The Benefits of Reading to Your Baby p.30 Governor's Office of Disability Affairs (GODA) GOLD Awards and Inclusive Art Awards Recipients p.32 Awareness Calendar p.37 Louisiana School Finder p.44
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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.
FHF of GNO's TEAM executive director DALE LIUZZA dliuzza@fhfofgno.org - Ext. 2007 director of peer-to-peer support co-director LA Parent Training & Information Center LAURA S. NATA lsnata@fhfofgno.org - Ext. 2009 director of public relations BEBE BODE bbode@fhfofgno.org - Ext. 2026 peer support specialist NICOLE DESROCHE ndesroche@fhfofgno.org - Ext. 2018 peer support specialist JESSICA DE LA VINA jdelavina@fhfofgno.org - Ext. 2017 peer support specialist MARYURY TEMPLET mtemplet@fhfofgno.org - Ext. community resource specialist STEVEN NGUYEN snguyen@fhfofgno.org - Ext. 2012 community outreach specialist KRISTINE DAUZAT kdauzat@fhfofgno.org - Ext. 2008 administrative assistant LIZ DUMAS ldumas@fhfofgno.org - Ext. 2002
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BOARD OF DIRECTORS Jo Ann D. LoRusso, Ph.D. Michelle Archambault, CPA/PFS Ashley Bourg Denise Barrera, MPH, MSW Debra Dixon M.Ed.+30
700 Hickory Avenue Harahan, LA 70123 504.888.9111 | 800.766.7736 info@fhfofgno.org | fhfofgno.org
Reflecting on Gratitude and Looking Ahead p.04 A New Guide for Cellphone Rules in Schools p.05 An Overview of Early Intervention Services p.06 Seclusion, Restraint, and Abuse of Children with Disabilities in Louisiana Schools p.08 Abuse and Neglect of Individuals with Disabilities in Home & Community-Based Services p.09 Strategies for Successful Toilet Training p.10 CMS Launches a New Webinar Series on Improving Preventive Care in Early Childhood p.12 Free Webinars p.13 Youth Virtual Hangout p.14 Independent Futures That Work p.15 We Get It! p.16 How Genetic Testing May Help Children with Neurodevelopmental Disorders p.24 New Resource for College Students with Disabilities: What You Need to Know p.26 ED Releases Topic Briefs to Improve Coordination, Collaboration at All Levels of Government to Support Infants and Toddlers with Disabilities and Their Families p.27 Disability Discrimination: Specific Illnesses and Medical Conditions p.28
A New Guide for Cellphone Rules in Schools
To all our FHF of GNO families, I want to extend my deepest gratitude for sharing your stories and struggles with us. Our team has been truly honored to serve each and every one of you, and we are so thankful for the trust you place in us. Your openness and willingness to share your lives with us are gifts we deeply value. We learn and grow from your experiences, so thank you for opening your hearts to us. To our generous funders, we cannot thank you enough for your continued support and faith in the work we do. It is because of you that we are able to serve the disability community throughout Louisiana, making a meaningful difference in thousands of lives each year. I know our families join me in saying a heartfelt, “THANK YOU, THANK YOU, THANK YOU!” We are truly honored to have your partnership and look forward to continuing this important work together. To my wonderful staff, colleagues, and friends at FHF of GNO, I want to express my immense appreciation for each of you. Each one of you is uniquely talented, and your dedication and passion shine through in everything you do. I am grateful to stand beside you, learn from you, and witness the incredible impact of your efforts. Over the past six months since stepping into my role as Executive Director, we have grown into a strong, united team, and I am thrilled to see what we will achieve together in 2025. Finally, to my family and friends, thank you for your unwavering support and unconditional love as I transitioned into this new role. Your kindness, encouragement, and genuine care have kept me smiling and grounded. I cannot express how grateful I am to have you in my life. I love you all—thank you. As we look ahead, 2025 promises to be an exciting new chapter for FHF of GNO. We are ready to serve even more families throughout our local parishes and across the state of Louisiana. Our team is passionate and talented, and we are here for you—always. In 2025 and beyond, we are committed to making a difference every single day. Happy Holidays and Happy New Year to each and every one of you! Warmest regards, Dale Liuzza
To everyone in our Families Helping Families tribe, all of us here at Families Helping Families of Greater New Orleans wish you a very Happy Holidays and a joyful New Year in 2025! Is it just me, or does it feel like we celebrated New Year’s Eve 2024 just a month ago?
The U.S. Department of Education has created a new guide called Planning Together: A Playbook for Student Personal Device Policies. This guide helps schools decide how students can use cellphones at school in ways that support learning and safety. Why Do Schools Need This Guide? Cellphones are everywhere, including schools. While they are useful for staying in touch with family, they can also distract students and affect their learning and mental health. U.S. Secretary of Education Miguel A. Cardona explained: "Every school should have clear and fair rules about when and how phones can be used in school." The guide helps schools make these rules by including input from students, teachers, and families so that everyone feels heard and the rules fit the community's needs. What’s in the Guide? The guide has ideas and steps to help schools create fair and helpful cellphone rules: Work Together: Schools should talk to students, families, and teachers to decide what works best for everyone. Fair for Everyone: Rules should help all students, especially those who might need their phones for health or learning, like students with disabilities. Teach Good Habits: Schools should also teach students how to use phones responsibly, like avoiding distractions and staying safe online. Make Adjustments: Schools can try out rules and improve them based on what they learn. Helping Students with Disabilities Some students may need their phones for important reasons, like checking their blood sugar or using apps for learning. The guide reminds schools that rules must follow federal laws like the Individuals with Disabilities Education Act (IDEA) to make sure these students have what they need to succeed. Important Questions Schools Should Ask The guide encourages schools to think about questions like: When can students use their phones? How can phones be stored when not in use? How can schools handle emergencies while still following the rules? How should students and parents be told about the rules? What’s the Goal? The guide helps schools create rules that are fair, clear, and useful for students, teachers, and families. By working together, schools can make sure cellphones don’t get in the way of learning while still meeting the needs of all students.
by Dale Liuzza, Executive Director
Reflecting on Gratitude and Looking Ahead
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continued on p.29
Authorized by law | Early intervention is available in every state and territory of the United States. The Individuals with Disabilities Education Act (IDEA) requires it–Part C of IDEA, to be precise. That’s why you’ll sometimes hear early intervention referred to as Part C.
Examples of early intervention services are:
Assistive technology Audiology Health Services (family education, assistance with other EarlySteps services only) Medical Services (evaluation only) Nutrition Services Occupational Therapy Services Physical Therapy Services Psychological Services Service Coordination Social Work Services Special Instruction Speech Language Pathology Translation/Interpreter Services (foreign language and sign language) Transportation (to and from an EarlySteps service only) Vision Services
What is Early Intervention? Early intervention is a system of services that helps babies and toddlers with developmental delays or disabilities. Early intervention focuses on helping eligible babies and toddlers learn the basic and brand-new skills that typically develop during the first three years of life, such as: physical (reaching, rolling, crawling, and walking); cognitive (thinking, learning, solving problems); communication (talking, listening, understanding); social/emotional (playing, feeling secure and happy); and self-help (eating, dressing).
These services can also help families learn how to support their child’s development
An Overview of Early Intervention Services
Who Is Eligible for Early Intervention? Early intervention is for children with developmental delays or disabilities. Eligibility is determined by evaluating the child (with parental consent). Children may qualify if they: Have a known condition at birth (like Down syndrome or very low birth weight). Show developmental delays in areas such as thinking, movement, communication, social-emotional, or adaptive skills. If you’re concerned about your child’s development, you can: Talk to your pediatrician. Contact Louisiana’s EarlySteps program for a free evaluation. What Is a Developmental Delay? A developmental delay means a child is not meeting milestones in areas like: Cognitive development Physical development (including vision and hearing) Communication Social/emotional skills Adaptive (self-help) skills Louisiana provides early intervention services through EarlySteps to children up to age three. Steps in the Early Intervention Process Referral Parents, doctors, or others can refer a child to EarlySteps. Service Coordinator A coordinator is assigned to guide the family through the process. Evaluation and Assessment A team of experts evaluates the child’s skills in five key areas. Parents must give written consent for the evaluation. Children with certain conditions may qualify automatically. Eligibility Determination The team reviews evaluation results to decide if the child qualifies. Creating an IFSP (Individualized Family Service Plan) The IFSP outlines the child’s needs and services to help meet them. It includes goals, the type of services, and where they’ll be provided. Parents are key members of the team developing the IFSP. Review and Updates The IFSP is reviewed every six months and updated annually. Timeline for Services By law, the entire process (from referral to the creation of the IFSP) must be completed within 45 days. Cost of Services In Louisiana, early intervention services are funded through a mix of: Family contributions (on a sliding scale) IDEA Part C federal funds State funds Medicaid Certain services, like evaluations and service coordination, are always free. If you’re worried about your baby or toddler’s development, don’t wait! EarlySteps can help determine if your child is eligible for services to support their growth and learning. Evaluations are free, and getting started is as easy as making a phone call.
Abuse and Neglect of Individuals with Disabilities in Home & Community-Based Services
The Louisiana Legislative Auditor's report, issued on November 27, 2024, evaluates the Louisiana Department of Health's (LDH) oversight of abuse and neglect among individuals with intellectual and developmental disabilities receiving Home and Community-Based Services (HCBS). Here's what they found:
Key Findings Licensure Surveys: LDH's Health Standards Section (HSS) did not meet its goal of conducting licensure surveys of Home and Community-Based Services (HCBS) providers every three years. 140 out of 546 providers (25.6%) did not receive a survey during fiscal years 2019–2023, and 69 providers (12.6%) received no surveys over five years. Complaint Surveys: From fiscal years 2019–2023, LDH conducted 1,979 surveys in response to 5,420 allegations of noncompliance, including 2,194 (40.5%) related to abuse or neglect. Timeliness improved in fiscal years 2022–2023, with LDH completing 99.4% (843 of 848) of complaint surveys within required timelines. Critical Incident Reporting: LDH struggles to ensure all critical incidents are reported as required, which is critical for coordinating responses among oversight agencies. Support Coordination Monitoring: LDH failed to ensure all required annual monitoring reviews for 8 out of 36 support coordination providers (22.2%) during fiscal years 2019–2023. There is no process to review the monitoring efforts of local government entities to ensure corrective actions are implemented by support coordination agencies. Sanctions and Penalties: HSS assessed $193,450 in sanctions against HCBS providers from fiscal years 2019–2023, but maximum fine amounts have not been increased since 1997. The Office for Citizens with Developmental Disabilities lacks policies for imposing adverse actions against support coordinators for noncompliance. Comparisons to Prior Years: Improvement in timeliness of complaint survey completion in fiscal years 2022 and 2023 compared to earlier years. Ongoing issues with the regularity of licensure surveys and critical incident reporting have not been resolved. Read the full Legislative Audit.
The Louisiana Legislative Auditor (LLA) recently released a report that examines the use of seclusion, restraint, and incidents of abuse or mistreatment of children with disabilities in public schools across the state. To prepare this report, the LLA collected data directly from schools, reviewed policies, and analyzed state spending. They also interviewed officials from the Louisiana Department of Education (LDOE) to understand their role in monitoring these issues. Here’s what they found: Key Findings Underreporting of Incidents: Most school systems are not reporting incidents of seclusion or restraint. For the 2023-2024 school year, 72.3% of school systems (115 out of 159) reported zero incidents. This raises concerns that the numbers may not be accurate. Lack of Monitoring by LDOE: Even though state law allows the Louisiana Department of Education to oversee how schools use seclusion and restraint, the department is not monitoring schools. LDOE claims they do not have enough resources or legal authority to do so. Incomplete Policies: Schools are required to submit policies on how they use seclusion and restraint. However, the LLA found that the department does not check these policies for compliance. Out of 50 policies reviewed,92% were missing important information required by law. Abuse Allegations Not Properly Reported: Some school staff are not reporting abuse by other employees, even though it’s required by law. Also, unless a teacher is criminally convicted, there’s no process to take away their certification for abusing a student. No State Registry for Abusers: Louisiana does not have a central list to track school employees who abuse or mistreat students. This is a problem because some employees who are not certified teachers could move to other schools without anyone knowing about their past actions. Cameras in Special Education Classrooms: State funding was provided to install cameras in self-contained special education classrooms to improve safety. Out of the $8.8 million available, only $2.8 million (31.8%) had been used as of August 2024. So far, 66 out of 166 school systems (39.8%) have installed these cameras. Read the full Legislative Audit.
Seclusion, Restraint, and Abuse of Children with Disabilities in Louisiana Schools
by Rebecca Connick, O.T.R./L - Crane Rehab Center Pediatrics in New Orleans Louisiana EarlySteps Provider
continued on p.32
Reprinted from Feb. 2019 Exceptional Times
Disclaimer It is important during the toilet training process to monitor your child for any potential medical concerns. If your child does not respond well to toileting and holds their urine for too long, they could be at risk for a urinary tract infection. In addition, some children may hold in their stool for multiple days while toilet training, which can also be hazardous for their health. Always keep track of your child's elimination, and consult with your pediatrician or a pediatric gastroenterologist if you have any concerns. Parental/Family Readiness Toilet training your child is a commitment. It takes time, consistency and dedication of all family members and caregivers to complete the process. Starting toilet training when you as a parent know you cannot dedicate your full attention to the process will only set you and your child up for frustration and potential failure. Choose a time for your child when you are ready to make toileting a priority in your family. The most important advice we have to give regarding use of any strategy below is this: consistency is key. Once your family determines the specifics about your child's schedule, routine, and rewards - it must be implemented consistently, with all family members, teachers and therapists across all environments. Progress can be negatively affected if the child is led through a different routine each time, or if he or she is treated differently depending on who takes them to the bathroom. Collaboration of all individuals who care for your child is vital for the success of the toilet training process. Child Readiness Before beginning toilet training, parents will need to assess if their child is physiologically able to control their bladder and bowels. Your pediatrician can help with this as well, but generally the first sign to look for is if your child is staying dry for a good length of time. Check your child's diaper throughout the day and record the times that they are wet. This will provide you information about your child's natural schedule, and allow you to assess whether or not they are periodically eliminating all at once. As a general rule, you want to make sure your child is staying dry for at least one hour before introducing any type of toilet training program. In addition to physiological readiness, the development of some basic language, gross motor, and fine motor skills is preferable before starting the training process. First, your child will need to be able to follow one step directions such as "pull pants down" and "sit down." Next, your child will need the postural control and balance to sit on the toilet for a few minutes at a time. Lastly, since toilet training involves some basic dressing skills, your child will also need to demonstrate the fine motor ability to unfasten/fasten and pull their pants up/down, as well as to wipe after elimination. Your child may need assistance with some of the steps in this routine but should be able to do most of them independently. Of course, there are times when adaptations can be provided if your child has not yet attained these skills due to a communication or motor limitation. Or, your child may just need a little more time before being ready to start. Talk to your therapy team in order to determine any pre-toileting goals before beginning the training process. Introduce the Concept Many children with disabilities have a difficult time with any change in their schedule or routine. Toileting is a very big change! Therefore, preparing your child with what exactly to expect can help to decrease anxiety surrounding the process. Social stories are a great way to expose children to toileting, and there are many children's books with a toilet training theme. Parents can also use picture schedules to help make the concept less conceptual and more visually understandable. Helping your child become familiar with the routine is a step towards being prepared for the big change. Before starting to toilet train, parents can practice the components with their child in isolation before any expectation of elimination. For example, in the morning while getting dressed, work with your child on pulling their pants up and down. Change your child's diaper in the bathroom to familiarize them with the environment. Add a hand-washing routine after diaper changes to practice the steps of that necessary hygiene practice. Make a point throughout the day to simply practice sitting on the toilet, even with clothes on at first, working towards clothing pulled down. This part may take some time depending on the child, but it will be worth it when it comes time to put all these steps together during the toileting process. Environment Setting up the bathroom environment with a few basic items can help the process go more smoothly for your child. If choosing to teach sitting or standing first, we recommend sitting because it is more applicable for bowel movements. Footstools can provide postural support while your child is sitting and help to provide a favorable anatomical position for elimination. A child-sized insert for the toilet seat can also help to make your child more comfortable, and some even come with handles for added stability. Ensure that the bathroom is accessible for your child and that they can reach the toilet paper, sink, and soap for use. Visual cues may be used to help identify where to sit, what faucet to turn on, or what to use to wipe. An occupational therapist can recommend environmental adaptations if your child's needs are not currently compatible with your bathroom space. Language Keeping instructions simple and concise is the best strategy for effective communication during toilet training. For example, using "sit down" versus "let's sit down and go tinkle in the potty" will keep your direction clear and to the point. Make sure your child has fully completed one instruction before you give them another one. In addition, always refer to toileting with a consistent term such as going "potty," "teetee," "peepee," "tinkle" etc. to avoid any confusion. You can pair the word you chose with the American Sign Language sign for "bathroom," or also use a picture to communicate when it is time to go. If your child uses a communication device, make sure to work with your speech therapist to discuss adding related vocabulary to their program. Behavioral Strategies Implementing a few behavioral strategies from the beginning can help your child make the connection that elimination in the toilet is the action you want. First, instead of asking a child, "Are you ready to go potty?" tell the child it's time to go to the bathroom. This sets the expectation clearly. Using a timer to indicate when it is time to make a trip to the bathroom can both provide the parent with a reminder and the child with a clear cue for the transition. In addition, timers are helpful for indicating how long you would like your child to sit on the toilet. As mentioned before, visual schedules can help a child sequence the steps and even check off each step as they complete it, and timers can be used in combination with these visuals for added clarity. When it comes to elimination on the toilet, rewards are a great way to help motivate your child to complete the desired behavior. Whether they are used for practicing sitting or actually eliminating in the toilet, rewards indicate to your child that they successfully completed the action you wanted them to. Using a reward that your child does not have access to regularly (a certain candy, a special toy) will be especially powerful in establishing motivation. For example, "If I tinkle in the potty, I get a skittle - and I want that skittle!" These rewards can gradually be scaled back as your child becomes more and more successful. If your child has an accident, the best response changes with your child's specific behavioral needs. Some general recommendations include stating "We peepee in the potty" before changing them, sitting them on the toilet after, and minimizing the amount of attention the child gets from the accident. If you would like more information or have concerns about any additional behaviors of your child during toileting, a Board Certified Behavioral Analyst (BCBA) can create and implement a behavioral plan for your child. Sensory Strategies The bathroom is a place where loud sounds are embedded into the toileting process. In order to give a child a sense of control, give your child a choice of whether they would like to flush the toilet or for you to flush it once they are further away. In the age of automatic toilets, sinks, and hand dryers, public restrooms can be a place of unexpected and potentially startling sounds. When in a public place, noise-canceling headphones can help with the environment and the noises of others. Another trick for those pesky automatic toilets and sinks is to bring a piece of opaque tape to temporarily cover up the sensor while your child uses the toilet, preventing unexpected noises. For a child with sensory sensitivity, set up your home bathroom environment with calming smells, lights, and sounds. Using dimmer lights can help a child with visual oversensitivity, and odor-eliminating candles or drops for the toilet bowl can help with a child who is sensitive to the potential pungent bathroom smells. Completing a calming activity after completion of your toileting routine may help to regulate your child before going about the rest of their day. In addition to environmental adaptations, completing multisensory activities with your child prior to toilet training can help teach the concepts of wet vs. dry and dirty vs. clean. Tactile manipulation activities such as shaving cream play, food play, or cooking can also double as an opportunity to practice "wiping" by cleaning the mess up with a paper towel. An occupational therapist can assist with additional recommendations to address your child's specific sensory needs. Bowel Movements Toilet training for bowel movements (BM) is inherently different than for urination. One general recommendation on toilet training for bowel movements is to keep track of your child's BM schedule. When you start toilet training for this, have your child sit on the toilet for a longer duration during their regular BM times. In addition, many children demonstrate precursor behaviors to having a bowel movement. Catch these times and bring your child to sit on the toilet and be ready with that reward if they end up going in the toilet. One common report we get from parents is that a child will toilet train for urination first, and will still request a diaper to have BMs. If your child is not ready to make the big jump to sitting on the toilet for BMs, pre-BM toilet training activities can help. Using the BM schedule you have made, try to catch your child right before or while in the act of having a BM in their diaper. Bring them as close to the bathroom as you can, and let them complete the BM there. Repeat this process, bringing them closer to the bathroom each time until they are having BMs in their diaper in the bathroom. Then, work on moving your child closer to the toilet, until they can stand right next to or even sit on the toilet, still wearing their diaper. Next, have your child start emptying their stool into the toilet from their diaper, and flushing the toilet. Make sure you give your child their reward for each positive step they make, even if it is a small step. This process is to help your child gradually become more comfortable with the concept, as making very small changes often helps with a routine oriented or rigid child. In addition to these strategies, think about how a child is positioned when having a bowel movement in a diaper; often standing or squatting. The transition to sitting can be difficult from purely a positional standpoint, so provide a footstool so your child can still assume a semi-squat position while sitting on the toilet. Learning how to have a bowel movement on the toilet is often difficult and can be complex due to a child's specific behavioral and sensory needs. If you have additional questions or concerns, consult your BCBA or OT for child specific recommendations regarding bowel movements. Final Thoughts Toilet training is a marathon, not a race. Keep in mind that every child's situation is unique, so what works well for one may not for another. It is reasonable if your child still needs to wear a diaper for long car rides, naps, and at night. Keep in mind that your child may not be able to communicate the need to go to the bathroom, so always be aware of your child's bathroom schedule to maintain your progress. If you have specific questions about toilet training and your child, feel free to reach out to your therapy team. These strategies can be helpful but child specific recommendations can make all the difference for a successful toilet training experience.
Strategies for Successful Toilet Training
Toilet training can be daunting for any parent, especially a parent of a child with a disability. However, if armed with a plan and a toolbox of strategies, toilet training can in fact be a successful experience. In order to address this topic, I have enlisted Katie Barlow, BCBA (known lovingly to me as the potty training guru) to co-write this article with me. Together, we have provided the general progression we recommend to toilet train any child as well as the top strategies that we have found to be successful.
Our calendar is packed with interesting and informative training opportunities this quarter!
The Centers for Medicare & Medicaid Services (CMS) is launching a new webinar series on Improving Preventive Care in Early Childhood. The webinar series will focus on opportunities for state Medicaid and Children's Health Insurance Program (CHIP) programs to improve delivery of developmental and lead screenings, immunizations, and early oral health interventions, during well-child visits in early childhood. The webinar series will be followed by an action-oriented affinity group in the spring of 2025. Participants will hear from CMS, state Medicaid and CHIP programs, and subject matter experts on approaches to promote preventive care through well-child visits and address barriers to care. CMS invites all interested staff from state Medicaid and CHIP programs, along with their Medicaid and CHIP managed care plans, pediatric providers, public health agencies, and other quality improvement partners, to take part in the Improving Preventive Care in Early Childhood webinar series. To register for one or more of the webinars, click here. For more information, visit the Improving Well-Child Care website here. Improving Preventative Care in Early Childhood Webinar Series Webinar 1: Promoting Preventive Care through Well-Child Visits in Early Childhood DATE: January 6, 2025, at 2:00-3:00 pm ET. REGISTER Webinar 2: State Medicaid and CHIP Experiences Promoting Preventive Care through Well-Child Visits in Early Childhood DATE: March 3, 2025, at 2:00-3:00 pm ET. REGISTER Webinar 3: Addressing Barriers to Well-Child Visits and Preventive Care: Promising Approaches to Transportation in Medicaid and CHIP Programs DATE: April 14, 2025, at 2:00-3:00 pm ET. REGISTER Informational Webinar: Overview of the Improving Preventive Care in Early Childhood Affinity Group and the Expression of Interest Process DATE: March 31, 2025, at 2:00-3:00 pm ET. REGISTER Questions Please submit any questions to the quality improvement technical assistance mailbox at MACQualityImprovement@mathematica-mpr.com.
Families Helping Families of Greater New Orleans provides parents/caregivers, individuals with disabilities and professionals many training opportunities every month of the year. Below are some of the highlighted training. Planning for Adulthood: Your High School IEP Questions Answered - You have likely been thinking about and planning for the transition process from high school to adult life for your child for a long time! Learn more about how the IEP and transition supports in high school can help your child prepare for adult life. The Bridge from High School to Postsecondary Services - In this webinar, we will assist you to understand the Individual Transition Plan (ITP) process as it pertains to postsecondary education and other related services. We will also provide an overview of programs and resources available to your child entering postsecondary education or employment. Advocacy 101 -As parents or advocates of individuals with disabilities, knowing how to advocate effectively is critical. Advocacy is defined as taking action in support of or opposition to a cause or issue. Advocacy can be done through education, outreach, and grassroots organizing. Here, we will provide you with some of the basics on how to become an effective advocate. The ABC’s of ESY (extended School Year) Services -Did you know that data collected during the holidays often determine if your child will qualify for ESY (Extended School Year) Services? This training provides an overview of the ESY process for children with disabilities, including how children qualify and why, in many circumstances, the school uses the holiday breaks to determine if a child will qualify for ESY.
CMS Launches a New Webinar Series on Improving Preventive Care in Early Childhood
In addition to the highlighted training opportunities, 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.
The primary purpose of the Independent Futures That Work project is to build the competence and confidence of young adults with disabilities to access independent living and employment services so they can more successfully transition from the youth entitlement system to the adult eligibility system. Our Resource Center will also help family members and professionals improve their capacity to support these young adults with disabilities on their journey. To learn more and find resources scan the QR Codes above or visit Families Helping Families of Greater New Orleans website.
by Sharon Blackmon
Trusting your “mom gut” has been a guiding light for our family. Early on, I had a feeling that our son Benjamin was wired differently. He didn’t sleep well, hit milestones later than other kids, had epic meltdowns, and seemed to struggle with sensory issues. But we were young, new parents—eager but clueless—and we chalked it up to inexperience. As Benjamin got older, we did what we thought any good parents would do. We talked to his doctor, brought up concerns at school, and were met with the same dismissive phrases: “He’ll catch up,” or “He’s too friendly to be autistic.” That gave us hope, but deep down, I knew something wasn’t adding up. Over time, the gap between Benjamin and his peers only grew wider. Finally, after pushing and advocating, we got him evaluated for Autism Spectrum Disorder. Sure enough, my “mom gut” had been right all along. At the time, we were completely in the dark about the supports Benjamin could have had earlier on. Even after the diagnosis, we felt overwhelmed and confused about what resources were available to us. On top of that, we felt incredibly alone—like no one around us truly understood what we were going through. Slowly, our world shrank. We stopped going out as much because it just felt easier to avoid the stares, the whispers, and the exhaustion of explaining ourselves. For me, it was isolating and lonely. But here’s the good news: things got better! Through hard work, finding the right community, and learning how to support Benjamin’s unique needs, our family found our rhythm again. These days, we’re busy—sometimes too busy! Benjamin plays sports (a huge shout out to the Miracle League of Greater New Orleans for being amazing), and we make sure he’s included in everything we can. We also use every opportunity to educate others about autism, whether it’s through conversations or those inevitable public meltdowns. When people stare, we no longer see it as a “Ben problem”—we see it as a moment to spread awareness about invisible disabilities. Benjamin’s younger brother has even stepped up as a little advocate, proudly teaching others about autism and helping people understand his big brother’s world. It’s been a journey, but we’ve learned to embrace the challenges and celebrate the wins. Our family’s story isn’t all sunshine and rainbows, but it’s ours, and we wouldn’t trade it for anything.
When my child first started school, it was an emotional rollercoaster. Picture a young mom, full of hope but also feeling completely overwhelmed, sending her little one off to face the world. My child had severe ADHD—bright, curious, and full of energy, but struggling with focus and impulsivity. On that first day, the teacher gently brought up concerns about sitting still and following directions. I felt a storm of emotions—fear, worry, and an overwhelming urge to protect my child. At first, I didn’t know where to turn. I scoured the internet and joined support groups, but the advice was scattered and confusing. It wasn’t until I found Families Helping Families that I felt like someone truly understood what I was going through. They listened. They didn’t judge. And, most importantly, they gave me tools and resources to help my child. They taught me about IEPs, how to have constructive conversations with teachers, and how to create a supportive environment where my child could thrive. With their help, I found the courage to meet with the school’s special education team. I walked into that meeting nervous but prepared. I asked for accommodations like extra breaks and a designated “safe person” my child could go to when feeling overwhelmed. To my surprise, they listened—and those changes made a huge difference. Through education, persistence, and the support of Families Helping Families, I became my child’s biggest advocate. The journey wasn’t easy, but I learned that even when things feel overwhelming, parents can find the strength and tools to fight for their kids’ futures. If you’re feeling lost, just remember—you’re not alone. Help is out there, and you can do this.
If you’re raising (or have raised) a child with a disability or special healthcare needs, chances are you’ve had to deal with a social worker or someone from a disability services agency. Sometimes they totally get what you’re asking for, and other times… not so much. Sometimes they can help, and other times they’re about as helpful as a vending machine that just ate your dollar. And let’s be real: half the time, you don’t even know who to call or what to ask once you do. Now, don’t get me wrong. Social workers and the folks running disability services deserve major props. They’re some of the hardest-working and lowest-paid people out there, trying to keep the system running for families like ours. But let’s face it: when you finally make it past the endless phone menus and robo-voices to talk to an actual human, they often just don’t—well, how can I say this politely?—they don’t really “get it.” They don’t “get” why you’re fighting tooth and nail for the right school services. Isn’t 30 minutes of speech therapy a month plenty for little Susie? She’ll figure out the rest on her own, right? They don’t “get” why you’re asking for more help at home. I mean, come on, can’t you handle your own family? Sleep and showering are overrated anyway. And don’t even get me started on Medicaid. They don’t “get” why you think it should cover out-of-state care, even though every specialist in Louisiana is scratching their heads over your child’s rare syndrome like it’s the instruction manual for a new IKEA desk that’s written in ancient Greek. Families Helping Families of Greater New Orleans has several programs to help out. We’re in the community doing outreach, and we’ve got info and resources to point you in the right direction. We also offer education, training, and even some youth programs for the kiddos. But here’s the thing that makes us different—the secret sauce, if you will. Unlike most help organizations, we bring something extra to the table: real-life, been-there-done-that experience. Every single one of us at FHF either has a disability, has a close family member with a disability, or has raised a little human who does. So when we say we understand, we really mean it. Bottom line: WE GET IT. Meet some of the parents who have walked in your shoes—or maybe even rolled in your wheels—who are here to help you figure it all out.
Jessica
We Get It!
Kristine
Bebe
I thought my son was developing just fine, except for his speech. I brought it up with his pediatrician, but he didn’t seem worried. As time went on, though, my son started acting differently. He stopped playing with others the way he used to, and soon, he stopped talking altogether. It felt like he was slipping into his own little world, and I wasn’t part of it anymore. I felt lost and hopeless, not understanding what was happening to him. My friends had kids who were hitting all the usual milestones, and even though they tried to help, I had never felt so alone. Then a family member told me about the Child Search program. At the time, the school system handled evaluations for kids under three, before EarlySteps even existed. We started the process and, once it was done, we met with a team to go over the results. That’s when I first heard the words “autism-like tendencies.” It was overwhelming. But the team also gave us hope. They connected us with resources—case managers, early intervention programs, and developmental pediatricians. We followed every recommendation. We built an Individualized Family Service Plan (IFSP) and got my son into an Early Intervention program at Ochsner. The program was in a small, white house near the main hospital. Inside, it was warm and welcoming. Children with disabilities and those without learned and played together. The team there was amazing—speech therapists, occupational therapists, physical therapists, and special instructors. My son went to group therapy twice a week for three hours, and I was able to watch through a two-way window. As a stay-at-home mom, this setup was perfect for me. Watching those therapists work with my son and the other kids was inspiring. They didn’t just teach my son; they taught me how to help him at home. I soaked up everything they did and left each session feeling stronger and more hopeful. I also met other parents and grandparents there—people on the same journey as us. Those connections became a lifeline, where friendships formed, and we leaned on each other for support, encouragement, and understanding. We shared our struggles, celebrated our victories—big and small—and I found comfort knowing I was not alone. When my son transitioned from Early Intervention (Part C) to school services (Part B), we faced new challenges. Autism classes were often stuck in portable buildings, far away from the main school. It felt isolating and unfair. I remember wondering how we could make things better for kids like my son. Looking back now, I see how far we’ve come. Awareness, inclusion, and resources have improved so much. But there’s still work to do. Our journey with autism has been full of ups and downs, but every moment has been worth it. We’ve learned patience, strength, and the power of community. Every small step forward—even the hard ones—has been proof of the love we have for our son and the hope we hold for his future. Today, my son is 30 years old and thriving. He’s an incredible man, and we couldn’t be prouder of who he has become.
Our journey started when my son was diagnosed at five years old. From that moment on, it was a whirlwind of therapies, surgeries, educational plans, and healthcare challenges. It wasn’t easy, but it was always worth it. Every step required me to rethink my priorities and adjust my dreams for him. Each year brought new lessons, and I made it my mission to learn everything I could to prepare him for his future. I dove headfirst into understanding his needs, my rights as his parent, and his rights as an individual. That knowledge became my armor, empowering me to advocate for him through every challenge. Some days were tough, but every victory—no matter how small—brought us closer to his success. I wanted my son to see what determination looked like, so I worked hard to show him unwavering support. Slowly but surely, he began to take ownership of his life. By 15, he had a weekend job and was attending his own school meetings. Watching him step into his independence was one of the proudest moments of my life. Then came the milestones I had dreamed of. He graduated from high school, went on to college, and eventually married his sweetheart. And now? He’s a father himself, giving me the greatest gift of all: my new grandbaby. Looking back, the years seem to have flown by. But every challenge we faced and every step we took helped shape the amazing man he is today. My goal was always to plan for his success while showing him how to face life with determination. He not only met that goal—he soared past it. I’m Laura, a proud mom, and now a proud Nonna to a beautiful new chapter in our family’s story.
I always knew my son was a little different from the other kids. He was smaller, much shyer, and not very social. But honestly, so was I as a kid, so it didn’t bother me too much at first. That said, I kept my eyes open and stayed on guard. I had to take extra steps that other parents didn’t really think about. This isn’t a story about a specific diagnosis, doctor visits, or therapy sessions—though trust me, we’ve been there. This is more of a reminder: it’s perfectly okay to be different. It’s okay to take a path that’s not like everyone else’s. Looking back, I’m actually grateful for the unique journey my family has taken. If we hadn’t, I wouldn’t have met some of the incredible people who have enriched our lives and continue to do so. Even now, I can text, call, or message these folks when I need advice or a little extra support. They’re my “village,” and I wouldn’t trade that for anything. Back when I was in the thick of it all, it felt more like a struggle. But now? I see it as growth. It was an opportunity—not just to help my son and my family but to learn and share with others on their own special journeys. I’m proud to share my story with you, and I’m so grateful to the people who helped guide me along the way. They made the road just a little smoother for us, and I’ll do my best to pay it forward for the next family. Because let’s be real—if you’re not different, you’re probably boring!
Laura
The first time I truly felt lost was when Bradley started the three-year-old program in the Jefferson Parish School System. I walked into that first IEP meeting with no idea what they were talking about. Acronyms, plans, goals—it was like they were speaking a foreign language. I trusted them because they were supposed to be the experts, right? That year, Bradley spent his time in a non-speaking classroom. I didn’t know if it was the right fit for him, but I didn’t know where to turn for answers. I started searching for help wherever I could. I even went to seminars at the library about advocating for your child in the school system. At one of those seminars, I followed the speaker all the way to her car. I was desperate and asked her, “What do I do?” Her name was Laura, and she told me something that stuck: “Educate yourself.” That’s when I found Families Helping Families of Greater New Orleans. I called and spoke to an Advocate, and she began sharing resources to help me understand the process. Once I started reading and learning, I couldn’t stop. The more I learned, the more confident I became. I realized I could be the expert on my own child and fight for what he needed. With the knowledge and support I gained, I advocated for Bradley to get the education he deserved. I truly believe that without Families Helping Families, his educational journey would have looked very different. Today, I feel so fortunate to give back as an Educational Advocate at the very same center that helped me all those years ago. Helping other parents navigate the system and find their voices is a privilege and a way to honor the journey that Bradley and I have been on together.
Dale
Nicole
Sharon
My narrative is a little different from those of my colleagues. My son, Ernie, came into my life through foster care when he was almost three years old. From the start, I knew he had significant disabilities and critical healthcare needs. Unlike most parents, I didn’t have that initial period of wondering or waiting for a diagnosis. I knew from day one that our journey was going to be hard—and possibly short. His medical prognosis wasn’t good, so my first step into advocacy was just trying to keep all his doctors on the same page so that he could survive. That first year was a crash course in home nursing care, coordinating multiple specialists, and surviving RSV season with a child on a ventilator. Once we had the medical side under control, we had to tackle the world of school services. By then, I was fairly comfortable navigating healthcare, but the education system? That was a whole different beast. For the first five years of Ernie’s schooling, I just went with the flow, accepting whatever services were offered without really questioning anything. When I finally started asking questions about his IEP, things got complicated. Both my husband and I worked for the same school system that was educating Ernie, and we worried about the consequences of pushing too hard. But by middle school, it was clear he needed more specialized support. We suspected autism, but with all his medical challenges, getting him evaluated had always taken a back seat. On his 12th birthday, we got the official diagnosis. Even though I knew deep down that Ernie was autistic, seeing it in black and white felt like a gut punch. It was one more challenge in an already full plate of obstacles. For a while, I struggled with what the diagnosis meant. But then it hit me: Ernie isn’t broken. That stack of papers didn’t change who he was—not one bit. He was still Ernie, wonderfully made in the image of his Creator. That realization changed everything for me. We got through the rest of Ernie’s school years, and while there were some wins, I have my share of regrets. I regret not doing more for him, not learning more, and not fighting harder for the services he needed to thrive. But I’ve learned a lot from those mistakes, and this is my advice to other parents: First, don’t try to “fix” your child. They’re not a broken washing machine. Focus on helping them become the best version of themselves while living life and doing it in full color! And second, educate yourself. Knowledge is power, and it will help you make the best decisions for your child. Working at Families Helping Families for the past six years has taught me so much, and I often tell parents who attend my training webinars, “If only I knew then what I know now….”
How Genetic Testing May Help Children with Neurodevelopmental Disorders
What Did the Study Show? The researchers added genetic testing to the care of over 800 children with neurodevelopmental disorders. They found that it changed the course of care for almost1 in 5 children (19%). This means the testing helped doctors understand the child’s condition better, and in some cases, suggested treatments they might not have considered before.
Dr. Julian Martinez-Agosto, one of the lead authors, explained why this matters: "Understanding the underlying genetic causes of neurodevelopmental disorders can provide families with answers, guide treatment decisions, and inform life planning."
A recent study from UCLA Health shows how genetic testing can make a big difference in the care children with neurodevelopmental disorders receive. These disorders include challenges like developmental delays, intellectual disabilities, and autism. The study found that genetic testing can lead to a more accurate diagnosis and better treatment plans.
Why Is Genetic Testing Important? Genetic testing can find changes in a child’s DNA that might be causing their challenges. These changes are called genetic variants. By knowing this, doctors can: Pinpoint the Diagnosis: Some children’s symptoms might seem similar to others, but genetic testing helps find the exact cause. Plan Better Treatment: With a clear diagnosis, doctors can choose the treatments or therapies that are most likely to help. Provide Answers to Families: Many families spend years searching for a diagnosis. Genetic testing can give them the clarity they need. Dr. Martinez-Agosto also noted: "For some families, having a genetic diagnosis validates their experience and empowers them with information to advocate for their child." What Type of Testing Was Used? The study focused on two types of genetic tests: Chromosomal Microarray Analysis (CMA): This looks for missing or extra pieces of DNA. Exome Sequencing (ES): This checks for small changes in the important parts of genes that may cause a disorder. Together, these tests helped identify genetic causes in many of the children. How Can Parents Access Genetic Testing? If you think genetic testing might help your child, here are some steps you can take: Talk to Your Child’s Doctor: Start by discussing your child’s symptoms and concerns with their pediatrician or a developmental specialist. Ask if genetic testing might be helpful. Get a Referral to a Geneticist: A geneticist or genetic counselor is a specialist who can help explain testing options and what they might reveal. Check Your Insurance Coverage: Many insurance plans cover genetic testing, especially when it’s recommended by a doctor. Be sure to ask about costs or financial assistance if needed. Explore Public Resources: In Louisiana, organizations like Families Helping Families or EarlySteps (for younger children) can connect you with specialists and support services. Look into Clinical Trials: Some families participate in research studies that include free or low-cost genetic testing. Your doctor or local health center may have information on available trials. Why Early Testing Matters The earlier a child receives genetic testing, the sooner they can get the right diagnosis and support. This can help them access therapies, medications, or interventions tailored to their specific needs. It can also help parents feel empowered with information and a clear plan for their child’s care. Dr. Martinez-Agosto emphasized: "For some families, a genetic diagnosis offers a roadmap for care and reduces the uncertainty that can feel overwhelming." Additional Resources for Families If you’re interested in learning more about genetic testing or finding resources to support your family, check out the following: Genetics Home Reference (MedlinePlus) National Society of Genetic Counselors Families Helping Families Network Support and connections for families in Louisiana. Genetic testing can be a powerful tool for understanding your child’s unique needs and creating a care plan that works for them and your family. Source: UCLA Health - Genetic testing changes course of care in children with neurodevelopmental conditions.
BEBE
ED Releases Topic Briefs to Improve Coordination, Collaboration at All Levels of Government to Support Infants and Toddlers with Disabilities and Their Families
Brief #1: Improving Referral Processes for Infants and Toddlers with Disabilities and Their Families. This brief explains the importance of working together and improving how referrals are made between MIECHV (Maternal, Infant, and Early Childhood Home Visiting) and IDEA Part C (Early Intervention) programs. It provides key strategies to make the referral process better, ensure children get services on time, and support the overall development of infants and toddlers with disabilities and their families. These strategies can help local providers refer children and families to the right programs and services, improving developmental outcomes for infants and toddlers with disabilities. Brief #2: Opportunities for Working together to Improve Services for Infants and Toddlers with Disabilities and Their Families. This brief highlights the importance of improving teamwork between MIECHV and IDEA Part C programs to support social-emotional development and mental health. It outlines key opportunities for collaboration. By working together, programs and providers can better understand the services families receive, support mental health and social-emotional needs, and reduce duplicate referrals or services for families. Brief #3: Building Skills and Knowledge for Early Childhood Personnel. Joint professional development between the MIECHV Program and IDEA Part C can help staff share expertise and resources, providing better support for infants and toddlers with disabilities and their families. This brief offers strategies for joint professional development for MIECHV and Part C providers. Local cross-agency training efforts can strengthen the early childhood system and ensure comprehensive support for infants and toddlers with disabilities and their families.
The release of these three briefs by the U.S. Department of Education and the U.S. Department of Health and Human Services highlights the importance of working together to support infants and toddlers with disabilities and their families. By improving referral processes, strengthening cross-agency collaboration, and providing joint professional development for early childhood staff, these strategies aim to build a more connected and effective care system.
The U.S. Department of Education's Office for Civil Rights (OCR) has released a new guide to help colleges and universities better support students with disabilities. This guide explains what schools need to do underSection 504 of the Rehabilitation Act of 1973, which protects students with disabilities from discrimination and ensures they get the help they need to succeed. What Does Section 504 Say? Section 504 requires schools that receive federal funding to provide "academic adjustments" to students with disabilities. These adjustments are tools or changes that make learning and participation possible for students who face challenges due to their disabilities. For example, a student who is blind might need textbooks in braille, while a student with ADHD might benefit from a quiet testing room. Why Are Individual Assessments Important? The new resource emphasizes the importance of individualized assessments. Schools must evaluate each student with a disability on a case-by-case basis to determine what adjustments they need. This means schools can’t use a "one-size-fits-all" approach. Even if two students have the same disability, their needs may be very different. For example, one student with a hearing impairment might need a sign language interpreter, while another might prefer real-time captioning. Working Together: The Interactive Process The OCR also encourages schools to use an interactive process when deciding on academic adjustments. This means schools and students (and sometimes their families) work together to figure out what support will be most helpful. The goal is to ensure students can access their classes, participate fully, and succeed academically. Examples of Academic Adjustments Academic adjustments can include: Extra time on tests or assignments Note-taking assistance Accessible classrooms or dorm rooms Allowing the use of assistive technology like speech-to-text software Modified attendance policies for students with chronic illnesses Sometimes, students may request new or uncommon adjustments. Schools must consider these requests carefully and avoid making decisions based on assumptions about what a student "should" need. Why Does This Matter? College can be challenging for anyone, but students with disabilities often face extra hurdles. This resource reminds schools that it's their legal duty to level the playing field and help these students succeed. By following Section 504, schools can make sure students with disabilities get the fair opportunities they deserve. This new guide is a step forward in making higher education more inclusive. For more details, visit the Office for Civil Rights website or check out the full guide.
New Resource for College Students with Disabilities: What You Need to Know
Disability Discrimination: Specific Illnesses and Medical Conditions
Anxiety Fact Sheet:Section 504 Protections for Students with Anxiety Disorder (September 2024). Asthma Fact Sheet:Section 504 Protections for Students with Asthma (February 2024). Attention-Deficit/Hyperactivity Disorder (ADHD) Dear Colleague Letter and Resource Guide on Students with ADHD and Section 504 (July 2016). Know Your Rights: Students with ADHD (July 2016). Bipolar Disorder Fact Sheet: Section 504 Protections for Students with Bipolar Disorder (September 2024). Cancer Fact Sheet: rSection 504 Protections for Students with Cancer (June 2024). Covid-19 And Long Covid Providing Students with Disabilities Free Appropriate Public Education During the COVID-19 Pandemic and Addressing the Need for Compensatory Services Under Section 504 (February 2022). Long COVID under Section 504 and the IDEA: A Resource to Support Children, Students, Educators, Schools, Service Providers, and Families (July 2021). Questions and Answers on Civil Rights and School Reopening in the COVID-19 Environment (May 2021). Questions and Answers for Postsecondary Institutions Regarding the COVID-19 National Emergency (May 2020). Fact Sheet: Addressing the Risk of COVID-19 in Schools While Protecting the Civil Rights of Students (March 2020). Supplemental Fact Sheet: Addressing the Risk of COVID-19 in Preschool, Elementary and Secondary Schools(March 2020). Depression Fact Sheet: Section 504 Protections for Students with Depression (September 2024). Diabetes Fact Sheet: Section 504 Protections for Students with Diabetes (February 2024). Eating Disorders Fact Sheet: Section 504 Protections for Students with Eating Disorders (September 2014). Ebola Fact Sheet: Implementing CDC's Ebola Guidance for Schools while Protecting the Civil Rights of Students and Others (December 2014). Epilepsy Fact Sheet: Section 504 Protections for Students with Epilepsy (June 2024). Food Allergies Fact Sheet: Section 504 Protections for Students with Food Allergies (February 2024). Voluntary Guidelines for Managing Food Allergies in Schools and Early Care and Education Programs (October 2013). Published by the Centers for Disease Control and Prevention. (Pages 90-92 contain OCR's guidance) Gastroesophageal Reflux Disease (GERD) Fact Sheet: Section 504 Protections for Students with GER or GERD (February 2024). Hepatitis Joint Agency Letter to Health-Related Graduate Schools Regarding Hepatitis B Discrimination (June 2013). Hidden Disabilities Supporting and Protecting the Rights of Students at Risk of Self-Harm in the Era of COVID-19 (October 2021). Civil Rights of Students with Hidden Disabilities Under Section 504 of the Rehabilitation Act of 1973 (January 1995). Inflammatory Bowel Disease (IBD) Fact Sheet: Section 504 Protections for Students with Inflammatory Bowel Disease (IBD) (December 2024). Measles Fact Sheet: Addressing the Risk of Measles in Schools while Protecting the Civil Rights of Students with Disabilities (March 2015). Migraine Fact Sheet: Section 504 Protections for Students with Migraine (December 2024). Narcolepsy Fact Sheet: Section 504 Protections for Students with Narcolepsy (December 2024). Stuttering Fact Sheet: Section 504 Protections for Students who Stutter (December 2024). Sickle Cell Disease Fact Sheet: Section 504 Protections for Students with Sickle Cell Disease (June 2024). Source: United States Department of Education
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The protections of Section 504 and Title II apply to people with disabilities. An illness or medical condition can be a disability for a particular person, depending on how the illness or medical condition affects that person. The documents linked in this section also address how some health conditions affect students with disabilities. NOTE: An illness or medical condition not listed below can still be a disability for a particular person.
Did you know that reading to your baby from birth can have a profound impact on their development? While newborns might not understand the words just yet, the act of reading to them nurtures their brain, strengthens your bond, and lays the foundation for early language skills. Here's why this practice is so important and how you can make it a special part of your daily routine.
Why Start Early? It’s never too early to start reading to your baby—even during pregnancy! Your baby can hear your voice in the womb, and the familiar rhythm of nursery rhymes or stories can have a soothing effect once they’re born. These early moments of connection help babies feel secure and loved, fostering trust and emotional bonding. How Reading Helps Your Baby Language Development: Hearing the tones, rhythms, and patterns of speech introduces your baby to language, even before they can form words. Emotional Bonding: Snuggling up with a book strengthens your relationship and makes your baby feel safe and comforted. Cognitive Growth: Books introduce your baby to new concepts—colors, shapes, and sounds—that will later help them in school. Tips for Reading to Your Baby Start Early: Begin as soon as possible. Your voice is a comfort to your baby, even if they don’t understand the words yet. Establish a Routine: Whether it’s a bedtime story or a quiet morning read, making reading a daily habit gives your baby something to look forward to. Choose Visual Books: Look for books with large, high-contrast images. Your baby’s vision is still developing, and bold pictures are easier for them to focus on. Interactive Books Are a Plus: Books with puppets, mirrors, or textures add an element of fun and engagement for both of you. Grown-Up Books Work Too: Don’t stress if you don’t have a children’s book handy. The sound of your voice and the act of cuddling are what matter most. Pick Repetitive Books: Stories like Goodnight Moon and Guess How Much I Love You are perfect because their repetitive structure has a calming effect. Talk About Your Day: Narrating everyday activities also supports language development and helps your baby associate words with their environment. Suggested Books for Newborns Little Blue and Little Yellow by Leo Lionni Look! Look! by Peter Linenthal Baby Beluga by Raffi Little Poems for Tiny Ears by Lin Oliver Chicka Chicka Boom Boom by Bill Martin, Jr. and John Archambault Goodnight Moon by Margaret Wise Brown Guess How Much I Love You by Sam McBratney The Very Hungry Caterpillar by Eric Carle These books captivate young eyes and ears, making storytime an enjoyable and rewarding experience for both of you. Final Thoughts Reading to your baby is more than just a quiet pastime—it’s a powerful tool for building a strong foundation for learning and emotional growth. With the right books and a consistent reading routine, you’ll not only nurture their development but also create cherished memories that last a lifetime. So grab a book, snuggle up, and start your baby’s reading journey today! Sources: What to Expect When You're Expecting, BabyCentre, United Way of Summit County, Reading Rockets, Parents.
Reading to Your Day One
The Benefits of Baby from
The Governor's Office of Disability Affairs hosted its Annual 2024 Inclusive Art Contest Awards on Tuesday, December 3, 2024, from 10:30 AM to 11:30 AM. Immediately following was the presentation of the 2024 GOLD Awards, held from 12:30 PM to 2:00 PM at the Louisiana Old State Capitol in Baton Rouge. These awards provide an opportunity for Louisiana to honor the achievements and dedication of individuals who have significantly impacted the disability community. By recognizing their talents, hard work, and excellence, we celebrate students, educators, legislators, advocates, and others from various fields who have demonstrated remarkable skills and leadership. We at Families Helping Families of Greater New Orleans extend our heartfelt congratulations to all the award recipients!
The Governor's Advisory Council on Disability Affairs (GACDA) will meet a total of four (4) times in 2025. The dates are as follows: Wednesday, March 19 Wednesday, June 25 Wednesday, September 17 Wednesday, December 10
Governor's Office of Disability Affairs (GODA) GOLD Awards and Inclusive Art Awards Recipients
GOLD Award Winners April Dunn Youth of the Year John Martinez April Dunn Youth of the Year Sa'Lynn Woodside Direct Support Professional of the Year Deirdre Hart Distinguished Merit Award Lighthouse Louisiana Educator of the Year Sonia Scott Elected Official of the Year Lt. Governor Billy Nungesser Employer of the Year Affiliated Blind of Louisiana Family of the Year The Chappuis Family Ken Vince Memorial Award Gianni Tocce Patsy Barrett Memorial Award Lauren Womack Public Servant of the Year Shellie Talbot Service Animal of the Year Blaze the horse - Arc Caddo-Bossier Service Provider of the Year Acadiana Therapeutic Riding Org - Lorraine Fontana Veteran of the Year Andrew Ward Volunteer of the Year A.J. "Jack" Sumner Inclusive Art Awards Kindergarten-1st grade 1st place - Harper Usey 2nd place - Theodore Gouger 3rd place - Kyros Bell Honorable Mention - Novah Jenkins 2nd Grade 1st place - Lauren Cole 2nd place - Amelia Eldridge 3rd place - Braylin Ardoin 3rd Grade 1st place - Brylee Speyrer 2nd place - Jayden Cambre 3rd place - Aubrey Kate Gaspard Honorable Mention - Stephanie Trejo-Rangel 4th Grade 1st place - Daylun Poche 2nd place - Dylan Speyrer 3rd place - Luke Bourgois Honorable Mention - Amonni Stein 5th Grade 1st place - Maddax Moya 2nd place - Mia Hunter 3rd place - Raquel McCarthy Honorable Mention - Gavin Rodgers 6th-8th Grade 1st place - Tyreionna Papillion 2nd place - Jordan McGee 3rd place - Isabel Gambordella Honorable Mention - Gari Joseph High School 1st place - Hailey Pourciau 2nd place - Evelyn Lane 3rd place - Paisley Dempster Honorable Mention - Claire Campagna Adult 1st place - Kat Guidroz 2nd place - Bonnie Dempster 3rd place - Jonah Stampley Honorable Mention - Lewald Jacob Lynette Fontenot Memorial Best Overall Hailey Pourciau Watch the entire awards show on YouTube!
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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.
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.
Resources The OT Toolbox: Tips For Potty Training -Occupational Therapy & Physical Therapy Preparing Your Child & Environment for Potty Training Toilet Training in Less Than a Day by Nathan H. Azrin, Ph.d. and Richard M. Foxx, Ph.d. 3 Day Potty Training by Lora Jensen
awareness Calendar
Families Helping Families of Greater New Orleans office will be closed on Jan. 1 - 2, 2025 for Winter Break | Jan. 20, 2025 in observance of Martin Luther King Day March 3 - 4, 2025 in observance of the Mardi Gras Holiday
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.
January
Healthy Weight Awareness Month - get physical and physically activity as it’s proven to help with achieving and maintaining a healthy weight. 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. 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.
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).
Martin Luther King, Jr. Day is a holiday in the United States that honors the achievements of Martin Luther King, Jr., a civil rights leader and Baptist minister who advocated for nonviolent resistance against racial segregation.
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. Getting screened for cancer (even when you feel fine!) can lead to better health outcomes. Don’t wait for signs or symptoms of disease. Check your health today—and encourage your friends and family to do the same—to pave the way for a healthy future for yourself and loved ones.
The theme for the 2025 Martin Luther King, Jr. Day observance is "Mission Possible: Protecting Freedom, Justice, and Democracy in the Spirit of Nonviolence365". This theme will guide the programming and events for the 2025 King Holiday Observance, and will also serve as a compass for the work that will be done in the year ahead. Some ways to celebrate Martin Luther King, Jr. Day include: Creating a timeline of major events in King's life Giving speeches Making a collage about turning dreams into reality Writing a poem expressing hope Starting a discussion about quotes Organizing a parade or march Volunteering in the community or school Reading books about King Analyzing a lesser-known speech, letter, or sermon by or about King.
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.
National Mentoring Month - Passions to awaken. Dreams to achieve. An endless sense of possibility sparked through mentoring. Each January, we come together as a community to ignite these passions and help turn these wildest dreams into reality with National Mentoring Month. By harnessing our collective voice, MENTOR advocates for supportive relationships for young people, mentoring as a legislative priority, and raises awareness around how mentorship can change a young person’s life. National Mentoring Month Important Dates 7 Events 1/7/2025 - I am a Mentor Day 1/14/2025 - Thank Your Mentor Day 1/17/2025 - International Mentoring Day 1/20/2025 - Dr. Martin Luther King Jr. Day of Service 1/23/2025 - Youth Voice Day 1/27/2025 - Thank a Mentee Day 1/29-31/2025 - National Mentoring Summit 1/29/2025 - Capitial Hill Day
February
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. 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 - A nutrition education and information campaign sponsored annually by the Academy of Nutrition and Dietetics, National Nutrition Month®, held annually in March, focuses attention on the importance of making informed food choices and developing sound eating and physical activity habits. 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 2025 campaign theme 'Accelerate Action'.
March
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! Each February, young adults and their loved ones nationwide raise awareness about teen dating violence through Teen Dating Violence Awareness Month (TDVAM). This annual, month-long effort focuses on advocacy and education to 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 7 – National Wear Red Day Join the movement and help raise awareness of women’s heart health. Cardiovascular disease is the No. 1 killer of women. Wear red to be seen, to be counted, to be heard, to make an impact. Together, we are stronger than heart disease and stroke. February 7 - 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 - The new World Cancer Day campaign 2025-27 “United by Unique” places people at the centre of care and will explore new ways of making a difference. It offers a three- year journey from raising awareness to taking action. 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 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. 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 February 28 - 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.
World Down Syndrome Day 2025, The theme is the message that we are asking supporters to share on and around World Down Syndrome Day, March 21, 2025. We call on all Governments to… Improve Our Support Systems
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.
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, 29 March, 2025 at 8:30 pm.
Everyone needs support sometimes. People with Down syndrome need support to live and be included in the community, like everyone else. Families also need support, as they are often supporting their family member with Down syndrome. Support is a key human right that helps make other rights possible. The support that we need is different for each person. We have the right to support that meets our needs and gives us choice, control and dignity.
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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