philosophy Individualised Barrier Removal and Access Improvement, a model rooted in continuity of care. A child who benefits from cleaner air at home may still face unnecessary obstacles inside a classroom if environmental support ends at the school gates. Extending accommodations across the learning spaces where students spend their day, he argues, creates greater consistency without changing the purpose of the accommodation. Students with asthma, ADHD, autism, respiratory conditions, cognitive impairments and other qualifying Other Health Impairments (OHI) may already be eligible for assistive supports under existing federal frameworks. Fondren stresses that the objective is barrier removal and increased access rather than treatment. “We’re not offering a cure,” he says. “We’re offering a way to remove barriers that exist today.” Fondren’s model is student-centred, relying on IDEA reimbursement for approved assistive technology services instead of drawing from a school’s general operating budget. He also points to the principle of “Supplement, Not Supplant,” which, in his view, allows qualifying services to strengthen existing educational support instead of replacing it. He says, “School administrators often assume affordability is the obstacle. What I want them to understand is that they can help individual students, be reimbursed for it, and avoid placing additional pressure on their operating budget.” Educational equity has often centred on ensuring students receive the support they need to participate fully in the classroom. Fondren believes removing barriers to increase access deserves a place in that discussion. As schools continue searching for ways to improve attendance, inclusion, and student engagement, he argues the next breakthrough will come from recognizing the invisible barrier that has been present all along. “The frameworks already exist,” Fondren says. “Now it’s time for schools to understand how they can better assist every eligible disabled student. Remove the barriers and access returns.”
By : U.S. Department of Education’s Press Office
U.S. Department of Education Reminds Schools of Their Obligation to Comply with Parental Rights Law
Today, as students begin a new school year, the U.S. Department of Education’s Student Privacy Policy Office (SPPO) issued a Dear Colleague Letter (DCL) reminding state and local education agencies receiving federal funding of their obligations under the Family Educational Rights and Privacy Act (FERPA) and the Protection of Pupil Rights Amendment (PPRA). This guidance reminds schools that they must allow parents to review students’ educational records, and that failure to comply with these federal parental rights laws can result in the loss of federal funding. The DCL and annual notifications come amid rampant reports of schools withholding critical information from parents, such as maintaining records related to a child’s “gender” separately in order to keep them hidden from parents. Over the past year, SPPO has investigated districts for issuing sexually explicit surveys even after parents opted their children out, as well as allegations that a teacher required students to kiss members of the same sex for a graded assignment and that “Parental Secrecy Policies” instruct educators to hide records relating to “gender transition” from parents. In some cases, SPPO has investigated state departments of education for pressuring districts to violate FERPA. “Parents know what is best for their children,” said SPPO Director Frank Miller. “Yet, we continue to see schools adopt policies that shut parents out of their children’s lives at school. The Department is committed to putting parents back in the driver’s seat. We will fully enforce FERPA and PPRA and ensure parents have the information and authority they need to make decisions for their children.” Under PPRA, schools must obtain written parental consent before requiring students to participate in surveys, evaluations, or analyses that reveal certain protected information about a student or their family, including political beliefs, mental or psychological health, sex behavior or attitudes, religious beliefs, and certain other sensitive information. The DCL clarifies that SPPO will consider such surveys “required” when administered by an educator, counselor, or other school official and that an opt-out policy is not sufficient to secure parental consent. The letter also highlights concerns that schools are not effectively notifying parents of their rights under FERPA and PPRA, which include the right to review all their children’s records and curriculum upon request as well as to make modifications to their child’s records. You can find the Dear Colleague Letter here. Background: FERPA and PPRA are federal privacy laws enforced by the Department's SPPO. FERPA protects the privacy of students’ education records and safeguards parents’ rights to access their children’s education records, seek amendments to those records, and exercise control over the disclosure of personally identifiable information. PPRA requires school administers to provide an opt-out opportunity to families when deploying surveys or evaluations asking students for certain sensitive and private information. Under President Trump’s leadership, this Administration has made unprecedented progress to protect parental rights. For the first time, the Department has launched statewide investigations to hold states and school districts accountable for their reported illegal activity. Earlier this year, the Department issued a first-of-its kind finding against the California Department of Education for violations of FERPA that exposed some of the most insidious tactics used to hide information from parents, including creating secret “gender support plans” that are kept in separate filing systems away from parents, and inquiring whether a student management software company could hide children’s name changes and pronouns from parents. In June 2026, the Department partnered with DOJ to provide more responsive and coordinated enforcement of our nation’s parental and civil rights laws with the goal of continuing investigations uninterrupted while also cutting red tape and expediting enforcement. Violations of FERPA or PPRA can result in the termination of an educational institution’s federal funding.
Frank Macaluso’s Journey of Advocacy, Achievement, and Inclusion
My name is Marla Morris, and I am the proud mother of two adult sons on the autism spectrum. My youngest is 28 years old, and my oldest, Frank Macaluso, is 30. Frank has become a familiar face in the disability advocacy community, and watching his journey from a young child finding his voice to an adult using that voice to help others has been an incredible experience. Frank was first diagnosed with autism at the age of two through the Jefferson Parish Public School System’s Child Search program. As an infant, he appeared to be developing typically and began saying words such as “mama,” “dada,” and “bye-bye” at a very young age. Soon afterward, however, he stopped talking and experienced a significant regression in his communication. At first, doctors told me not to worry. They said that because he was a boy, he would simply begin talking when he was ready. But while visiting my sister, I saw a flyer her daughter had brought home from school about the Child Search program. I decided to reach out. That decision changed our lives. Through Child Search, Frank was evaluated and diagnosed with autism. Then, at around two and a half years old, he began talking again, surprising even the Child Search personnel who had worked with him. Finding Strength Through Challenges Frank generally had positive school experiences, but there were also difficult moments. Like many students with disabilities, he experienced bullying and exclusion. In middle school, he was called a “band nerd” because he participated in band, and on one occasion, he was shoved down a flight of stairs. When he attempted to defend himself, he faced disciplinary consequences. Later, in high school, he experienced another painful moment when he was excluded from his senior class trip, which our family believed was connected to his autism. Those experiences had a profound emotional impact on Frank, but they also helped shape the advocate he would become. Frank realized that he had been given a voice for a reason. Rather than allowing those experiences to silence him, he began using his voice to help others better understand what life can be like for a person on the autism spectrum. He wanted people to understand autism not simply through textbooks or definitions, but through the perspective of someone who lives it every day. Becoming an Advocate Over the years, Frank has spoken publicly about his experiences with autism, the history of autism, and the many ways autism can present itself. He has shared his story at his former high school, the Jefferson Parish Sheriff’s Office Band of Excellence, his college, and Families Helping Families of Greater New Orleans, the place where he gave his very first public speech. Each opportunity allowed Frank to do something that once might have seemed impossible: stand in front of others, share his experiences, and advocate for greater understanding and inclusion. His advocacy has continued to grow. I nominated Frank for Gambit’s 40 Under 40, and he was selected as one of the honorees. He also serves on the Louisiana Developmental Disabilities Council following his appointment by Governor Jeff Landry. Frank is equally committed to making a difference in his everyday community. He works at Target in Metairie, a position he secured after a challenging three-month job search. Through employment, he hopes his experience can encourage other people on the spectrum who are seeking meaningful opportunities in the workforce. Frank also serves as a Direct Support Worker for his younger brother, who is also on the autism spectrum. Education, Employment, and Independence Frank’s accomplishments extend into education as well. He graduated Summa Cum Laude from Northshore Technical Community College with an Associate Degree in Information Technology. His journey demonstrates what can happen when people with disabilities are given opportunities to learn, work, participate, lead, and advocate. The little boy who once struggled to communicate has grown into a man who confidently uses his voice to educate and empower others. Frank has come a long way from being inside what sometimes felt like a shell. Today, he is more outgoing, involved in his community, and determined to create positive change,not only in his own life but also in the lives of others. Creating Opportunities for Others Frank’s next goal is to create a social group for adults with disabilities. His vision is for the group to welcome people with autism and individuals with many different disabilities, providing a place where adults can socialize, build friendships, connect with others, and feel included. As his mother, I am incredibly proud of both of my sons and everything they continue to accomplish. Frank’s journey has shown me just how powerful it can be when someone discovers their voice and decides to use it to help others. He continues to open new paths, challenge expectations, and show other individuals on the spectrum that their goals are worth pursuing. Most importantly, Frank has become the kind of advocate who understands the importance of making sure others have an opportunity to be heard. From finding his own voice to helping amplify the voices of others, Frank is showing that disability does not define a person’s possibilities.
By : Marla Morris
Unable to financially qualify for Medicaid for your child but need help to pay for therapies and other important care needs? Join us on Wednesday, October 21st and learn all about Act 421 Medicaid which is not based on parental income. Learn who qualifies and the process for getting this important resource. Presenter: Karen Scallan Date: Wednesday, October 21, 2026 Time: 11:00 am - 12:00 pm Audience: Parents, Caregivers, and Professionals working with students with exceptionalities or medically complex needs. Registration link: https://tinyurl.com/102126Act421
“As a parent, it’s heartbreaking to know your child is being bullied. Every child deserves to feel safe, accepted, and valued,not just at home, but at school and in their community. Our children need to know that their voices matter, that asking for help is a sign of strength, and that they never have to face bullying alone.” – Parent Participant
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.
Independent Futures That Work
Planning for life after high school starts with the right resources. Independent Futures That Work is a free Louisiana resource designed to help individuals with exceptionalities, families, educators, and professionals explore the many paths to adulthood. Whether you're preparing for employment, post-secondary education, independent living, or community participation, this resource connects you with valuable tools, programs, and support services to help make the planning for adulthood successful. Scan the QR code to discover resources to help in planning for adulthood that empower individuals to learn independently, live independently, and work independently while building a future filled with opportunity. No matter where you are on your journey, these resources can help you build the knowledge, confidence, and connections needed to achieve your goals and create a more independent future.
Looking for a place where young adults can connect, build friendships, and grow? The Youth Virtual Hangout is a free online opportunity for youth and young adults ages 16–26 with exceptionalities or medical complex care needs to meet others in a welcoming and supportive environment. Hosted by the Louisiana Parent Training and Information Center, participants can make new friends, share experiences, build confidence, and learn valuable self-determination and learn to speak up for themselves all from the comfort of home. Whether you're looking to connect with peers or simply have fun in a safe and in a safe space where all are welcome, the Youth Virtual Hangout is a great place to belong. Register today using the QR code or click here.
Youth Virtual Hangout
Building Financial Independence Without Losing Important Benefits
For individuals with exceptionalities and their families, planning for the future often comes with an important question: How can a person save money for future needs without putting certain public benefits at risk? For eligible individuals, a Louisiana ABLE account can be an important financial planning tool. What Is an ABLE Account? ABLE stands for Achieving a Better Life Experience. ABLE accounts are tax-advantaged savings accounts designed to help eligible people with disabilities save and pay for qualified disability-related expenses. One of the biggest advantages of an ABLE account is that money held in the account generally receives special treatment when determining eligibility for certain means-tested public benefits. This gives individuals with disabilities and their families another way to save for current and future needs while protecting greater financial independence. Who Is Eligible? An important change took effect in 2026. The age-of-onset requirement expanded, allowing more people with disabilities to potentially qualify for ABLE accounts. Generally, an individual may qualify if their disability began before age 46 and they meet other federal eligibility requirements. This is a significant expansion from the previous requirement that the disability begin before age 26. The individual with the disability is the account owner and beneficiary. Depending on the circumstances, the individual or an authorized person may manage the account. What Can Louisiana ABLE Money Be Used For? ABLE funds can be used for a wide range of qualified disability expenses. These are expenses related to the individual's disability that help maintain or improve health, independence, or quality of life. Qualified expenses may include: Education and job training Housing and certain living expenses Transportation Health care and wellness Assistive technology and personal support services Employment training and support Financial management and administrative services Legal expenses Other qualifying disability-related needs Because every person's circumstances are different, families should review current Louisiana ABLE and federal guidance before making withdrawals when they are unsure whether an expense qualifies. Why Can an ABLE Account Be Important? Many individuals with disabilities rely on programs that have financial eligibility requirements. Traditionally, this could make saving money challenging. ABLE accounts were created to provide eligible individuals with another option. Instead of thinking only about today's expenses, an ABLE account can help individuals and families plan for education, employment, greater independence, transportation, housing, technology, and other future needs. It can also provide family members and others with an appropriate way to contribute toward an eligible person's future. What About SSI and Other Benefits? ABLE accounts have special federal rules regarding means-tested benefits. For Supplemental Security Income (SSI), up to $100,000 in an ABLE account is generally excluded from the beneficiary's SSI resource limit. Different rules can apply once an account exceeds that amount. ABLE rules involving SSI, Medicaid and other benefits can be complicated, particularly when withdrawals are made for housing or when money remains unspent. Families should not assume that every deposit or withdrawal will be treated the same. When public-benefit eligibility is involved, it may be helpful to consult the Louisiana ABLE program, a benefits planner, financial professional, attorney, or other knowledgeable professional about an individual's circumstances. Start With a Plan Opening an ABLE account isn't only about saving money. It can be part of a larger conversation about what the individual wants for the future. What will greater independence look like? Will the person need transportation? Assistive technology? Education or employment supports? Housing assistance? Personal support? Those questions can help families determine how an ABLE account might fit into a broader financial and transition plan. Most importantly, whenever possible, the individual with the disability should be included in these conversations and decisions. Financial planning should support the person's goals, choices, independence, and vision for their own future. Learn More About Louisiana ABLE Before opening an account or making financial decisions, families should review the most current eligibility requirements, contribution limits, fees, qualified expenses, and benefit rules. Visit the Louisiana ABLE Program for current Louisiana-specific information: Louisiana ABLE Additional information about ABLE accounts and disability rights is available through Disability Rights Louisiana.
Helping Louisiana Families Navigate Health Care
The Louisiana Family to Family Health Information Center (F2FHIC) supports families of children and youth ages 0–26 with special health care needs, disabilities, mental or behavioral concerns, and other medical needs. What makes this program especially meaningful is its family-to-family approach, support comes from people who have firsthand experience raising children and youth with special health care needs. Families and professionals can receive help navigating health care systems, locating resources, connecting with peer-to-peer support, and accessing information, education, training, referrals, and other services. For more information or assistance, contact Bayou Land Families Helping Families (BLFHF): Phone:(985) 447-4461 Website:www.blfhf.org
Jefferson Parish Human Service Authority
Jefferson Parish Human Services Authority (JPHSA) Developmental Disabilities Community Services provides supports and resources for eligible individuals with exceptionalities from birth through adulthood. Services may include care coordination, respite, behavioral supports, family assistance, waiver services, planning for adulthood, vocational services, advocacy, and more. If you have concerns about your child's development or need additional supports, JPHSA can help determine eligibility, connect you with available services, and assist your family in planning for current and future needs. To learn more contact JPHSA Developmental Disabilities Community Services: Phone:(504) 838-5424 Website:www.jphsa.org
LaCAN (Louisiana Council's Advocacy Network), is a free statewide grassroots advocacy network that empowers individuals with disabilities, family members, and professionals to make a difference in Louisiana. Through LaCAN, families receive timely updates on disability-related legislation and policy changes, advocacy training, and opportunities to connect with lawmakers to promote meaningful improvements in education, healthcare, home and community-based services, employment, and other disability supports. Whether you're new to advocacy or an experienced advocate, LaCAN provides the tools, information, and support needed to ensure the voices of Louisiana families are heard and help create lasting systems change for people with disabilities.
The Disability Assessment & Coordination Entity
Did you know? The Disability Assessment & Coordination Entity (DACE) is dedicated to helping people with disabilities, their families, and caregivers prepare for and recover from emergencies and natural disasters. DACE works closely with the disability community to provide emergency preparedness training, connect individuals to critical resources after disasters, and ensure that the unique needs of people with disabilities are considered before, during, and after an emergency. Because individuals with disabilities often face additional challenges during disasters, planning ahead can make all the difference. We encourage all families to learn more about DACE's services and take steps today to be prepared for tomorrow. Together, we can help ensure that no one is left behind.
Louisiana Council's Advocacy Network
Preparing for an emergency isn’t something families should do only once. As our families grow and circumstances change, our emergency plans need to change too. The last few months of the year are a great time to review your family’s emergency plan, check supplies, update important information, and make sure everyone knows what to do if an emergency happens. For families of individuals with disabilities or special healthcare needs, reviewing an emergency plan is especially important. Take time to think about your family’s current medical, accessibility, transportation, communication, and support needs. Ask yourself: Does our current plan still work for us? Has anything changed since we created it? Review Your Emergency Plan Look over your family’s emergency plan and make sure it still fits your current situation. Review the medical and support needs of everyone in your household, including your pets. If family members, friends, neighbors, or others have agreed to help during an emergency, check in with them to make sure they are still able and comfortable fulfilling that role. Transportation plans should also be reviewed. If you need to evacuate, do you still have reliable transportation? If you depend on someone else for transportation, confirm that the arrangement is still in place. Most importantly, practice your plan. Knowing what to do before an emergency can help family members feel more prepared when an unexpected situation occurs. Check Your Go Bag and Stay Kit Emergency supplies can change throughout the year. Items may have been used, expired, outgrown, or need to be replaced. Take inventory of your emergency kit and replace anything that is missing. Check expiration dates on food and medications, and make sure stored food meets your family’s dietary needs and preferences. Familiar foods can be especially important for individuals who have sensory needs, dietary restrictions, or strong food preferences. Don’t forget clothing. Children grow quickly, so check that emergency clothing still fits. This is also a good time to update copies of important documents and other essential information kept with your emergency supplies. Update Your Communication Plan During an emergency, being able to communicate your family’s needs is essential. Review your emergency contact list and make sure phone numbers and other information are current. Update medication lists, healthcare provider information, and details about health, disability, communication, accessibility, or care needs. If your emergency plan has changed, make sure the people who may assist your family know about those changes. Continue practicing how family members can communicate their health and care needs to others. For someone who communicates differently or may need assistance communicating, consider having written or visual information available that can help first responders, emergency personnel, caregivers, or others understand what they need. Preparedness Is an Ongoing Process Emergency preparedness doesn’t have to feel overwhelming. Small steps throughout the year can make a big difference. Review your plan, replenish your supplies, update your information, and practice together. The goal isn’t to predict every emergency. It’s to help your family have the information, supplies, supports, and plan needed to respond when something unexpected happens. Take a few minutes this quarter to ask: Is our family’s emergency plan still working for us? If the answer is no, now is the perfect time to update it. For more emergency preparedness information and resources for individuals with disabilities and their families, visit: Disability Access Solutions https://www.disability-access-solutions.com/
Keeping Your Family’s Emergency Plan Up to Date
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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Any information provided by Families Helping Families of Greater New Orleans (FHF) and/or Louisiana Parent Training and Information Center (LaPTIC), its staff, and/or its volunteers is intended for informational and educational purposes only. Any information expressed or implied is not intended nor should be construed as legal, medical, or other professional advice. FHF and/or LaPTIC does not render legal, medical, or professional advice or recommendations; nor is legal, medical, or other professional advice implied by any information given. Any information provided should not replace consultations with qualified legal, educational, healthcare, or other professionals to meet individual or professional needs. Reference to any program, service, therapy, or treatment option does not imply endorsement by FHF and/or LaPTIC or by its organizational staff/members and should not be construed as such.
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700 Hickory Avenue Harahan, LA 70123 504-888-9111 800-766-7736 504-353-2350 fax info@fhfofgno.org fhfofgno.org