for Individuals with Disabilities P.16
What's Going ON?
COVER STORY
ISSUE 41
why college matters
Exceptional
Free Webinars and Training P.13
MAGAZINE
JAN | FEB | MARCH 2024
24 Karat Gold Year P.04
TIMES
From the director, Mary Jacob
COMMITTED HEARTS, COMPASSIONATE HANDS: MEET OUR DEDICATED TEAM P.22
05 Supporting Early Childhood Inclusion
15 Independent Futures that Work
07 Louisiana Youth Leadership Forum
1st Quarter JAN | FEB | MARCH 2024
BOARD OF DIRECTORS Gregory Brenan, CPA, CCIFP, CGMA Jo Ann D. LoRusso, Ph.D. Denise Barrera, MPH, MSW Debra Dixon M.Ed.+30 Ashley Bourg Michelle Archambault, CPA/PFS
06 ACT Streamlines Accommodations Eligibility Requirements for Students with IEPs, 504 Plans
13
14 Youth Virtual Hangout
39 Resources and Tips to Stay Cozy and Warm During the Winter
40 Governor's Outstanding Leadership in Disabilities (GOLD) Awards and Inclusive Art Program Recipients
12 Want to participate in Project Soar?
CONTENTS
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.
OUR TEAM executive director MARY JACOB mjacob@fhfofgno.org - Ext. 207 director of training SHARON BLACKMON sblackmon@fhfofgno.org - Ext. 204 director of public relations BEBE BODE bbode@fhfofgno.org - Ext. 226 information & training specialist NICOLE DESROCHE ndesroche@fhfofgno.org - Ext.218 administrative assistant LIZ DUMAS ldumas@fhfofgno.org - Ext. 202 director of peer-to-peer support LAURA S. NATA lsnata@fhfofgno.org - Ext. 209 community resource specialist STEVEN NGUYEN snguyen@fhfofgno.org - Ext. 212 community outreach specialist KRISTINE DAUZAT kdauzat@fhfofgno.org - Ext. 208 director of administrative services DENISE SWEATMAN dsweatman@fhfofgno.org - Ext. 203 special project consultant JESSICA RODRIGUE jrodrigue@fhfofgno.org
10 Let's Do Life Together as Tigers
28 Embracing Extraordinary Journeys: A Heartfelt Reflection on Parenting a Child with a Disability
32 Awareness Calendar
16 Why College Matters for Individuals with Disabilities
08 Who Is Qualified to Teach Special Education?
Exceptional Times
22 COVER STORY: Committed Hearts, Compassionate Hands: Meet our Dedicated Team
18 IEPs and Field Trips
48 Louisiana School Finder | Recorded Training
04 24 Karat Gold Year
20 The Urgent Need: Addressing the Shortage of Direct Support Workers
30 Automatic Cost-of-Living Adjustment Elevates Supplemental Security Income
700 Hickory Avenue Harahan, LA 70123 504.888.9111 | 800.766.7736 info@fhfofgno.org | fhfofgno.org
11 College Programs in Louisiana for Students with Intellectual Disabilities
Biden-Harris Administration Announces Updated Resource to Support the Inclusion of Children With Disabilities in Early Childhood Programs
ET
Twenty Twenty-Three is gone. Personally, it wasn't a good year; professionally, it uncovered many ugly truths. It's the kind of year you may be happy to kick to the curb. Thanks to a few bright moments, I'll give the year an overall grade of D.
by Mary Jacob
After a year of so many disappointments, I'm hoping for a spectacular twenty-twenty-four-karat gold year. Twenty-four-karat gold is the purest of all gold, with no other metals mixed in. Even though it cannot be used for all things like its lower karat gold cousins, the purity of it alone makes it feel transparent with no hidden fillers. Twenty-twenty-three ended like a piece of 10k gold. Only 41.7% gold and 58.3% other metals. Unlike its pure first cousin, 24 karat, 10 karat wants to look and act the same, but in reality, it's 58.3% fillers. It's in those fillers where we hide things. Things that occur in broken, dysfunctional systems. Systems that no longer care about the very people they are charged to protect. After missing all the warning signs and ultimately losing a dear friend to suicide last year, I re-evaluated how I look at things, how I interpret things, and how I determine if I'm dealing with a 24-karat-gold situation or if the problem is filled with fillers like dishonest people and hidden agendas. I've always prided myself in wanting to think the best of people and learned that while this works most of the time, it didn't serve me well when dealing with massive systems and lots of money. Great systems are quiet; they run like well-oiled machines. Broken systems are very noisy, much like the muffler on your car when it needs to be changed. Twenty-twenty-four can improve if we start acknowledging the symptoms we've ignored. As citizens, we need to demand 24-karat transparency. We need to hold ourselves and policymakers more accountable. We must value the truth and recognize that it can only be appreciated when it's delivered with reliable evidence. We need to acknowledge that our democracy isn't honorable without accountability. In the new twenty-twenty-four-karat-gold year, I hope to quickly recognize those genuinely pure from those filled with fillers. This doesn't mean perfection, but it does mean being honest about our imperfections. Here's to a Twenty-Twenty-Four-Karat Gold Year!
24 Karat Gold Year
The U.S. Department of Education and U.S. Department of Health and Human Services announced the release of an updated joint-policy statement on supporting the inclusion of children with disabilities in early childhood programs. The joint statement sets the expectation that inclusion continues as a child transitions into elementary school, emphasizes the need to increase public awareness and understanding of the science that supports inclusion of children with disabilities in early childhood programs, and reinforces the legal foundations that support inclusion. The HHS-ED Policy Statement on the Inclusion of Children with Disabilities in Early Childhood Programs includes a renewed commitment and urgency, as children with disabilities continue to face barriers accessing and fully participating in inclusive early childhood programs.
ACT Streamlines Accommodations Eligibility Requirements for Students with IEPs, 504 Plans
Source: ACT ACT is a mission-driven, nonprofit organization dedicated to helping people achieve education and workplace success. Headquartered in Iowa City, Iowa, ACT is trusted as a national leader in college and career readiness, providing high-quality assessments grounded in over 60 years of research. ACT offers a uniquely integrated set of solutions designed to provide personalized insights that help individuals succeed from elementary school through career.
IOWA CITY, Iowa—ACT, the nonprofit developer of the ACT test, today announced plans to increase accessibility to the ACT test for students with disabilities by streamlining accommodations eligibility requirements. ACT will approve allowable accommodations already included in students’ Individualized Education Plans (IEPs) or 504 plans. Beginning with the 2021-22 testing year, students who already receive accommodations at their school under the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act will automatically be eligible to receive the allowable testing accommodations when they register for the ACT with accommodations. The IDEA and Section 504 of the Rehabilitation Act contain rigorous requirements that public schools must follow in determining who is an eligible student with a disability and what accommodations eligible students need to access their education. This includes what accommodations are needed to access classroom and standardized tests, like the ACT test. “Students with disabilities already face many barriers in their lives, and we don’t want the accommodations process for taking the ACT to be one of them,” said ACT CEO Janet Godwin. “This policy change simplifies and expedites the process for requesting accommodations, so that students can focus on learning all that they can in school and showing what they know on test day.” In conjunction with the policy change, ACT is updating its system for requesting accommodations to require less information and documentation to support requests submitted on behalf of students with a current IEP or 504 plan. “By aligning to a standard that is already applied in schools where the majority of our students with accommodations are learning, we simplify and expedite the process for students, families, and educators,” said ACT Senior Director of Accessibility Katie Featherston. While this change benefits the majority of students who test with accommodations, ACT will continue to offer accommodations to test-takers who do not have a current IEP or 504 plan. The organization will continue to use the Americans with Disabilities Act (ADA) standard to determine whether there is a “physical or mental impairment that substantially limits a major life activity” and whether the requested accommodations are reasonable for the ACT test. More information about the policy change and process for requesting accommodations can be found here: www.act.org/the-act/accomms.
Louisiana Youth Leadership Forum '24
ACT Streamlines Accommodations Eligibility Requirements for Students with IEPs, 504 Plans Policy Change for 2021-22 School Year Expedites Process to Save Educators, Families, Students Time
In the past year, I have frequently been asked about the qualifications of special educators due to the teacher shortage. Some of these questions include: My child's class has a long-term substitute because they can't find a special education teacher. A para is teaching my child because the teacher is on maternity leave and may not return this year. Because of teacher shortages, my child is getting all of his sped instruction on a computer.
In October 2022, Valerie Williams, OSEP Director with the US Department of Education, sent all state special education directors a memorandum that IDEA doesn't excuse districts from not providing FAPE due to teacher shortages. In the memorandum, she wrote: "…personnel necessary to carry out the purposes of IDEA Part B are appropriately and adequately prepared and trained, including those personnel with the content knowledge and skills to serve children with disabilities. Those qualifications must ensure that each person employed as a public school special education teacher in the State who teaches in an elementary school, middle school, or secondary school (1) has obtained full State certification as a special education teacher (including certification obtained through an alternate route to certification as a special educator, if such alternate route meets minimum requirements or (2) passed the State special education teacher licensing examination and holds a license to teach in the State as a special education teacher, except in the case of a teacher teaching in a public charter school. A teacher teaching in a public charter school must meet the certification or licensing requirements, if any, outlined in the State's public charter school law. In addition, public school special education teachers may not have special education certification or licensure requirements waived on an emergency, temporary, or provisional basis and must hold at least a bachelor's degree." Under the Elementary and Secondary Education Act, also known as the Every Student Succeeds Act (ESSA) and formerly known as No Child Left Behind (NCLB), if your child attended a Title 1 school, you had the right to know about the qualifications of the educators. Although NCLB's Highly Qualified Teacher provisions were eliminated, teachers must still meet certain standards. In fact, the latest reauthorization of The Elementary and Secondary Education Act requires that all schools receiving Title 1 funds must inform parents of their right to ask schools about the qualifications of their child's teachers and any paraprofessional serving their child. You have the right to ask: Whether the teacher has met Louisiana's qualifications and licensing criteria for the grade level(s) and subject matter they teach; Whether Louisiana has decided that the teacher can teach in a classroom without being licensed or qualified under state regulations because of special circumstances; The teacher's college major; whether the teacher has any advanced degrees and, if so, the subject of the degrees; and Whether any paraprofessional educators provide services to your child and, if they do, their qualifications. Remember, paraprofessionals are not special education teachers and cannot provide direct instruction in special education as required on the student's IEP. Therefore, if an unqualified individual is teaching your child on a long-term basis, you should be requesting compensatory services. Different districts define long-term differently, but most agree it's four weeks or longer. Louisiana has over 1,800 Title 1 schools. Title 1 is a federal program that supports low-income students. The federal government distributes money to schools with a more significant number of students who qualify for free or reduced lunch. These funds are to be used to supplement, NOT supplant, the education, meaning Title 1 funds should add to the student's educational day, not simply pay for teachers and curriculum. In other words, it should be an extra service to support the student. Finally, if the district uses an unqualified person to teach long-term, the district should notify parents and explain if and how services are being provided.
Who Is Qualified to Teach Special Education? By: Mary Jacob
College Programs in Louisiana for Students with Intellectual Disabilities
Baton Rouge Community College Program for Successful Employment 3520 N. Acadian Thruway E Baton Rouge, LA 70805 Phone: (225) 359-9205 The Program for Successful Employment (PSE) is a two-year vocational training program for adults with autism and/or other cognitive differences. The program combines academic and job skills training with externship opportunities in regional businesses. Each group that starts will stay together as a cohort. Bossier Parish Community College Program for Successful Employment 6220 E. Texas Street | Bossier City, LA Shelli Ulrich, Director Phone: (318) 678-6358 Email: sulrich@bpcc.edu The Program for Successful Employment (PSE) is a division of Workforce Development at BPCC providing flexible and innovative education and training for individuals with significant disabilities or support needs. LSU Health Human Development Center Post-Secondary Apprenticeship for Youth (Pay Check) | New Orleans, LA Sue Killam E-mail: Skilla@lsuhsc.edu Postsecondary Apprenticeship for Youth (PAY Check) is an innovative collaboration between the LSUHSC-Human Development Center (HDC), Louisiana Rehabilitation Services (LRS), public school systems, and employers in the New Orleans metro area. PAY Check is a 3-semester program where students participate in courses at a post-secondary institution, engage in professional career development activities, learning community and work-related skills, and gain employment experience through two 10-week paid internships. LSU of Alexandria - LSUA Special Program for the Enhancement of Resources and Opportunities for Students with Developmental Disabilities (SPERO) Dr. Eamon Halpin, Chair of SPERO Steering Committee Phone: (318) 767-2603 Email: ehalpin@lsua.edu LSUA's SPERO program aims to bring hope to the lives of young people with developmental disabilities—by providing them with the resources and opportunities that will help them lead more independent lives and take up meaningful and rewarding employment in their communities. * NEW PROGRAM - LSU Lutrill & Pearl Payne School of Education - Baton Rouge College p.11 LSU Integrative Community Studies Program Dr. Willie Louviere, Program Director, Integrative Community Studies Phone: (225) 578-3462 Email: lsu.edu/community LSU Integrative Community Studies Program is a two-year certificate program designed to provide individuals with moderate disabilities with a life-changing university experience for program residents. Our primary goal is to prepare students for independent living, provide competitive employment competencies, and build interpersonal communication skills. Nicholls State University Bridge to Independence Dr. Mary Breaud, Bridge Program Advisor P.O. Box 2053 | Thibodaux, LA 70310 Phone: (985) 448-4341 Email: mary.breaud@nicholls.edu At Nicholls State University, students with Intellectual Disabilities or Autism Spectrum Disorder have the opportunity to enjoy the full college experience while gaining the leadership and social skills needed for future employment and independent living. Southeastern Louisiana University Lions Connected SLU Box 10671 | Hammond, LA 70402 Dr. Geralinde Beckers, Associate Professor Lions Connected Director Location: TEC 214 Phone: (985) 549-3030 Email: Gbeckers@southeastern.edu Email: LionsConnected@southeastern.edu Lions Connected courses, combined with college-level courses, are centered around the practice of “learning by doing.” As students in the LC program prepare for a career they love, staff work closely with each student to customize their courses and college experience. University of Louisiana-Lafayette UL Life Program P.O. Box 43687 | Lafayette, LA 70504 Caroline N. Jurisich, Director Randolph Hall 221 Phone: (337) 482-9022 Email: lifeprogram@louisiana.edu The UL LIFE (Learning Is For Everyone) Program is a highly personalized program for young adults with intellectual disabilities. By combining academic, social, and career development skills at the college level, young adults with intellectual disabilities can become thriving members of the college community.
continued p.31
Louisiana offers several inclusive higher education programs, which allow students with intellectual and developmental disabilities to enjoy a college experience. These programs are Comprehensive Transition Programs (CTP). CTPs are degree, non-degree, or certificate programs for students with intellectual disabilities. These programs are designed to give students opportunities to grow educationally and socially.
Our calendar is packed with interesting and informative training opportunities this quarter!
What is Project SOAR? Project SOAR (Screen Often and Accurately Refer) is a grant-funded project managed by the Louisiana Department of Health. This project will partner with primary caregivers(e.g., parents, guardians, adult siblings, grandparents, aunts, uncles, etc.), healthcare providers (e.g., Pediatricians, family doctors, Obstetricians, nurses, etc.), and community organizations to discuss experiences with child developmental screening, caregiver depression screening, and follow-up during check-up visits. Screening helps doctors track how children grow and develop over time, track changes in caregivers' mental health, identify any problems early on, and connect families to the services they need to thrive. By working with parents, guardians, caregivers, and doctors/nurses, Project SOAR hopes to make sure screening and follow-up are happening in ways that work best for young children and families. What does Project SOAR Involve? Over the next 4 years, the project will do the following: Collect Information from parents, guardians, caregivers, and doctors/nurses to understand developmental screenings, caregiver depression screenings, and follow-up. Co-Create Recommendations and Strategies with parents, guardians, caregivers, and doctors/nurses to address the needs of families in Louisiana. Project SOAR is looking for parents, guardians, and primary caregivers who: Live in Louisiana or have lived in Louisiana in the past 4 years Have at least one child under the age of 4 Have gone to some of all of their child’s pediatric check-ups with a doctor or nurse in Louisiana Project SOAR Participants will: Get paid for their time and input Receive $50 for filling out 1 questionnaire Have the option to connect with Project SOAR long-term Have a question about getting involved with Project SOAR? Email us at FamilyHealth@la.gov or call (504) 568-3511. Fill out the questionnaire.
In addition to the highlighted training listed above, we offer several more. All classes 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, Sharon Blackmon at sblackmon@fhfofgno.org.
Want to Participate in Project SOAR? Louisiana Department of Health – Bureau of Family Health
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 visit HERE.
GETTING YOUR MONEY'S WORTH So, you have decided to go to college! While it is a very exciting chapter in life, it is also one of the most expensive ones. In fact, the average cost of a 4-year public college is more than $28,000 a year — bump that up to $34,000 for a private 4-year college. Many colleges also offer an optional, fee-based support program for students with disabilities that can provide added academic and life skills support. The costs can really add up. Before you invest time and money, it is important to know what you will GET for your money. While a college experience has value to a student and their family, it may not have value to a potential employer. Student and parents who are exploring college and college experience programs should ask questions about the outcome of the program. First, a review of some of the options for postsecondary education and training: 4-Year College or University — a Bachelor’s degree granting program. Students can register with the office of disability services and receive accommodations, and in some cases, can add other supports. Some of these colleges also offer a certificate program for students with ID. In some colleges, these certificate programs, which are NOT offered to students who do not have a disability, are shorter term programs. 2-Year College — an Associate’s degree granting program. Here again, students can register with the office of disability services and receive accommodations. Some of these programs also offer a certificate program for students with intellectual disabilities. Vocational and Technical Programs or Schools — prepare a student for a specific trade or career. Many offer industry-specific certifications or endorsements that employers recognize. Apprenticeships — teach a trade or practice via on-the-job training. These can sometimes be part of a certification process that leads to a license to practice in a regulated occupation. Adult Education and Continuing Education — non-degree programs that offer opportunities for adult growth and development. Here are some things to consider before you enroll: In a degree-granting program, students with disabilities who graduate earn the same degree as non-disabled peers, with the same recognized value. Is this a degree-granting program or is it a different type of program designed specifically for students with disabilities? Will I graduate with the same credentials as my non-disabled classmates, or from a non-degree program designed for students with disabilities? Generally, when students audit a course, they do not take part in the same assessments (tests and grades) nor do they have the same assignments (term papers) as non-disabled peers, and therefore may not earn the same credentials or credits toward a degree. Is the course work “audited” or is the student required to pass assessments and testing like nondisabled students? Some non-degree programs offer ‘micro-credentials’ such as certificates, badges, mini degrees, and other ways of recognizing participation in and completion of the course work. It is important to learn about the external entities that recognize and value these certificates. If this is not a degree program, what credential will I earn? Who recognizes the credential I will earn? What employers will value this credential? Is this credential something that is ONLY offered by this college, or is it widely recognized (such as by TPSID)? There are other questions you may want to ask: How long (how many years) is the program? Is there fully inclusive course work? Are there specialized classes limited to those in the program? Are there internships? Is there a requirement for a portfolio or capstone project? Is there a component for social engagement and independent living? COLLEGE ACCOMMODATIONS Many students are surprised to learn that there are no IEPs in college and that parents cannot call their teacher. College students must ask for ‘reasonable accommodations’ and work with the office of disability services to develop a plan. It is up to the STUDENT to make sure the plan is implemented and to ask for modifications as needed. Just what kinds of accommodations and modifications might be considered? Extended time on assessments, e.g. quizzes, midterms, and final exams Testing in an alternative location Breaks during exams Calculator or laptop access A note-taker, reader, and/or scribe Access to audiobooks Accessible specific classroom seating/layout Accessible specific housing/dorming American Sign Language interpreters Some types of accommodations may require more documentation: Extensions for specific assignments Alternate test format (e.g. multiple choice, true/false, essay) Tests and directions read out loud, or read and repeated Reduced course load and extended time to complete degree requirements Auxiliary aids and services can take many forms, depending on the individual student’s needs. Making audio recordings of classes Qualified interpreters Class materials in alternative formats, e.g. texts in braille, recorded, or as digital files Access to voice recognition software Access to text-to-speech programs Regular meetings with an accessibility counselor/learning specialist Alternate ways to evaluate, e.g. projects or oral presentations instead of written tests. How Does Having a Disability Affect You in College
Why College Matters for Individuals with Disabilities
And for some student perspectives on going to college, we love this short video from Think College featuring several students with disabilities: https://thinkhighered.net/
Daniel Jarvis-Holland sees himself as a full participant in his world and community. In this two-minute video, we hear from Daniel and his mother Angela about the importance of college for people with disabilities. "I see both my sons as lifelong learners who deserve dignity and respect, who need to find a way to contribute." - Angela Jarvis-Holland
continued p.43
I'm going to share a little secret with you. If you ever want to see me go crazy, let me find out: a child with a disability was denied the right to go on a field trip because of their disability. There is absolutely nothing that will send a shiver down my spine than hearing this nonsense. I really don't care if the child needs medicine during the day; you couldn't find a bus with a lift, the child elopes, or any other excuse you can make. The schools must consider everything and make appropriate accommodations so all children can participate. Schools should do the following: Assume all the students with disabilities in the class or grade level will go on the field trip. Once you make this assumption, then you can plan for any potential barriers that may exist. If you know you have a student in a wheelchair, you'll need a lift bus. You'll also need to make sure wherever you are going is wheelchair accessible. It's always nice for a few parents to come along to provide some extra supervision, but you cannot require a parent to attend unless ALL parents are required to participate for the grade level. If the child needs medication when you are gone, make sure someone attending is qualified to give the medicine. You should also ensure all health emergency contact information is up-to-date and bring it with you in case of an emergency. Children on behavior plans can go on field trips. Teachers and families must prepare the child and ensure the child understands the expectations. The behavior plan should be followed on the field trip, just like it would be followed at school. The same rules apply to students who go on overnight field trips. The school's responsibilities don't change due to the length of the trip. Parents need to ensure the IEP section has their child participating in extra-curricular activities and field trips. It is always a good idea to discuss during the IEP meeting about your child's needs during a field trip. Finally, never feel guilty about speaking up and stopping a field trip because your child is being left behind. I once stopped 100 third graders from going on a field trip because someone forgot to order a lift bus for one child in a wheelchair. I'm betting that the school never forgot to order a lift bus again. Remember, prepare for all students to attend.
IEPs and Field Trips by Mary Jacob
The Urgent Need: Addressing the Shortage of Direct Support Workers for Home and Community-Based Waiver Services
The largest workforce in the United States comprises nearly five million direct care workers responsible for supporting older adults and individuals with disabilities. Despite the substantial demand for their services, a significant portion of these workers receives wages barely surpassing the minimum wage. The enduring shortage of workers in this field exacerbates the issue, leaving individuals with disabilities, reliant on these workers, without the essential support they require.
Direct Support Workers (DSWs) play a vital role in enhancing the lives of individuals with disabilities by providing essential care and assistance. For decades, there has been a persistent national shortage of Direct Support Workers (DSWs), largely attributed to limited Medicaid funding set aside for their wages. Direct Support Workers undertake a myriad of responsibilities, from assisting with daily activities and personal care to facilitating community integration and fostering independence. Despite the invaluable nature of their work, DSWs often face challenges such as low wages, limited career advancement opportunities, and high levels of burnout. These factors contribute to a revolving door of staff, making it difficult to establish stable and consistent care for individuals relying on these services. The turnover rate for DSWs nationwide exceeds 40 percent, surpassing 50 percent in certain states, with advocates pointing to inadequate Medicaid investment as a primary contributor to the problem. Medicaid serves as the primary funding source for many services offered by DSWs. In Louisiana, those responsible for hiring DSWs contend that insufficient funds prevent them from offering higher wages. Employers are expected to cover various costs, including wages, health insurance, and training, traditionally covered by Medicaid at rates determined by state officials. Two years ago, the Louisiana state legislature allocated funds to establish a $9-an-hour wage floor for DSPs, a workforce crucial to supporting over one million individuals with disabilities in the state. Although grateful for the increase, it simply is not enough! You can basically make more money flipping burgers without the added responsibility of taking care of someone with diverse needs. The shortage of DSWs has a profound impact on the individuals and families who depend on these services. Reduced availability of qualified professionals leads to longer wait times for services, diminished quality of care, and increased stress for families already navigating the complexities of caring for a loved one with a disability. The shortage not only affects the individuals receiving care but also places a strain on the mental and emotional well-being of their families. To tackle the shortage of DSWs, a multi-faceted approach is necessary. This includes advocating for increased funding to support competitive wages, creating pathways for professional development and career advancement, and implementing strategies to enhance job satisfaction and reduce burnout. Additionally, fostering awareness about the importance of the DSW role and the impact it has on the lives of individuals with disabilities is crucial for attracting new talent to the field. The shortage of Direct Support Workers for home and community-based waiver services is a pressing issue that demands immediate attention. As we collectively strive for a system that prioritizes inclusivity and individualized care, addressing the shortage of DSWs is paramount. It is not only a matter of workforce shortages but a call to action to ensure that individuals with disabilities receive the high-quality, consistent, and compassionate care they deserve within the comfort of their homes and communities.
LAURA
MARY
Committed Hearts, Compassionate Hands: Meet Our Dedicated Team
My name is Mary Jacob and I have had the honor and privilege to be a part of this amazing organization for 30 years. I’ve held every position in the organization, with the exception of the bookkeeper, and I’ve been the Executive Director since 2006. I learned about Families Helping Families of Greater New Orleans in 1992 when I needed support for my daughter. I’m the mother of two wonderful women, Megan and Brooke, and the grandmother of the two most amazing human beings, Liam and Lily. Additionally, I have two bonus sons and grandsons. My favorite part of working at FHF is hearing the praise from parents when we are able to make a change in the lives of their children. I’m an inclusionist at heart and believe every person has a purpose and belongs. My goal for all is to reach their full potential and live intentionally. Follow your dreams and not your fears.
My journey has been long and fulfilling. My name is Laura Saybe-Nata. Early on during my school years, I found myself advocating for the members of the community who face challenges. Later in my career as a floral designer, my young son acquired challenges himself and I drew inspiration from him. I became more passionate than ever and knew it was time for a change of career. That was twenty-five years ago. I have held many positions over the years at FHF of GNO, but currently I am the Director of Peer to Peer Support. I enjoy teaching and sharing my own life experiences with parents, providing and supporting them in building the skills needed to advocate for their children. I work with many professionals at all levels to ensure fairness and proper educational opportunities for children and young adults with challenges. I am currently Co-Chair of the Louisiana Rehabilitation Counsel, Jefferson Parish Interagency Committee, and I am the State Lead for the Rehabilitation Services Administration’s Parent Training and Information Center’s 5-year project. I continue to volunteer my time in my community by sharing information and supporting families in achieving their goals for their children. I truly believe that an involved and well-informed parent is unlikely to experience a child left behind.
In the intricate tapestry of care and compassion, it is the dedicated hands and caring hearts of our team that weave the fabric of support for parents facing the unique challenges of raising children with disabilities and special healthcare needs. At Families Helping Families of Greater New Orleans, we take pride in introducing you to the remarkable individuals who form the backbone of our mission — a team of professionals driven by a genuine passion for making a positive impact on the lives of families in our community. Meet our team:
BEBE
My name is Bebe Bode. I began my career with Families Helping Families of Greater New Orleans 22 years ago. I have held various positions, and am currently the Director of Public Relations. My journey with FHF started when I contacted them for help because my son, then six and diagnosed with autism, was abused at his school. I received informed, kind, and caring support from them during this tumultuous time. I learned so much about how to advocate for my son through this experience and by attending their trainings. Because of the support I received, I wanted to be able to help other families like mine as they had helped me. When I heard there was a job opening as a Parent Liaison, I applied for the position and was hired. I’ve met so many wonderful families that I'd never have had the opportunity to meet if I did not work here. It brings me joy to use my experience as a parent of a child with a disability to guide families through the maze of available resources and provide them with the information and tools they need to navigate them, and assist them in becoming stronger advocates for their children. I also get to work with amazing people who are dedicated and passionate about helping people with disabilities and their families. We have strong, responsible, and passionate leadership here, which is the glue that holds us all together and is another reason that I am so proud to work here. I have been married to my husband, Patrick, for 33 years. We have 2 sons, 28 and 22, that we love and cherish dearly. We've come a long way and feel very blessed to have raised these two loving and caring humans.
My name is Sharon Blackmon, and I am the Director of Training for Families Helping Families of Greater New Orleans. I started in the spring of 2018 doing community outreach on a consulting basis, and then started in the office part-time in the fall of that year. I’ve been providing our live training webinars and seminars for about a year and a half now, and I enjoy it very much! I’m married to Tommy, a Special Education Teacher in Plaquemines Parish. Our kids are Ernie (25) and Julia (10). Ernie has an intellectual disability and autism, and a host of medical issues as well, and he is the reason I found Families Helping Families about 20 years ago. They helped me get through some tough times as I advocated for services for him in school and tried to be sure he got the very best education possible. Because I’ve known some of our staff for many years, and have called on them for help personally, I can say that they are all passionate about helping people with disabilities to be fully included in their communities and schools. Our staff do this job because we love it, and we love it because it is personal to us. Every time we help a parent, it’s like we are helping one of our own family get what they need to live their very best life.
DENISE
STEVEN
My name is Denise Sweatman, and I have been the Director of Administrative Services for Families Helping Families of Greater New Orleans since February 2012. I oversee all financial, human resources, and building management aspects of FHF.
My name is Liz Dumas, and I am the Administrative Assistant for Families Helping Families of Greater New Orleans. I have been providing assistance to the staff since March of 2012. If you call the office, I’ll probably be the voice on the other side of the phone. I work in the background, assisting the staff as they work with people with disabilities.
SHARON
I’m Steven Nguyen, and I’ve been a Community Resource Specialist with FHF of GNO since 2012, supporting individuals with disabilities and their families in various capacities. As an adult with a disability (spina bifida), I understand the importance of providing peer-to-peer support for others living with disabilities, and I appreciate the opportunity to do so. When I’m not working, I enjoy spending time with family and friends, traveling and playing adaptive (wheelchair) sports.
LIZ
KRISTINE
Behind the scenes, our team at Families Helping Families of Greater New Orleans is tirelessly working to be the pillar of support that families of children with disabilities can lean on. Each member brings a unique set of skills, bound together by a shared commitment to making a positive difference in the lives of those we serve. As we introduce our staff, we also extend an invitation to the community to join us in fostering an environment where every child and family can thrive, supported by a network of caring professionals who truly understand their journey.
My name is Nicole Desroche, and I am a Parent Support Specialist for Families Helping Families of Greater New Orleans. I discovered this center when my son was in preschool in the early 2000’s. Bradley has autism and a mild intellectual disability. I cannot forget the feeling of having that advocate with me. I felt understood. After getting help from FHF, I knew I wanted to help families who had the same struggles I’d had. I remembered how empowered I felt, having someone in my corner. Before joining the team at FHF of GNO, I assisted adults with disabilities with employment for 15 years as a job coach. I truly enjoy supporting parents by helping them understand their rights and the special education process. My job is so rewarding. My name is Kristine Dauzat, and I am the Outreach Specialist for Families Helping Families of Greater New Orleans. I joined this amazing team in August of 2023. I am a proud graduate of AAS Early Childhood Education. I discovered the Families Helping Families Center in 2021 after looking for help to navigate through the challenging school system. I was inspired to pursue a career in advocacy after facing difficulties within the school system with my family. I am the mother of two wonderful boys and three amazing girls. I have personal experience with attention deficit-hyperactivity disorder, oppositional defiant disorder, Chiari malformation type 1, and SLE lupus. I have a passion for helping families become aware of the services offered to their loved ones in the community. My goal is to make sure families feel confident and know what kinds of resources are available to them. I look forward to many years ahead with Families Helping Families of Greater New Orleans.
NICOLE
Embracing Extraordinary Journeys: A Heartfelt Reflection on Parenting a Child with a Disability
"As parents, we learn to navigate uncharted territories, discovering reservoirs of courage and tenacity we never knew existed."
Parenthood, an odyssey filled with unexpected twists and turns, takes on a profound hue when raising a child with a disability. It is a journey marked by unique challenges, boundless love, and an unwavering commitment to nurturing a spirit that defies limitations. In the intricate tapestry of life, parenting a child with a disability reveals the extraordinary beauty that emerges when resilience meets unconditional love. The Uncharted Path: The journey begins with a realization—the realization that the path ahead is unlike anything imagined. It's a path that meanders through medical appointments, therapy sessions, and educational meetings, each step a testament to the strength found within the family. As parents, we learn to navigate uncharted territories, discovering reservoirs of courage and tenacity we never knew existed. Championing Diversity: Parenting a child with a disability is an exploration of diversity—a celebration of the unique qualities that make each child a masterpiece. It's a journey where labels fade into insignificance, replaced by a profound appreciation for the extraordinary abilities that shine through adversity. These children, our children, become beacons of inspiration, teaching us to view the world through a lens of acceptance and inclusivity. The Language of Love: In the face of societal misconceptions and occasional insensitivity, parents of children with disabilities become fluent in the language of love. It's a language that speaks through advocacy, patience, and the fierce protection of our children's rights. Our voices echo in the corridors of change, demanding a world that acknowledges the worth and potential of every child, irrespective of their abilities. Small Victories, Big Triumphs: The journey is punctuated by small victories that carry the weight of monumental triumphs. A first step, a spoken word, or a self-initiated gesture becomes a cause for jubilation—a testament to the countless hours of dedication, therapy, and unyielding belief in a child's potential. In these moments, the heart swells with pride, and the journey takes on new meaning. Building a Supportive Community: Parenting a child with a disability is not a solitary endeavor. It's about building a community—connecting with other parents who understand the nuances of this extraordinary journey. In shared experiences, laughter, and tears, we find solace, strength, and the reassurance that we are not alone. Together, we create a network of support, transforming challenges into stepping stones of shared wisdom. The Gift of Perspective: In the quiet moments of reflection, parents of children with disabilities discover an unexpected gift—the gift of perspective. It's an understanding that transcends societal norms, unveiling the profound truth that life's worth is not measured by conformity but by the richness found in diversity. Our children, with their unique abilities, gift us a perspective that enriches our own humanity. Parenting a child with a disability is a journey marked by the extraordinary. It's an odyssey of love, resilience, and the discovery of profound strength within. As we navigate this uncharted path, let us celebrate the beauty found in our children, embrace the lessons they teach us, and continue to champion a world where every child is recognized, valued, and afforded the opportunity to thrive.
Automatic Cost-of-Living Adjustment Elevates Supplemental Security Income
Those receiving Supplemental Security Income (SSI), individuals and couples are set to receive a welcome boost in their next checks. The recent automatic cost-of-living adjustment, effective from the beginning of 2024, is a significant stride towards aligning SSI benefits with the evolving economic landscape. Supplemental Security Income is a federal program administered by the Social Security Administration, providing financial assistance to elderly, blind, and disabled individuals with limited income and resources. For couples, it serves as a vital lifeline, offering support for those who may not qualify for Social Security Disability Insurance benefits. Earlier this month, the maximum federal payment for individuals receiving SSI stood at $914, while couples received $1,371. However, an automatic cost-of-living adjustment will take effect in 2024, elevating the top federal payment to $943 for individuals and $1,415 for couples. This adjustment reflects a commitment to addressing the rising costs of living and providing a more realistic financial cushion for those dependent on SSI. For individuals, the automatic cost-of-living adjustment signifies an additional $29 in their monthly checks, bringing the total to $943. Couples, on the other hand, will see a $44 increase, resulting in a new maximum federal payment of $1,415 per month. This boost is poised to alleviate financial strain and enhance the quality of life for recipients, allowing them to better cover essential expenses in the face of mounting costs for housing, healthcare, and daily necessities. The automatic cost-of-living adjustment is a proactive response to the persistent challenge of maintaining a reasonable standard of living amid escalating costs. By regularly reassessing and adjusting SSI benefits, policymakers aim to ensure that recipients receive support that is reflective of the economic realities they face. This commitment is crucial in sustaining the effectiveness of SSI as a safety net for vulnerable individuals and couples. While the automatic cost-of-living adjustment is a positive step, challenges persist. Advocacy groups continue to emphasize the importance of consistent reassessments and adjustments to SSI to keep pace with the evolving needs of recipients. Ongoing advocacy remains crucial to building a resilient support system that allows individuals and couples to thrive despite the complexities they may encounter. The upcoming automatic cost-of-living increase in Supplemental Security Income, is a welcome development. It reflects a commitment to the well-being of vulnerable individuals and couples, offering a more realistic financial support system. As we acknowledge this positive step, it is vital to recognize the ongoing work needed to address the challenges faced by those dependent on SSI. By fostering continued dialogue and advocating for the needs of this community, we can strive towards a more inclusive and supportive society for all.
January
Birth Defects Awareness Month - Join the nationwide effort to raise awareness of birth defects, their causes, and their impact! Not all birth defects can be prevented. Cervical Health Awareness Month - The United States Congress designated January as Cervical Health Awareness Month. Nearly 13,000 women in the United States are diagnosed with cervical cancer each year, but the disease is preventable with vaccination and appropriate screening (Pap and HPV tests). Healthy Weight Awareness Month - get physical and physically activity as it’s proven to help with achieving and maintaining a healthy weight. National Blood Donor Month - declared by President Richard Nixon in 1970, to pay tribute to voluntary blood donors and increase donation by others. The acute need for blood was reflected earlier this month in the Red Cross's emergency call for donations. National Glaucoma Awareness Month - an important time to spread the word about this sight-stealing disease. Currently, more than 3 million people in the United States have glaucoma. National Stalking Awareness Month - an annual call to action to recognize and respond to the serious crime of stalking. It is critical to raise the issue of stalking as its own form of gender-based violence as well as a crime that frequently predicts and co-occurs with physical and sexual violence. National Winter Sports Traumatic Brain Injury (TBI) Awareness Month - calls attention to the fact that although sports injuries contribute to fatalities infrequently, the leading cause of death from sports-related injuries is traumatic brain injury. Poverty in America Awareness Month - a time when individuals, charities, and large organizations can reexamine their commitment to helping those in need. There are roughly 40.6 million people living in poverty in the United States, and Native Americans tend to be over-represented within this population. Thyroid Awareness Month - Up to 20 million Americans have a thyroid condition — and up to 60 percent of them don't know it. The thyroid can be either overactive or underactive. National Folic Acid Awareness Week - The first week of January. Folic acid is a B-vitamin that is necessary for proper cell growth. If taken before and during early pregnancy, folic acid can prevent up to 70% of some serious birth defects of the brain and spine, called neural tube defects. World Braille Day - January 4 | Braille is a tactile representation of alphabetic and numerical symbols using six dots to represent each letter and number, and even musical, mathematical and scientific symbols. Braille (named after its inventor in 19th century France, Louis Braille) is used by blind and partially sighted people to read the same books and periodicals as those printed in a visual font. Use of braille allows the communication of important information to and from individuals who are blind or partially sighted, ensuring competency, independence and equality. Kawasaki Disease Awareness Day - January 26 an illness that causes inflammation (swelling and redness) in blood vessels throughout the body. It happens in three phases, and a lasting fever usually is the first sign. Chronic Traumatic Encephalopathy (CTE) Awareness Day - January 30 | Sadly the disease has been found in youth athletes as well as professional players. This day is to spread awareness that our brains are very fragile and need protection. Helmets do not protect from CTE.
The annual King Holiday Observance is a time to celebrate, commemorate and honor the life, legacy and impact of Dr. Martin Luther King, Jr. Global citizens will have unique opportunities to learn and unite in celebration of Dr. King’s groundbreaking work and Mrs. Coretta Scott King’s powerful continuation and formal institutionalization of that work through a variety of engaging events hosted by The King Center leading up to The King Holiday on January 15th, 2024. The theme for 2024 is ‘Shifting the Cultural Climate through the Study and Practice of Kingian Nonviolence’. This theme defines the 2024 King Holiday Observance events and programming while serving as a compass for all the work that will be done by the Center this upcoming calendar year and beyond. The pioneering work of Dr. Martin Luther King, Jr. demonstrated that Kingian Nonviolence (Nonviolence365™) is the sustainable solution to injustice and violence in our world, ultimately leading to the creation of the Beloved Community, where injustice ceases and love prevails.
awareness Calendar
January 9, 2023 I Am a Mentor Day - A day for volunteer mentors to celebrate their role and reflect on the ways mentors have enhanced their world.
American Heart Month- Raise awareness about heart health and urge those around you to prevent heart disease. #OurHearts are healthier together. National Children’s Dental Health Month - is an observance that brings together thousands of dedicated dental professionals, healthcare providers, and educators to promote the benefits of good oral health to children, their caregivers, teachers and many others. Low Vision Awareness Month - Use NEI materials to help teach people in your community how to protect their vision. Their National Eye Health Education Program (NEHEP) offers disease- and audience-specific programs for health educators. You’ll also find handy resources about eye health in their extensive library of NEI outreach materials. National Cancer Prevention Month - February is National Cancer Prevention Month. Check out the Seven Steps to Prevent Cancer, download A Guide to Preventing Cancer, and review the other resources on their website. Teen Dating Violence Awareness Month - Every February across the United States, teens and those who support them join together for a national effort to raise awareness to teen dating violence. Dating violence is more common than many people think. One in three teens in the U.S. will experience physical, sexual, or emotional abuse by someone they are in a relationship with before they become adults. And nearly half (43%) of college women report experiencing violent and abusive dating behaviors. By joining together every February, we can spread awareness and stop dating abuse before it starts! February 2 - Groundhog Day - February 2nd each year brings the most-watched weather forecast of the year—and the only one led by a rodent. Legend has it that on this morning if a groundhog can see its shadow, there will be six more weeks of winter. If it cannot see its shadow, spring is on the way. February 2 - Rheumatoid Arthritis Awareness Day - is a disease that affects 1.5 million Americans, most of them women. And arthritis is only one symptom of the disease. February 3 – Go Red for Women Day Join the movement and help raise awareness of women’s heart health. Our Go Red for Women activation kits include everything you need to spread the word and start the conversation. Plus, proceeds from your purchase help fund our mission to end heart disease and stroke in women. February 3 - Give Kids a Smile Day - The ADA Foundation's Give Kids A Smile program kicks off on the first Friday in February each year. Then, throughout the year, dentists all across the country gather in hundreds of locations to offer free dental services to children who may not otherwise have access to a dentist. February 4 - World Cancer Day - An international awareness day led by the Union for International Cancer Control (UICC) to raise worldwide attention and inspire action for a cancer-free future. February 13-20 - Children's Mental Health week in an effort to raise awareness and end prejudice and discrimination. Children's Mental Health Matters! February 7-14 - Congenital Heart Disease (CHD) Awareness Week - An opportunity to show appreciation to the doctors and nurses at Primary Children's Medical Center who care for our kids. IHH also does outreach and public education about CHD's at the hospital throughout the week. February 11 - World Day of the Sick - The National Association of Catholic Chaplains has developed resources to help with the planning and celebration of World Day of the Sick. The resources include suggestions and prayers that can be used by individuals as well as by dioceses, parishes, health care institutions, and other organizations. (International) February 14 - Valentine’s Day February 15 - International Childhood Cancer Day - a global collaborative campaign to raise awareness about childhood cancer, and to express support for children and adolescents with cancer, the survivors and their families. February 17 - Random Acts of Kindness Day has grown in popularity each year. It is celebrated by individuals, groups and organizations, nationwide, to encourage acts of kindness. It is a favorite day to many, as people everywhere are enjoying doing these acts of kindness. February 19 - Coast Guard Reserves Birthday the official birthday of the United States Coast Guard Reserve. Officially set-up in the late 1930s as a “civilian reserve” operation, it was non-military in nature. February 20 - World Day of Social Justice (Recognized by the UN) - (International) - Social justice is an underlying principle for peaceful and prosperous coexistence within and among nations. February 22 - National Heart Valve Disease (U.S.) - increase recognition of the specific risks and symptoms of heart valve disease, improve detection and treatment, and ultimately save lives. February 27 - Anosmia Awareness Day - loss of the sense of smell.
January 17, 2023 International Mentoring Day In honor of Muhammad Ali's birthday. Join in on the international conversation on social media where photos, videos and messages of powerful mentoring stories are shared.
January 25, 2023 Thank Your Mentor is a day to express gratitude and appreciation towards your mentor and sharing what their mentoring has meant to them.
January 15, 2023 Dr. Martin Luther King, Jr. Day of Service - A day to share in the inspirational words of Dr. Martin Luther King, Jr. and elevate the spirit of service through volunteerism.
FEBRUARY
National Mentoring Month - Passions to awaken. Dreams to achieve. An endless sense of possibility every new year. National Mentoring Month is a campaign held each January to promote youth mentoring in the United States. It was inaugurated in 2002, and is spearheaded by the Harvard School of Public Health, MENTOR, and the Corporation for National and Community Service.
march
February 29 - Rare Disease Day - There are over 300 million people living with one or more of over 6,000 identified rare diseases around the world. Rare diseases currently affect 3.5% - 5.9% of the worldwide population.
Developmental Disabilities Awareness Month - Each March, the National Association of Councils on Developmental Disabilities (NACDD), and their partners work together to create a social media campaign that highlights the many ways in which people with and without disabilities come together to form strong, diverse communities. The campaign seeks to raise awareness about the inclusion of people with developmental disabilities in all facets of community life, as well as awareness of the barriers that people with disabilities still sometimes face in connecting to the communities in which they live. Cerebral Palsy Awareness Month - The month of March is designated as National Cerebral Palsy Awareness Month. National Cerebral Palsy Awareness Month is committed to raising awareness of the disorder as well as the ongoing research efforts being done to find new treatments and hopefully a cure. Brain Injury Awareness Month - March is Brain Injury Awareness Month. For more than three decades, the Brain Injury Association of America (BIAA) has proudly led the nation in observing Brain Injury Awareness Month by conducting an engaging public awareness campaign in March of each year Multiple Sclerosis Awareness Month - Every day, people living with MS do whatever it takes to move their lives forward despite the challenges. By sharing their stories, we help people better understand life with MS and become inspired to do whatever it takes to change the world for people living with MS. National Women’s History Month Women’s History Month is a celebration of women’s contributions to history, culture and society and has been observed annually in the month of March in the United States since 1987. Women’s History Month 2023 will take place from Wednesday, March 1 - Friday, March 31, 2023. Colorectal Cancer Awareness Month - Everyone Deserves a Healthy Life. Colorectal cancer refers to cancer in the colon and/or rectum, or both. The colon is part of the large intestine or large bowel. The rectum is the passageway that connects the colon to the anus. Most colorectal cancers develop first as polyps, which are abnormal growths inside the colon or rectum that may later become cancerous if they are not removed. Kidney Cancer Awareness Month - Cancer is named for the place the cancer starts, so, kidney cancer starts in the tissues of the kidney. Kidney cancer is also referred to as renal cell carcinoma (RCC). Multiple Myeloma Awareness Month National Multiple myeloma is a cancer that forms in a type of white blood cell called a plasma cell. Healthy plasma cells help you fight infections by making antibodies that recognize and attack germs. Nutrition Month - National Nutrition Month® is an annual campaign created by the Academy of Nutrition and Dietetics. During the month of March, everyone is invited to learn about making informed food choices and developing healthful eating and physical activity habits. The theme for National Nutrition Month® 2024 is "Beyond the Table."
2nd - Read Across America Day - Celebrate a nation of diverse readers with these recommended books, authors, and teaching resources that represent an array of experiences and cultures. 8th - International Women’s Day - Get ready for International Women's Day 2024 campaign theme Inspire Inclusion. 14th - World Kidney Day - a global campaign aimed at raising awareness of the importance of our kidneys. 21st - International Day for the Elimination of Racial Discrimination 24th - World Tuberculosis Day - Each year, World TB Day is recognized on March 24. This annual event commemorates the date in 1882 when Dr. Robert Koch announced his discovery of Mycobacterium tuberculosis, the bacillus that causes tuberculosis (TB). 25th - Earth Hour -Every year, we countdown together across the globe to celebrate Earth Hour and take one iconic action: switch off the lights. Join millions of people around the world and switch off your lights in support of nature and our planet on Saturday, 25 March, 2023 at 8:30 pm.
Low Income Home Energy Assistance Program (LIHEAP) LIHEAP is a great option for those in need of assistance covering their energy bills. This program helps low-income households with heating and cooling energy costs, bill payment assistance, energy crisis assistance, weatherization, and energy-related home repairs. Individuals and families already receiving benefits such as SNAP, SSI, or TANF may be automatically eligible. Weatherization Assistance Program (WAP) It’s no secret that the best way to lower energy costs is to reduce the amount of energy consumed. The Weatherization Assistance Program (WAP) helps lower your energy bills by making your home more energy efficient. This program provides services to roughly 35,000 homes a year, saving these households an average of $372 annually through weatherization improvements and upgrades. The federally funded, state-run program requires applicants to meet specific income criteria. Preference is given to those over 60 years of age, individuals with disabilities, and families with children. Winter Weather Tips Discover simple tips from the U.S. Department of Energy (DOE) to reduce your energy use this winter. They suggest inspecting your home to ensure no drafts can enter through windows or doors, using LED bulbs to light your holiday displays, and many other tricks to lower your energy bill in their blog post, Fall and Winter Energy-Saving Tips.
21st World Down Syndrome Day (WDSD), is a global awareness day which has been officially observed by the United Nations since 2012. 2024 theme - End The Stereotypes. The date for WDSD being the 21st day of the 3rd month, was selected to signify the uniqueness of the triplication (trisomy) of the 21st chromosome which causes Down syndrome. Down Syndrome International (DSi) encourages our friends all over the world to choose their own activities and events on WDSD to help raise awareness of what Down syndrome is, what it means to have Down syndrome, and how people with Down syndrome play a vital role in our lives and communities.
Resources and Tips to Stay Cozy and Warm During the Winter
26th - Purple Day – Epilepsy Awareness Day - Purple Day is an international grassroots effort dedicated to increasing awareness about epilepsy worldwide. On March 26th annually, people in countries around the world are invited to wear purple and host events in support of epilepsy awareness. Last year, people in more than 85 countries on all continents participated in Purple Day! Canada is the only country in the world who officially recognizes March 26th as Purple Day through the Purple Day Act implemented on June 28, 2012.
Governor's Outstanding Leadership in Disabilities (GOLD) Awards and Inclusive Art Program Recipients
On Monday, November 13, 2023 Governor John Bel Edwards and the Governor’s Office of Disability Affairs honored the winners of the 2023 Governor’s Outstanding Leadership in Disabilities (GOLD) Awards and the 2023 Inclusive Art Contest in a ceremony at the Old State Capitol. The GOLD Awards is an opportunity for Louisiana to pay tribute to the achievements and dedication of individuals in the disability community. This years program was live-streamed on the Governor's Office of Community Programs' YouTube channel and will be shown on local public stations across the state in the months following. The opening statement was given by Bambi Polotzola honoring the winners, saying, "The people we are recognizing know that we are to take nothing for granted. The progress we've made has been because of the hard work of disability advocates who choose not only to protect their rights but to look out for the rights of others." The recipients of the 2023 GOLD Awards and Inclusive Art Contest are: 2023 GOLD Award Recipients Distinguished Merit Award Gale Dean (posthumously) of Shreveport Patsy Barrett Memorial Award Ashley Volion, PhD of New Orleans Ken Vince Memorial Award Mark Raymond, Jr. of New Orleans Educator of the Year Award Gerlinde Beckers, EdD of Independence April Dunn Youth of the Year Award Vivienne Webb of Shreveport Family of the Year Award The Credeur Family of Youngsville Volunteer of the Year Award Effie Caston of Baton Rouge Direct Support Person of Year Award Josh Mougeot of Prairieville Elected Officials of the Year Award Senator Gerald Boudreaux, District 24 and Senator Fred Mills, District 22 Public Servant of the Year Award James E. Mitchell, PhD of Baton Rouge Service Provider of the Year Award Marilyn Martin of New Iberia Veteran of the Year Award Paul Ganucheau of Eunice Employer of the Year Award JP Morgan Chase of Monroe Service Animal of the Year Award Mr. T of The Arc Caddo-Bossier (Therapy Horse) 2023 Inclusive Art Contest Award Recipients Elementary Division First Place - Dru Zittrauer Second Place- Mia Hunter Third Place - Ava Sharp Middle School Division First Place - Jordan McGee Second Place - Julian Brady Third Place - Alexa Bowman Jr. High School Division First Place- Mya Mollere & Paisley Dempster Second Place- Maryam Habibovic Third Place - Slade Thibodeaux High School Division First Place - Hailey Pourciau Second Place- Annabella Gautreaux & Elyse Savoie Third Place- Landon Destin Honorable Mention - Avynn Cubbagge Adult Division First Place - Bonnie Dempster Second Place - Patrice Parks Third Place- Mollin Tinnin We at FHF of GNO would like to offer our heartfelt thanks and congratulations to all of the recipients of the 2023 Governor's Outstanding Leadership in Disabilities (GOLD) Awards and Inclusive Art Contest.
college matters p.16
"You have to rely on yourself…" "You have to be a big advocate for yourself."
This short video profiles the experiences of several students with disabilities who are in college, talking about their experience and challenges.
Additional Resources Resource Guide for Inclusive Postsecondary Education for Students with Intellectual Disabilities College or Training Programs? — How to Decide Understanding Internships Scholarship Information Self-Advocacy Resource and Technical Assistance Center TIPSID Transition and Postsecondary Program for Student with Intellectual Disabilities Requesting Accommodations in College Source: The RAISE Center
Independent Futures That Work The Independent Futures that Work! project is a joint effort of the Parent Training and Information Centers (PTIs) in Alabama, Arkansas, Louisiana, Mississippi, Oklahoma, and Texas. Families Helping Families of Greater New Orleans is the Louisiana Parent Training and Information Center in our State. The primary purpose of this 5-year project is to build the competence and confidence of young adults with disabilities in Region B-2 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. Independent Futures that Work provides transition resources to help individuals and families explore future options, including transitioning to independent living, employment, and education. This program provides assistance through training and workshops, resource downloads, and individual assistance. You can find just about any transition resource you are looking for on our website. National and statewide resources to learn independently, live independently, and work independently are marked and easy to navigate. We also feature some of our most popular resources, like the Independent Living Here We Come! toolkit, and College Programs in Louisiana for Students with Intellectual Disabilities. We hope you will visit our website to learn and explore all that is available for you.
How to Ask for Accommodations: Academic accommodations are required by law for eligible college students. Accommodations are changes in the learning and testing environments that give college students with disabilities an equal opportunity to learn. The Americans with Disabilities Act (ADA) requires that reasonable accommodations be made available to college students who have current documentation of learning disabilities and who request learning and/or testing accommodations. New research from the National Center for Educational Statistics shows that only about one-third (37%) of students who have a disability actually informed their college so that they could GET these supports. If you are a student with a disability in college, YOU have responsibilities to identify, request, and advocate for the support you need. Students must: self-identify as a person with a disability to the disability services office at the college or university and provide up-to-date documentation of the disability. request academic accommodations that will ensure access to information and testing on an equal level with students who do not have disabilities. self-identify to faculty as a student with a disability and provide them with a copy of the Individual Student Profile developed with the disability services office. Often, students must remind faculty of academic accommodations required for tests and assignments. At the end of the day, it is the student who must accept responsibility for his or her successful education. This means maintaining satisfactory academic levels, attending classes, completing assignments, behaving appropriately, and communicating regularly with the appropriate office and/or individual regarding specific needs.
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.
Mini-Trainings
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.
The Louisiana Department of Education is committed to helping families find the right school or early childhood center for their children, and providing them with helpful information about Louisiana’s schools. The Louisiana School Finder is an interactive, online tool that provides families with: school performance scores and early childhood performance ratings to show how well schools and centers are preparing students for the next grade-level; basic information about schools and centers such as their address, website, hours of operation, and principal or director’s name; and listings of course offerings, clubs, enrichment and extracurricular activities. To find out information about schools and early childhood centers in your area, visit www.louisianaschools.com, and type in a school or center’s name, or your zip code.
Entrenamientos en Espanol
Recorded Trainings
700 Hickory Avenue Harahan, LA 70123 504-888-9111 800-766-7736 504-353-2350 fax info@fhfofgno.org fhfofgno.org