Did you know that 40–50 percent of adolescents in the U.S. foster care system have disabilities? P.8
What's Going ON?
COVER STORY
ISSUE 42
FOSTER CARE / JUSTICE ISSUES
Exceptional
Free Webinars and Training P.13
MAGAZINE
April | may | June 2024
I Did It My Way P.04
TIMES
From THE director, Mary Jacob
Empowering Tomorrow's Leaders: Inside the Louisiana Youth Leadership Forum P.22
29 Chisholm: a class-action lawsuit on behalf of Medicaid-eligible children with Developmental Disabilities
05 Family Engagement Support Kindergarten Readiness and Early School Success Briefs
15 Independent Futures that Work
07 GiveNOLA Day
2nd Quarter APRIL | MAY | JUNE 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 Social Security to Remove Barriers to Accessing SSI Payments
13
14 Youth Virtual Hangout
41 Do You Know A Student Who Dreams Of Pursuing Higher Education?
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 peer support 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 peer support specialist JESSICA DE LA VINA jdelavina@fhfofgno.org
28 Placing Your Employment Future on the Front Burner
32 Awareness Calendar
16 Boosting Student Success: Integrating Assistive Technology Across the Educational Life Span
08 Foster Care / Justice Issues
Exceptional Times
22 COVER STORY: Empowering Tomorrow's Leaders: Inside the Louisiana Youth Leadership Forum
18 Supports, Modifications, and Accommodations for Students
44 Louisiana School Finder | Recorded Training
04 I Did It My Way
21 US Department of Labor Unveils New Resource to Increase Competitive Integrated Employment for People with Disabilities
30 ADDICTION & DISABILITIES: The Very Different Struggle
42 Raise the Bar: Resources for Parents and Families
700 Hickory Avenue Harahan, LA 70123 504.888.9111 | 800.766.7736 info@fhfofgno.org | fhfofgno.org
"In ninety days, I will say goodbye to my home away from home for the past thirty years."
Check out the new Family Engagement to Support Kindergarten Readiness and Early School Success Briefs
ET
by Mary Jacob
Most people imagine working until they don't have any work left or they have saved enough money to live comfortably doing what they want. Many look forward to the day they can walk away and never look back. Then some go to work every day because it gives them a purpose. Some people, like myself, have had the privilege of being paid for a passion with a purpose. While there is still plenty of work to do, and I should probably save a lot more money, sometimes you must recognize when the timing is right. For me, my tenure as Executive Director has always been about something other than having a job. From day one, I focused on building a sustainable organization that promoted the rights of individuals with disabilities; it was my mission and purpose. In ninety days, I will say goodbye to my home away from home for the past thirty years. Have I made mistakes along the way? Of course I have. I’d probably need more fingers and toes to count my mistakes. But I also know I've accomplished so much more than I could have dreamed. I recognize I've ruffled feathers along the way. Any organizational leader who has never ruffled feathers isn't leading. Leading is often challenging and lonely, but all I had to do was close my eyes and think about a family we've helped and I would remember why I do what I do. The families - that was my real purpose. They taught me far more than I could have ever taught them. They taught me fundamental life skills not taught in a book or classroom: acceptance, appreciation, courage, and fortitude. Even though it might appear that I didn't learn patience, my Type-A personality overshadows the patience I did learn. When do you know it’s time to leave? For me, it’s when I’ve done everything I know I can do. It’s time for new leadership to come in and take Families Helping Families of Greater New Orleans to the next level. We are still searching for our next leader, but I have no doubt, a great one will be found. I look forward to spending more time with my family, traveling, making new memories, and conquering some new adventures. As Frank Sinatra sang in the song, “My Way”: “Regrets, I’ve had a few…” After 30 years, how could I not have a few, right? Later in the song, he sang, "I planned each charted course, each careful step along the byway…." Yes, I planned so much and often felt paralyzed at planning, but as the song goes: “Yes, there were times, I'm sure you knew When I bit off more than I could chew But through it all, when there was doubt I ate it up and spit it out I faced it all, and I stood tall And did it my way “I've loved, I've laughed and cried I've had my fill, my share of losing And now, as tears subside I find it all so amusing To think I did all that And may I say, not in a shy way Oh, no, oh, no, not me I did it my way.” (Lyrics by Paul Anka, recorded by Frank Sinatra)
I Did It My Way
Family Engagement Support Kindergarten Readiness and Early School Success Briefs
These briefs summarize a six-part webinar series of conversations designed to Raise the Bar for family engagement practices between school and home. The 2023 series produced by the U.S. Department of Education in partnership with Carnegie Corporation of New York and Overdeck Family Foundation, provided an overview of evidence, highlighted bright spots in the field, and shared resources and evidence-based strategies to support student success with education leaders and practitioners.
Social Security to Remove Barriers to Accessing SSI Payments
GiveNOLA May 7, 2024 Early Giving Period TBA
“A vital part of our mission is helping people access crucial benefits, including SSI,” said Martin O’Malley, Commissioner of Social Security. “Simplifying our policies is a common-sense solution that reduces the burden on the public and agency staff and helps promote equity by removing barriers to accessing payments.” SSI provides monthly payments to adults and children with a disability or blindness, and to adults aged 65 and older, who have limited income and resources. SSI benefits help pay for basic needs like rent, food, clothing, and medicine. People applying for and receiving SSI must meet eligibility requirements, including income and resource limits. Under our old rules, ISM includes food, shelter, or both a person receives - the agency counts ISM as unearned income, which may affect a person’s eligibility or reduce their payment amount. Under the final rule, beginning September 30, 2024, the agency will no longer include food in ISM calculations. The new policy removes a critical barrier for SSI eligibility due to an applicant’s or recipient’s receipt of informal food assistance from friends, family, and community networks of support. The new policy further helps in several important ways: the change is easier to understand and use by applicants, recipients, and agency employees; applicants and recipients have less information to report about food assistance received from family and friends, removing a significant source of burden; reducing month-to-month variability in payment amounts will improve payment accuracy; and the agency will see administrative savings because less time will be spent administering food ISM. The agency continuously examines programmatic policy and makes regulatory and sub-regulatory changes as appropriate. Look for more SSI announcements in the coming weeks. For more information on the SSI program, including who is eligible and how to apply, visit Supplemental Security Income (SSI) | SSA. To read the final rule “Omitting Food from In-Kind Support and Maintenance Calculations,” visit Federal Register: Omitting Food From In-Kind Support and Maintenance Calculations.
Join us in making a lasting impact on our community during GiveNOLA Day, a 24-hour event powered by the Greater New Orleans Foundation. For over a decade, this initiative has brought together compassionate individuals like you to create a brighter future for our region. Families Helping Families of Greater New Orleans (FHFofGNO) is counting on your generosity. On May 7, 2024, your tax-deductible contribution through our direct GiveNOLA link will empower us to provide vital support to families in need. For the thousands of families that contact us, FHF of GNO gives parents of and children/adults with disabilities knowledge, support and confidence, always free of charge. Changing Lives. Every Day. While changing lives – we are also creating memories. We receive lovely notes of gratitude and witness many successes with the families we help support. Visit our success stories page on our website to read some of these amazing stories. We hope this page makes you smile as much as it makes us smile every day! Your donation fuels our mission, enabling us to address over 6,000 requests for assistance each year. Together, we can continue to make a difference in the lives of those who need it most. Thank you for your continued support.
On March 27, 2024, the Social Security Administration published a final rule, “Omitting Food from In-Kind Support and Maintenance (ISM) Calculations.” The final rule announces the first of several updates to the agency’s Supplemental Security Income (SSI) regulations that will help people receiving and applying for SSI.
Foster Care/Justice Issues
"The rug can be pulled from you at the last minute..." ~ Christina Abraham
Video - Unprotected: Aging Out Of Foster Care
Meeting the Challenges Because youth with disabilities in foster care face extraordinary barriers, they require above-average transition planning, services, and supports. Here are nine recommendations, including seven from a recent study(*), to help remedy this: 1. Ensure coordinated transition planning. At the local and state level, agencies (e.g. child welfare, education, vocational rehabilitation, employment) should form “partnership councils,” with the goal of the council being to create a transition community for foster youth with disabilities. The council should address policy issues (such as shared consent) across agencies, clarify agency roles, and identify mechanisms for pooling resources across agencies to provide flexible funding to help youth establish adult lives. 2. Appoint and train educational surrogates. An educational surrogate should be appointed for each foster care youth in special education. The appointment processes should be thoughtful, and in some cases, a biological parent, family member, mentor, or Court Appointed Special Advocate (CASA) should be considered to provide greater continuity. While the foster parent may typically be considered for this role, he/she should be fully aware of and prepared to meet the level of commitment and involvement required. Once designated, the educational surrogate should receive training around the special education process and their rights. The training should also focus on supporting the transition plans and self-determination of youth. 3. Train professionals. Child welfare professionals, school staff, vocational rehabilitation counselors, staff in one-stop career centers, and other key professionals should be trained on supporting the specific transition needs of foster youth – from a youth-directed perspective. 4. Engage in effective transition practices. Research has documented a number of practices effective in promoting a successful transition. These include (a) youth involvement in transition planning; (b) participation in extra-curricular activities and general education; (c) career planning and work experience that is individualized to a student’s career interests; (d) instruction in skills such as self-determination, self-advocacy, and independent living; and (e) mentorship. Foster youth with and without disabilities need more opportunities to participate in these activities, and at an earlier age. 5. Develop transition plans that matter. While transition plans are meant to provide a roadmap between school and adult life, they may frequently be viewed by professionals as perfunctory paperwork. The majority of plans reviewed in a recent study were not individualized. They were overly general, and lacked a description of the action steps needed to obtain a goal. In addition, the transition plans generally did not support accountability. Often the plans had no specific timeline for goal completion, failed to identify a responsible person (other than the youth), and did not include measurable outcomes. If transition planning is to have a meaningful impact, we must focus on the goal of students achieving a successful adult life, rather than on the mechanics of simply getting a plan done. 6. Promote high expectations for youth. A recent study indicates that the transition plans of foster youth with disabilities, in comparison to peers in special education only, are less likely to address college/post-secondary education, are less likely to have foster youth slotted for a standard diploma, and had significantly fewer goals overall. Considering that the foster care and special education only groups were similar in terms of disabilities, these differences may reflect lower expectations for foster youth. For youth with disabilities in foster care to achieve a quality life, professionals must see them as capable of accessing a full range of post-secondary education and employment opportunities. 7. Consider involving the biological family. Research has shown that youth who continue to have a relationship with their biological families while in foster care have better outcomes than youth who do not. The connection a young person has to his/her birth parents and/or sibling(s) may be particularly important during the transition to adulthood, when a youth may have little else. Indeed, research reveals that many young people discharged from foster care re-engage with their biological families. While not all youth may choose to reunite with their family, and in some cases this may even be contra-indicated, professionals should consider involving birth parents in the transition planning process more frequently. The study suggests that schools rarely involve birth families in the IEP/TP meeting or the transition process. 8. Gather important personal documents. Many youth in foster care do not have easy access to the documentation they will need as young adults to apply for a driver’s license, apply to college, get a loan, apply for financial aid, get an apartment, open a bank account or apply for a job. As part of transition planning, work to ensure that paperwork including birth certificate, Social Security Card, photo ID, vaccine records, and other paperwork is in place. Its absence can be a real barrier to transition, 9. Ensure a seamless medical transition. Early adulthood (ages 18-21) is a period of transition, not only from school to adult life, but from “system” to “system.” Youth exiting foster care system and the special education system will also age out of a children’s system of health care insurance and into an adult health insurance system. They will also likely become their own guardians, making them responsible for medical decision-making. Healthcare transition planning is therefore a vital component of transition planning in general. The Administration on Children and Families recently expanded Medicaid (incl. moving to another state) for youth in foster care. Read the full study - Transition Planning for Foster Youth with Disabilities: Are We Falling Short?
The numbers are growing. New research shows the population of youth with intellectual and developmental disabilities in foster care has grown substantially since 2016, and the rates of autism and intellectual disability among youth in foster care are now two to five times greater than the rates found in the general U.S. population. Among youth with intellectual and developmental disabilities, Black youth and female youth had a higher risk for foster care involvement compared to youth who were white or male. What does this mean for transition planning? An estimated 29,000 young adults age out of the foster care system every year, and youth with disabilities are no exception. The outcomes for these young people are troubling. Youth with disabilities who age out of foster care... Are more likely to be unemployed. Are more likely to be homeless or impoverished. Are less likely to pursue a higher education. Among youth with disabilities exiting special education: 20% of IEPs had no goals listed. Only 31% of IEPs had a goal for post-secondary education. Only 16% of IEPs had a goal in for independent living. 32% of transition goals listed had no accompanying action steps. 22% of the time the student themselves was listed as the sole person responsible for working towards a goal. Nearly all IEPs reflected little understanding or acknowledgment of foster care issues. Read the full report - Transition Planning for Foster Youth with Disabilities: Are We Falling Short?
Did you know that 40–50 percent of adolescents in the U.S. foster care system have disabilities?
Aging Out of Foster Care Transition to college and career may not be the most important transition, especially for youth in foster care. In this NBC news segment, Christina Abraham shares her experiences as she ages out of the foster care system and searches for her own place to live. She has been a ward of the state since she was only 8 and first experienced depression when she was only 10 years old.
Tools that Work The Pennsylvania Developmental Disabilities Council, in coordination with the Juvenile Law Center, created a tool to assist in the transition of youth with intellectual and developmental disabilities from the child welfare system to adulthood. The tool is designed for use by child welfare professionals and is intended to direct planning for individual youth and to influence case planning policies in county and private child welfare agencies. This tool highlights key areas and actions that need to occur for youth with disabilities to successfully transition from the child welfare system. It is designed to be used as a supplement to an agency’s comprehensive child welfare planning process to highlight special issues and action steps for youth with disabilities. Access the toolkit - Planning Tool and Protocol for Transition Planning for Youth With Disabilities from the Child Welfare System to Adulthood
Our calendar is packed with interesting and informative training opportunities this quarter!
Speak Your Mind Do you ever wonder what educators and service providers can do to help enhance the ability of youth to speak their minds? We love this short, animated video from the Annie E. Casey Foundation, " Brain Gains for Youth Emerging From Foster Care Promoting."
Resources Webinar on Reaching the Hard to Reach Transition Planning for Youth with Disabilities from the Child Welfare System to Adulthood: A Guide for Professionals Child Welfare Gateway Embrella LifeSet Youth.gov State and National Data to Drive Foster Care Advocacy
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.
Dear Colleague Letter on the Provision of Assistive Technology
AT Guidance The Guidance on Myths and Facts Surrounding AT was released in partnership between OSERS and OET in ED and focuses on transforming learning experiences by reducing or removing barriers. Often times, these barriers arise in the field due misconceptions that lead to a lack of consideration and the underutilization of AT. This guidance offers the field an opportunity to overcome these misunderstandings and move forward on a more inclusive and equitable path.
Read The National Educational Technology Plan - A Call to Action for Closing the Digital Access, Design, and Use Divides
The National Educational Technology Plan (NETP) The National Educational Technology Plan is the flagship educational technology policy document for the United States. The Plan articulates a vision of equity, active use, and collaborative leadership to make everywhere, all-the-time learning possible. While acknowledging the continuing need to provide greater equity of access to technology itself, the plan goes further to call upon all involved in American education to ensure equity of access to transformational learning experiences enabled by technology. The principles and examples provided in this document align to the Activities to Support the Effective Use of Technology (Title IV A) of Every Student Succeeds Act as authorized by Congress in December 2015.
The Office of Educational Technology and the Office of Special Education Programs are pleased to share the below guidance in support of children with disabilities who need assistive technology (AT) devices and services for meaningful access and engagement in education. Dear Colleague Letter A Dear Colleague Letter on the provision of assistive technology devices and services for children with disabilities under the Individuals with Disabilities Education Act (IDEA). Dear Colleague Letter PDF | Dear Colleague Letter HTML
Carta a mis queridos colegas sobre el suministro de tecnología de asistencia
Resumen La Oficina de Tecnología Educativa y la Oficina de Programas de Educación Especial se complacen en compartir la guía de abajo para apoyar niños con discapacidades que necesitan aparatos y servicios de tecnología de asistencia (AT) con acceso significativo y participación en la educación. Carta a los Colegas Una carta a los colegas estimados sobre la provisión de dispositivos y servicios de tecnología de asistencia para niños con discapacidades bajo la Ley de Educación para Personas con Discapacidades (IDEA). Carta a los Colegas PDF | Carta a los Colegas HTML
Read The Guidance on Myths and Facts on AT Devices and Services
Did you know? The AT Guidance was co-created under the Offices of Special Education and Rehabilitative Services (OSERS) and Educational Technology (OET). This collaborative effort models, from the highest levels of the educational cascade, the approach the CITES Framework promotes.
Boosting Student Success: Integrating Assistive Technology Across the Educational Life Span
Leaders from the Office of Special Education Programs and the Office of Education Technology teamed up with CITES for a conversation around newly released AT Guidance for practitioners. FAQ coming soon! Download full transcript (Word document) Good policy and good practice go hand in hand. That's exactly what two documents from the U.S. Department of Education (ED) offer the field. Both the Guidance on Myths and Facts Surrounding Assistive Technology (AT) Devices and Services and the National Educational Technology Plan (NETP) outline expectations, grounded in best practice, for how to promote more inclusive learning experiences for all students, particularly children and youth with disabilities.
For many students with disabilities—and for many without—the key to success in the classroom lies in having appropriate adaptations, accommodations, and modifications made to the instruction and other classroom activities. Some adaptations are as simple as moving a distractible student to the front of the class or away from the pencil sharpener or the window. Other modifications may involve changing the way that material is presented or the way that students respond to show their learning. Adaptations, accommodations, and modifications need to be individualized for students, based upon their needs and their personal learning styles and interests. It is not always obvious what adaptations, accommodations, or modifications would be beneficial for a particular student, or how changes to the curriculum, its presentation, the classroom setting, or student evaluation might be made. This page is intended to help teachers and others find information that can guide them in making appropriate changes in the classroom based on what their students need. Part 1: A Quick Look at Terminology Part 2: Different Types of Supports Special education Adapting instruction Related services Supplementary aids and services Program modifications and supports for school staff Accommodations in large assessments Part 1: A Quick Look at Terminology You might wonder if the terms supports, modifications, and adaptations all mean the same thing. The simple answer is: No, not completely, but yes, for the most part. (Don’t you love a clear answer?) People tend to use the terms interchangeably, to be sure, and we will do so here, for ease of reading, but distinctions can be made between the terms. Sometimes people get confused about what it means to have a modification and what it means to have an accommodation. Usually a modification means a change in what is being taught to or expected from the student. Making an assignment easier so the student is not doing the same level of work as other students is an example of a modification. An accommodation is a change that helps a student overcome or work around the disability. Allowing a student who has trouble writing to give his answers orally is an example of an accommodation. This student is still expected to know the same material and answer the same questions as fully as the other students, but he doesn’t have to write his answers to show that he knows the information. What is most important to know about modifications and accommodations is that both are meant to help a child to learn. Part 2: Different Types of Supports Special Education By definition, special education is “specially designed instruction” (§300.39). And IDEA defines that term as follows: (3) Specially designed instruction means adapting, as appropriate to the needs of an eligible child under this part, the content, methodology, or delivery of instruction—(i) To address the unique needs of the child that result from the child’s disability; and(ii) To ensure access of the child to the general curriculum, so that the child can meet the educational standards within the jurisdiction of the public agency that apply to all children. [§300.39(b)(3)] Thus, special education involves adapting the “content, methodology, or delivery of instruction.” In fact, the special education field can take pride in the knowledge base and expertise it’s developed in the past 30-plus years of individualizing instruction to meet the needs of students with disabilities. It’s a pleasure to share some of that knowledge with you now. Adapting Instruction Sometimes a student may need to have changes made in class work or routines because of his or her disability. Modifications can be made to: what a child is taught, and/or how a child works at school. For example: Jack is an 8th grade student who has learning disabilities in reading and writing. He is in a regular 8th grade class that is team-taught by a general education teacher and a special education teacher. Modifications and accommodations provided for Jack’s daily school routine (and when he takes state or district-wide tests) include the following: Jack will have shorter reading and writing assignments. Jack’s textbooks will be based upon the 8th grade curriculum but at his independent reading level (4th grade). Jack will have test questions read/explained to him, when he asks. Jack will give his answers to essay-type questions by speaking, rather than writing them down. Modifications or accommodations are most often made in the following areas: Scheduling. For example, giving the student extra time to complete assignments or tests breaking up testing over several days Setting. For example, working in a small group working one-on-one with the teacher Materials. For example, providing audiotaped lectures or books giving copies of teacher’s lecture notes using large print books, Braille, or books on CD (digital text) Instruction. For example, reducing the difficulty of assignments reducing the reading level using a student/peer tutor Student Response. For example, allowing answers to be given orally or dictated using a word processor for written work using sign language, a communication device, Braille, or native language if it is not English. Because adapting the content, methodology, and/or delivery of instruction is an essential element in special education and an extremely valuable support for students, it’s equally essential to know as much as possible about how instruction can be adapted to address the needs of an individual student with a disability. The special education teacher who serves on the IEP team can contribute his or her expertise in this area, which is the essence of special education. Related Services One look at IDEA’s definition of related services at §300.34 and it’s clear that these services are supportive in nature, although not in the same way that adapting the curriculum is. Related services support children’s special education and are provided when necessary to help students benefit from special education. Thus, related services must be included in the treasure chest of accommodations and supports we’re exploring. That definition begins: §300.34 Related services. (a) General. Related services means transportation and such developmental, corrective, and other supportive services as are required to assist a child with a disability to benefit from special education, and includes… Here’s the list of related services in the law. speech-language pathology and audiology services interpreting services psychological services physical and occupational therapy recreation, including therapeutic recreation early identification and assessment of disabilities in children counseling services, including rehabilitation counseling orientation and mobility services medical services for diagnostic or evaluation purposes school health services and school nurse services social work services in schools This is not an exhaustive list of possible related services. There are others (not named here or in the law) that states and schools routinely make available under the umbrella of related services. The IEP team decides which related services a child needs and specifies them in the child’s IEP. Read all about it in our Related Services page. Supplementary Aids and Services One of the most powerful types of supports available to children with disabilities are the other kinds of supports or services (other than special education and related services) that a child needs to be educated with nondisabled children to the maximum extent appropriate. Some examples of these additional services and supports, called supplementary aids and services in IDEA, are: adapted equipment—such as a special seat or a cut-out cup for drinking; assistive technology—such as a word processor, special software, or a communication system; training for staff, student, and/or parents; peer tutors; a one-on-one aide; adapted materials—such as books on tape, large print, or highlighted notes; and collaboration/consultation among staff, parents, and/or other professionals. The IEP team, which includes the parents, is the group that decides which supplementary aids and services a child needs to support his or her access to and participation in the school environment. The IEP team must really work together to make sure that a child gets the supplementary aids and services that he or she needs to be successful. Team members talk about the child’s needs, the curriculum, and school routine, and openly explore all options to make sure the right supports for the specific child are included. Much more can be said about these important supports and services. Visit our special article on Supplementary Aids and Services to find out more. Program Modifications or Supports for School Staff If the IEP team decides that a child needs a particular modification or accommodation, this information must be included in the IEP. Supports are also available for those who work with the child, to help them help that child be successful. Supports for school staff must also be written into the IEP. Some of these supports might include: attending a conference or training related to the child’s needs, getting help from another staff member or administrative person, having an aide in the classroom, or getting special equipment or teaching materials. The issue of modifications and supports for school staff, so that they can then support the child across the range of school settings and tasks, is also addressed in our article on Program Modifications for School Personnel. Accommodations in Large Assessments IDEA requires that students with disabilities take part in state or district-wide assessments. These are tests that are periodically given to all students to measure achievement. It is one way that schools determine how well and how much students are learning. IDEA now states that students with disabilities should have as much involvement in the general curriculum as possible. This means that, if a child is receiving instruction in the general curriculum, he or she could take the same standardized test that the school district or state gives to nondisabled children. Accordingly, a child’s IEP must include all modifications or accommodations that the child needs so that he or she can participate in state or district-wide assessments. The IEP team can decide that a particular test is not appropriate for a child. In this case, the IEP must include: an explanation of why that test is not suitable for the child, and how the child will be assessed instead (often called alternate assessment). Ask your state and/or local school district for a copy of their guidelines on the types of accommodations, modifications, and alternate assessments available to students. Conclusion Even a child with many needs is to be involved with nondisabled peers to the maximum extent appropriate. Just because a child has severe disabilities or needs modifications to the general curriculum does not mean that he or she may be removed from the general education class. If a child is removed from the general education class for any part of the school day, the IEP team must include in the IEP an explanation for the child’s nonparticipation. Because accommodations can be so vital to helping children with disabilities access the general curriculum, participate in school (including extracurricular and nonacademic activities), and be educated alongside their peers without disabilities, IDEA reinforces their use again and again, in its requirements, in its definitions, and in its principles. The wealth of experience that the special education field has gained over the years since IDEA was first passed by Congress is the very resource you’ll want to tap for more information on what accommodations are appropriate for students, given their disability, and how to make those adaptations to support their learning.
Supports, Modifications, and Accommodations for Students
continued p.38
WASHINGTON – On March 21, 2024, The U.S. Department of Labor introduced new resource aimed at boosting the participation of people with disabilities in competitive integrated employment.
US Department of Labor Unveils New Resource to Increase Competitive Integrated Employment for People with Disabilities
The Competitive Integrated Employment Transformation Hub brings together resources from across the federal government to provide practical guidance, policy information and evidence-based best practices for people with disabilities, their families, employers, employment service providers and state agencies. Competitive integrated employment ensures that people with disabilities are paid competitive wages and work in environments where the majority of employees do not have disabilities. “A large and dedicated movement across America is working to advance a competitive integrated employment model in our workplaces, and we want to give them easy access to resources that will help them succeed,” said Assistant Secretary for Disability Employment Policy Taryn M. Williams. “Families and workers need guidance on benefits planning and wraparound services, for instance. Providers need technical assistance to adapt their service delivery models. State agencies need information about funding options. Employers need support regarding accommodations and inclusive policies and practices. The Competitive Integrated Employment Transformation Hub is a central tool they can all rely on for help.” The hub is part of the Office of Disability Employment Policy's broader effort to promote competitive integrated employment. Through various innovative initiatives, ODEP collaborates with federal partners, states and employment service providers to enhance opportunities for people with disabilities to participate and excel in competitive integrated employment. These initiatives align with the Biden-Harris administration’s commitment to a whole-of-government approach to enhance the economic security of disabled people, including those from historically underserved communities. Additionally, the hub contributes to the administration’s Good Jobs Initiative, offering essential information to workers, employers and government entities focused on improving job quality and ensuring universal access to good jobs.
Offers practical guidance, policy information, evidence-based best practices
LAURA
MARY
Inside the Louisiana Youth Leadership Forum
By Lillian DeJean
The Louisiana Youth Leadership Forum (LAYLF) is a summer camp for 10th-12th graders with disabilities. It doesn’t take long to figure out that we are a little different than most summer camps, even when compared to other disability camps! We don’t offer boating, archery, horseback riding, or what you would think of as traditional camp activities. Our camp is centered around empowerment, community, and conversation. We are a camp for people with disabilities run by people with disabilities. We strive to offer an environment that celebrates disability and creates community. Our campers are referred to as delegates in order to uphold LAYLF’s core belief that all individuals with disabilities can and do possess leadership qualities. The mission of LAYLF is teach personal and systems advocacy skills, promote disability culture through networking with other self-advocates, and empower young people with disabilities.
2023 Louisiana Youth Leadership Forum Delegates and Team
Empowering Tomorrow's Leaders:
BEBE
The activities at LAYLF focus on self-advocacy, advocating for others, and actively engaging in the community while maintaining healthy relationships. We invite successful and empowered self-advocates from the community to speak with our delegates about how to live self-determined lives while also understanding their support needs and the role that people and community resources play in their lives. We take a day and travel to the Capitol so our delegates can experience what it feels like when you use your voice to impact government. Individuals with disabilities host panel discussions in various stages of relationships, so we can have an open discussion about the benefits and challenges of healthy relationships as people with disabilities. We spend days exploring what a life of the delegates' choosing would look like with plans that consider their disability, support needs, and resources. And, of course… we have a lot of fun with ice cream and movie nights, a dance, a talent show, and team-building activities! At LAYLF, disability accommodations become less of a conversation and more of how we interact with one another. We see endless examples of natural accommodations when campers who are less verbal hold open doors for our wheelchair users, or wheelchair users notice when overstimulated campers need a break. Disability becomes normalized in the ways it already should be in society, because everyone has support needs of some type. An environment where disability is normal allows our campers to become more confident in advocating for their needs and sets the foundation for further self-advocacy at home because the cycle of shame around needing support is broken. One of the most unique aspects of LAYLF is our staff. At most summer camps the staff are typically non-disabled individuals. LAYLF, in contrast, is run by people with disabilities for people with disabilities. At LAYLF, we believe that having successful peer mentors with disabilities allows our campers to recognize their capacity to become an empowered adult also. Our staff is ready to pay it forward and empower the next generation by being available to talk about the challenges and the successes of being an adult with a disability. Our campers return to their communities with a statewide network of supportive people with disabilities, helping to break the cycle of isolation so prevalent in the lives of people with disabilities. Another of LAYLF’s goals is for our graduates to come back and serve as staff. With their input, LAYLF becomes a camp for youths with disabilities that is shaped by the input of those who have experienced the program and its impact. Our alumni staff are held in great regard because we recognize their growth in leadership and independence skills from delegate to staff… and that is worth celebrating and respecting! Our alumni staff are treated as equals in every sense— they undergo the same application, interview, and training process. This not only shows them that we respect them as self-directed adults, but it also provides them with a safe space to trial run future job skills. It’s a win-win for everyone. While we pride ourselves on offering an empowered and inclusive environment for staff and delegates, safety for everyone is our top priority at LAYLF. We maintain a 1:1 staff-to-camper ratio, in addition to two full time RNs. We are currently in the process of acquiring accreditation from the American Camp Association, which sets best practices and standards for youth camps nationwide. We conduct extensive staff training and background checks before camp to ensure our team is fully screened and well equipped to handle any scenario that we might encounter during camp session. Our goal at LAYLF is to create opportunities for the next generation of youth with disabilities to live a self-determined life of their choosing while recognizing their support needs. We want to pull up alongside our delegates through developing healthy relationships and community, to begin disrupting the patterns of isolation, marginalization, and abuse that are experienced in our disability community. Below, we hear from some of our 2023 delegates describing their experiences at the forum.
My name is Jude Boynton. I am 19 years old Senior at East St. John in Reserve, LA. I attended Louisiana Youth Leadership Forum in 2023. I first learned about YLF from my mom’s friend who sent us a text message about the camp. When I saw what the forum had to offer, I was looking forward to attending the camp and hoping I would become a delegate. I was excited about getting the opportunity to be away from home during YLF. It was a new opportunity for me and if it wasn’t for YLF, I wouldn’t have met my girlfriend, Maddie. Some of the accommodation that was provided at YLF included backpacks with materials needed for the camp and colored nametags to help you easily identify what group you were a part of. They also provided sensory friendly materials/items including headphones, fidget spinners, Play-Doh and other helpful items. I met several new friends at YLF. One being Maddie. She and I connected. I eventually asked her to be my girlfriend. Everything at YLF will be a wonderful memory to me. My favorite activity at YLF was going to the Louisiana State Capital. Prior to YLF, I did not know anything about Systems Advocacy. Youth Leadership Forum has helped me identify what my support needs are. I am now going through Partners in Policymaking because of attending YLF so I can learn even more about Systems Advocacy. Going through YLF has helped me gain the confidence that I need. I even had the confidence to apply to go to the Nicholls Bridge to Independence Program and got accepted. I feel that I can speak up for myself and others who may not have a voice. I have a sense of pride knowing that I can speak for myself and my disability. One of the challenges I faced, prior to YLF, was that Middle School was a difficult time for me. I was bullied and called horrible names. I lacked confidence in myself. My brother helped me get through this difficult time. Youth Leadership Forum has influenced my future. It has given me the opportunity to participate in Partners in Policymaking. It has given me more confidence to go through life and has helped me prepare for college that I will be attending in August 2024. Thank you, Louisiana YLF! My name is Logan Boynton. I am 22 years old and am a graduate of East St. John High School in Reserve, LA. I attended Louisiana Youth Leadership Forum in 2023. I first learned about YLF through my mom’s friend who sent my mom a text message about the camp. I saw what the camp had to offer and wanted to be one of the delegates. I was excited about being away from home for the forum because I wanted to do something new in my community. One of the accommodations that were provided during the forum was someone to assist with notetaking. During the forum, Jude and I were roommates. We are brothers and became closer because of our time at camp. I also met Jack and we instantly became good friends. My favorite activity at the forum was going to visit the Louisiana State Capitol. This was my favorite moment because it was the first time I’ve ever stepped foot in the capitol. I did not know anything about Systems Advocacy prior to YLF. I feel that I now can identify my support needs now that I have attended YLF. Knowing my disability and being more comfortable with it has helped become more confident to advocate for systems change. In 2017, my grandmother passed away. She was a huge part of my life growing up. Sometime after that, while I was competing in Special Olympics, I remembered a quote from one of my favorite coaches. “An Individual can make a difference, but a team can make a miracle.” By Doug Peterson. The Youth Leadership Forum has influenced my future because it has given me the confidence to advocate for myself and those with disabilities who may not have a voice. I was grateful for this opportunity, and I am excited to see what my future has in store! Thank you Maddie, Jude and Logan for sharing your experience at the forum. We love all things camp and would be happy to share more information about our program. Please feel free to contact me, Lillian DeJean, the LAYLF coordinator, at louisianalf@gmail.com.
Jude and Logan Boynton
Jude Boynton
My name is Madeline “Maddie” Young. I am a 17-year-old Senior at St. James High School. I attended Louisiana Youth Leadership Forum in 2023. I was part of the Developmental Disabilities stakeholder’s group that helped to bring YLF back to Louisiana after a long hiatus. Prior to going to YLF, I was nervous about being away from home at camp, although I had been away from home before at different camps. The YLF had accommodations for me. Medical and trained staff were on hand to assist me with activities of daily living. (IE Personal Hygiene, etc.). The staff made me feel comfortable the entire time I was there. I was able to meet new friends at YLF. Some of my new friends include my boyfriend, Jude and his brother, Logan. At first, I thought they were crazy, but as I got to know them, I realized that they were cool. Elanore, my roommate and I got along very well. We bonded over our disability and found out that I live 30 minutes from each other. My favorite activity at YLF was going to visit the Louisiana State Capital. The one moment that stands out to me the most as my favorite memory from YLF was the dance and bonding with my friends. Prior to YLF, I was familiar with systems advocacy. I have prior experience participating in Yellow Shirt Days at the Capital during legislative session with my mom. Being part of LAYLF taught me more about systems advocacy and leadership. It also boosted my confidence as a young person with a disability – which oftentimes - I felt that I lacked because of my own personal experiences. For example, in 2017, I tried out to be a cheerleader. I was told by the athletic director/assistant principal that I could not cheer because of my disability, and I would not even make the team. In 2019, I applied to be a Junior Saintsation and was accepted. A year later, I had that full circle moment when I was able to go on the same field that I cheered on, at the Superdome, as a band member. I believe Youth Leadership Forum will help me in the future by helping me better understand how to advocate for myself and others. I do feel I am better able to identify my support needs after I graduated YLF. I encourage all 10th, 11th and 12th graders to participate in the camp and come out as a better version of yourself!
MY
Madeline Young
SHARON
JB
Delegates and Team having fun at the Talent Show
Logan Boynton
Staff ready to stir up the fun
LB
Jack sharing his keyboard talent
Delgegates at the Capital
Delegates and LACAN Leader during the Mock Debate Activity
Until I did, and while I was in/out of about a dozen treatment facilities, in/out of hundreds of AA and NA rooms, I ultimately made the decision on my own to completely abstain from all mood & mind-altering substances. It wasn’t long after that that I ended up paralyzed and a full-time wheelchair user. The one thing I wished I had read the warning label on “opioid pain medications” had been offered to me as I would now and for the rest of my life experience chronic pain all over again. I knew I had barely escaped with my life when I wasn’t physically disabled, much healthier, and with full access to resources, so I couldn’t imagine putting myself through that again, much less my body. It was the best decision for the 2nd time around that I’ve ever made for many reasons, but one, in particular, is perhaps the most prominent. I’ll explain shortly… Addiction, now commonly referred to as a substance use disorder (SUD) is generally considered a disability since it is an impairment that affects brain and neurological functions, regardless of whether it is past or present. Addiction has been a part of human behavior for thousands of years. Disabilities have also been an ancient part of society as well, yet the critical link between the two is far too often overlooked. SUDs within the disability community are more common than people realize, although they aren’t always immediate or apparent. The Process of Addiction: Addiction to substances usually develops over an extended period of time but can occur rapidly. Although individual experiences will differ and NOT EVERYONE who uses or even abuses substances ends up with a SUD, this was, in fact, the pattern to which my substance use turned into a substance use disorder: Substance use can unexpectedly result in developing a tolerance (the drug or chemical no longer responds to the initial dose/amount) even when taken as prescribed. Tolerance can then result in substance misuse (use of drugs or chemicals in greater amounts than, or for purposes other than, those prescribed by a doctor) in order to achieve the same acquired effects. Substance misuse can then lead to both physical and mental dependence, also referred to as dependency. Dependence is the stage when a person uses so frequently and consistently that it is now difficult for the person to stop using, resulting in addiction. Addiction, a habitual use that continues despite adverse effects. An emotional & mental preoccupation with a substance despite negative consequences. Intervention and/or treatment should be sought.
Addiction & Disabilities have a complex relationship that tends to go hand-in-hand. People with disabilities are more likely to experience SUDs compared to the general population, and they are also less likely to receive treatment for it. Conversely, people with SUDs are more likely to become physically disabled through either accidental incidences or side effects of prolonged use. Mental health can also cause or result from a SUD. The symptoms of both mental health & SUDs can often masquerade each other, causing a misdiagnosis and resulting in a lack of proper treatment, if any. People with physical disabilities are up to 4 times more likely to struggle due to: *chronic pain *isolation *situational discomforts *lack of support *co-occurring mental health disorders *unhealed trauma, and more. Abusing substances provides a temporary sense of escape & false comfort as they face a heightened set of challenges, such as *failure to meet requirements for positions/professions *the inability to engage in recreational activities as they would like *being treated as outcasts by social perspectives *being denied certain benefits and/or opportunities *inaccessibility to appropriate prevention and treatment services. Stats: 50% of individuals with spinal cord injuries and 50% with traumatic brain injuries struggle with SUDs. 50% of individuals with arthritis and 50% with visual impairments are classified as heavy drinkers. Some studies suggest that as much as four out of ten people with disabilities struggle with substance abuse. It's also common for individuals who acquire a disability later in life to experience trauma and depression and self-medicate with drugs or alcohol as a result. There are close to 5 million disabled Americans currently suffering from SUDs — some are doing so in complete silence; others are watching in complete silence. Enablement by family members, caretakers, physicians, and/or the community is also a contributing factor to abstinence. People can sometimes ignore the warning signs, feeling sorry for them and not “blaming them” for self-medicating. Disregarding a person's dependence can create further denial on both sides. The Stigma that's associated with addiction can make it difficult to reach out for help. People become apprehensive that it'll reflect poorly on their medical records when speaking with health care professionals or concerned that they'll be restricted from other important medications. Another worry is that it may alter perceptions and relationships with family, work, school, church, or community services. Admitting that support and possible intervention are needed can be considered a weakness for not being able to "manage it on our own" when, in fact, it takes an incredible amount of courage and strength to not only admit having an SUD but also commit to treatment. Inaccessibility: When the decision to seek treatment is finally concluded, having that door slammed shut cannot only create a sense of regret but could potentially send a person spiraling deeper into their addiction. It is no secret that for those with physical, invisible, and/or mental health disabilities, the barriers can be more frequent— having a greater impact on their lives. Unfortunately, treatment facilities for substance use are also out of reach to the disability community. One of the hardest yet bravest things a person can do is admit when they need help, but it’s especially hard for those wrestling with the thought of entering a program. The truth is that fully accessible treatment facilities are scarce. Some, though not many, may have ramps, but upon entry, accessibility ceases. Their hallways aren’t wide enough for wheelchair users, and uneven flooring or carpeting also makes it difficult to navigate. Oftentimes, they do not have working elevators or use wheelchair lifts as storage spaces. Patient rooms, bathrooms, showers, etc., are inaccessible as well. Therapy, day room, or meeting area doors/doorways aren’t accessible. They do not provide assistive technologies for the deaf or hard of hearing nor the blind or visually impaired, ASL (American Sign Language) interpretation, nor materials in braille. How, then, is sobriety to be achieved? In order to receive life-changing preventative tools, adequate professional support, and effective coping techniques, accessibility to inpatient and outpatient treatment centers is vital. This is perhaps one of the most crucial starting points for those who have an unmanageable reliance on substances. It is also significant for those who may be on the verge of a relapse (having the urge to use) yet would rather seek support. People from all walks of life can struggle with addiction; they can equally recover from it. Everyone deserves a second chance at life to pursue their passions and achieve their greatest potential. For those with SUDs who also have a disability, it takes acknowledgment, acceptance, and accessibility! Had I chosen not to remain abstinent, I don't know that I would have had access to recovery. I may not have ever written this.
continued p.40
ADDICTION & DISABILITIES: The Very Different Struggle By Noemi Gonzalez
Growing up around a mostly absent, alcoholic father, I experienced many hardships; as an adult, it didn’t much differ. I myself had a short-term battle with alcoholism and experimented with marijuana before deciding to “get my act together” and pursue a career in the military at age 19. Unfortunately, due to the extent of my injuries, I was eventually discharged and needed pain medications on a regular basis. I took them as prescribed, but after some time, the pain relief didn’t last as long, so I saw no harm in increasing my intake every so often in order to cushion my pain. But that didn’t exactly last long. I knew something wasn’t quite right because my body (through no fault of its own) kept growing accustomed to the increased doses. It created a tolerance that led to misuse. The misuse created a dependence that led to abuse. Yet, I was in complete denial of the explanations suggested. See, there was no way I was “addicted.” I wasn’t using illicit street drugs, simply something prescribed! Upset and confused, I thought, “I’m not homeless, jobless, careless, or otherwise the textbook definition of an addict” until I was. My life took an unexpected, unimaginable, and unmanageable dive. Although it took many years to lose everything, the warning signs were there. But, to a person who is not quite ready to see, hear, or understand what addiction is, denial is how they process it. For years, I struggled with alcoholism and legal and illegal substances, battled with depression, PTSD, anxiety (to name a few), and a substance use disorder I hadn’t yet fully accepted.
Please note that abuse is NOT the same as addiction; some individuals abuse drugs and stop without developing an addiction (ex., consuming a large quantity 1 or 2 times a year during a special occasion, vacation, sports, etc.).
April is National Autism Acceptance Month and April 2, 2024 is the sixteenth annual World Autism Day. Autism Acceptance Month is an event that promotes the inclusion and acceptance of people diagnosed with Autism Spectrum Disorder (ASD). Every year, this month-long celebration aims to break the stigma of people living with autism. During the month, workshops and events educate professionals on how best to support people on the autistic spectrum, from school support to health care and housing. Sponsored by the Autism Society of America, Autism Acceptance Month seeks to shift the narrative from “awareness to acceptance,” to help autistic people feel supported throughout their lives. World Autism Awareness Day is observed on April 2. “World Autism Awareness Day (WAAD)” is observed globally on April 2 every year. Sponsored by the UN Department of Global Communications and the Department of Economic and Social Affairs, (along with other organizations), the campaign aims to put a spotlight on the hurdles that people living with autism, especially children with autism, face every day. The campaign also hopes to spread worldwide knowledge about autism and deliver information on how important an early diagnosis is.
National Donate Life Month – April National Donate Life Month (NDLM) features an entire month of activities to help encourage Americans to register as organ, eye and tissue donors and to honor those that have saved lives through the gift of donation. Important Organ Donation Awareness Days Donate Life Living Donor Day April 3, 2024 Blue & Green Spirit Week starts April 6, 2024 National Donate Life Month Blue & Green Day Friday, April 12, 2024 National Pediatric Transplant Week April 21-27, 2024 National Minority Health Month - April 2024 The theme for this year’s National Minority Health Month is Give Your Community a Boost! The theme focuses on the continued importance of COVID-19 vaccination, including boosters, as one of the strongest tools we can use to protect communities from COVID-19, which has disproportionately affected communities of color. CDC data show that some racial and ethnic minority groups — particularly Black or African American, Hispanic or Latino, and American Indian or Alaska Native people are at increased risk of getting sick, having more severe illness, and dying from COVID-19. Give Your Community a Boost! also supports the many other efforts happening in communities across the country to advance health equity.
Alcohol Awareness Month - Alcohol Awareness Month is a public health program organized by the National Council on Alcoholism and Drug Dependence as a way of increasing outreach and education regarding the dangers of alcoholism and issues related to alcohol. Irritable Bowel Syndrome (IBS) Awareness Month National Autism Acceptance Month National Child Abuse Prevention Month National Donate Life Month National Facial Protection Month National Minority Health Month National Sarcoidosis Awareness Month - Sarcoidosis (pronounced SAR-COY-DOE-SIS) is an inflammatory disease characterized by the formation of granulomas tiny clumps of inflammatory cells in one or more organs of the body. Occupational Therapy Month Oral Cancer Awareness Month Sexual Assault Awareness and Prevention Month - Every 68 seconds, an American is sexually assaulted. And every 9 minutes, that victim is a child. Sexual Assault Awareness Month STD Awareness Month National Minority Cancer Awareness Month National Public Health Week (April 1–7) Rape, Abuse and Incest National Network Day (April 5) World Health Day (April 7) The theme for World Health Day 2024 is 'My health, my right’. National Youth HIV/AIDS Awareness Day (April 10) Every Kid Healthy Week (April 22–26) World Meningitis Day (April 24) World Immunization Week (April 24–30) National Infant Immunization Week (April 26–May 3)
APRIL
awareness Calendar
American Stroke Awareness Month Arthritis Awareness Month Better Hearing and Speech Month 2023 Each May, Better Hearing & Speech Month (BHSM) provides an opportunity to raise awareness about communication disorders and the role of ASHA members in providing life-altering treatment. Clean Air Month Cystic Fibrosis Awareness Month - Cystic fibrosis is a progressive, genetic disease that causes persistent lung infections and limits the ability to breathe over time. Food Allergy Action Month Healthy Vision Month - May is Healthy Vision Month: You can have a comprehensive dilated eye exam to check for common eye problems. If you haven’t had an exam in a while, schedule one now. Hepatitis Awareness Month Lupus Awareness Month Melanoma/Skin Cancer Detection and Prevention Month National Asthma and Allergy Awareness Month National Celiac Disease Awareness Month National High Blood Pressure Education Month National Osteoporosis Awareness and Prevention Month National Physical Fitness and Sports Month National Hurricane Preparedness Week (May 5-11) National Neuropathy Awareness Week (May 4–10) World Hand Hygiene Day (May 5) - Wash your hands! National Prevention Week - (May 12-18) NPW is a national public education platform showcasing the work of communities and organizations across the country dedicated to raising awareness about the importance of substance use prevention and positive mental health. Cornelia de Lange Syndrome Awareness Day (May 9) National Women’s Health Week (May 12-18) National Stuttering Awareness Week (May 8–13) Food Allergy Awareness Week (May 12–18) National Alcohol and Other Drug-Related Birth Defects Awareness Week (May 13–19) HIV Vaccine Awareness Day (May 18) National Asian and Pacific Islander HIV/AIDS Awareness Day (May 19) World Autoimmune Arthritis Day (May 20)
National Hurricane Preparedness Week is May 5-11, 2024. Be ready for hurricane season. Take action TODAY to be better prepared for when the worst happens. Understand your risk from hurricanes, and begin pre-season preparations now. Make sure you understand how to interpret forecasts and alerts, and know what to do before, during, and after a storm. If you live in hurricane-prone areas, you are encouraged to prepare before hurricane season begins on June 1.
May is Mental Health Month! The world is constantly changing – for better or for worse – and it can be overwhelming to deal with everything going on around you. While society is getting more comfortable discussing mental health, it can still be hard to know “Where to Start” when it comes to taking care of your own well-being. This May, Mental Health America will help you: LEARN how modern life affects mental health with new resources to navigate our changing world. ACT by building your coping toolbox so you can manage stress, difficult emotions, and challenging situations. ADVOCATE to improve mental health for yourself, your friends and family, and your community. For anyone struggling with the pressure of today's world, feeling alone, or wondering if they can feel better, this is Where to Start.
May is Cystic fibrosis awareness month. Cystic fibrosis is a genetic disorder that affects the lungs, pancreas, and other organs. Every May, the cystic fibrosis community comes together for CF Awareness Month. Close to 40,000 people in the U.S. have cystic fibrosis. The majority of people with CF are diagnosed by age 2 thanks to newborn screening tests. If you have CF or are considering testing for it, knowing about the role of genetics in CF can help you make decisions about your healthcare.
MAY
JUNE
June is Post Traumatic Stress Awareness Month - Post-traumatic stress disorder (PTSD) is a disorder that develops in some people who have experienced a shocking, scary, or dangerous event. According to the National Center for PTSD about six percent of the population will have PTSD at some point in their lives and about 12 million adults in the United States have PTSD during a given year. Additionally, the number of Veterans with PTSD varies by service era. Approximately 11-20 out of every 100 Veterans who served in Operation Iraqi Freedom or Operation Enduring Freedom have PTSD and in any given year, about 12 out of every 100 Gulf War veterans have had PTSD. It is estimated that about 30 out of every 100 Vietnam Veterans have had PTSD in their lifetime.
Alzheimer’s and Brain Awareness Month - observed in June as an opportunity to spread the word about and discuss Alzheimer’s disease and other dementias. Throughout the month, the Alzheimer’s Association encourages people around the globe to support the movement by wearing purple and training their brains to fight the disease. National Aphasia Awareness Month - Aphasia is an acquired communication disorder that impairs a person's ability to process language, but does not affect intelligence. Aphasia impairs the ability to speak and understand others. Cataract Awareness Month - Did you know that cataracts are the leading cause of blindness worldwide? Did you know that cataracts can be treated with cataract surgery, one of the most common elective procedures in the U.S.? Did you know cataract surgery and its ability to restore vision has been associated with significant improvements in quality of life? Hernia Awareness Month Men’s Health Month Myasthenia Gravis Awareness Month - Myasthenia gravis (pronounced My-as-theen-ee-a grav-us) comes from the Greek and Latin words meaning "grave muscular weakness." The most common form of MG is a chronic autoimmune neuromuscular disorder that is characterized by fluctuating weakness of the voluntary muscle groups. National Congenital Cytomegalovirus Awareness Month - CMV is the most common infectious cause of birth defects in the United States. About 1 out of 5 babies with congenital CMV infection will have birth defects or other long-term health problems, such as hearing loss. National Safety Month - Join the National Safety Council in June for National Safety Month—the annual observance to help keep each other safe from the workplace to anyplace. For more than 25 years, NSM has provided weekly resources to highlight leading causes of preventable injury and death so people can live their fullest lives. National Scleroderma Awareness Month Scoliosis Awareness Month - Scoliosis is a sideways curvature of the spine that most often is diagnosed in adolescents. While scoliosis can occur in people with conditions such as cerebral palsy and muscular dystrophy, the cause of most childhood scoliosis is unknown. National Cancer Survivors Day - (June 4) Men’s Health Week - (June 10–16) Family Health and Fitness Day - (June 8) World Sickle Cell Day - (June 19) PTSD Awareness Day - (June 27) Deaf-Blind Awareness Week - (June 25th to July 1, 2023 This week is marked annually during the last week of June in honor of leading humanitarian Helen Keller’s birthday on June 27. Being deaf and blind herself, Keller’s work made a big difference in the lives of deafblind people. The term deaf-blindness refers to a combination of visual and auditory impairments and is much more common than many people realize. Over 15 million people worldwide are estimated to be living with severe deafblindness. So, besides commemorating Kellen’s accomplishments, this week is a chance for us to raise awareness of the condition and make the world a more deafblind-friendly place.
Accommodations & Modifications p.20
My name is Noemi Gonzalez and I am a mother of 4 and I am presently working towards a degree in addictions psychology with a minor in political sciences. I am partnered with several organizations, and I am an activist supporting the rights of individuals with disabilities. Additionally, I am a consultant for those within the disability community that are in or interested in recovery from substance use. In October of 2019 I ended up paralyzed due to an incomplete spinal cord injury (c4-7) quadriplegic and I am also in long-term recovery. However, I certainly had to make significant strides in my world to be where I am today.
Now is the time for high school seniors and returning college students to submit their 2024-25 Free Application for Federal Student Aid (FAFSA®) form, an application that students and families need to complete to apply for federal student aid, such as federal grants, work-study funds, and loans. The revamped FAFSA form – also known as “Better FAFSA” – takes many students less than 20 minutes to complete and can unlock up to $7,395 in federal aid that does not need to be repaid to help cover the cost of college. Federal Student Aid Better FAFSA forms website. Have questions along the way? These resources can help: Video: What is FAFSA? FAFSA Checklist & Timeline for Students & Families Pro Tips for the 2024-2025 FAFSA Form FAFSA "How To" Videos FAFSA Bootcamp Webinar Recording For more information about the FAFSA process, check out StudentAid.gov Users can click “Español” at the top right side of the page, or choose Spanish as their preferred language if they have a StudentAid.gov account. You can also find additional resources on the U.S. Department of Education’s website.
SUDs continued p.31
Do You Know A Student Who Dreams Of Pursuing Higher Education?
Raise the Bar: Resources for Parents and Families
Parent partnership with schools is key to supporting students’ academic success and overall wellbeing. The questions below can help guide your back-to-school conversations with teachers and other school staff, support building your partnerships, and help lay the foundation for your child’s success. These questions focus on building strong relationships with your school, sustaining two-way communication, and structuring support for your child between home and school. Sample Questions for Parents and Families to Help Build Strong Partnerships with Schools Partnering for our child’s success is important to us. Parent Questions for Educators: How will we build our relationship to partner well? What’s the best way to share our family’s culture and our hopes and dreams for our child? What’s your approach to getting to know our child—their interests, strengths, and needs? What’s the best way for us to learn more about you? Ongoing communication between home and school will sustain our partnership. Parent Questions for Educators: How will we build and maintain open communication throughout the school year? How will you share information with us? If we need language support, how can we ask for translation and interpretation services, or other ways to receive information? What’s the best way to reach you if we have questions or concerns? And when? What ongoing opportunities will we have to engage with you and other school staff? Academic success can be impacted by the opportunity for families to support learning. Parent Questions for Educators: How will we partner so that we can support what our child is learning at school? How can our family find out what our child will learn this school year? How will we receive information about our child’s academic progress in school? How will we work together to set academic goals for our child? What are your recommendations for how we can support our child’s learning at home? We know that most students’ learning was impacted by the pandemic. How are you working to understand and support where our child may need extra help? (For example, through tutoring, small group instruction, or other supports?) Are there resources outside of the regular school day to support our child’s learning? (For example, afterschool programs, summer learning opportunities, or mentoring programs?) Working together, educators and families also can support students’ success beyond academics. Parent Questions for Educators: What resources are available to help our child’s overall well-being? How can our family connect to resources to support our child’s overall well-being, including their mental health? How will we know if our child misses too much school? What supports are available if our child falls behind on classroom time because of school absences? How can we work together to help our child catch up? How is the school ensuring a safe and supportive learning environment? And who should we talk to if we have school climate or safety concerns? Parents and families often want to support schools, but we need more information. Parent Questions for Educators: How can parents be helpful in building our classroom and our school communities? What are some of the ways that parents and families can support our child’s classroom? How will we learn about ongoing volunteer or collaboration opportunities with our child’s school? How might parents make suggestions for keeping our child’s school connected to community events and partnership opportunities? How can parents be involved in supporting school climate and safety efforts? Department of Education Resources for Parents and Families Family Engagement Learning Series webinars Statewide Family Engagement Centers Letter to State Directors of Special Education on Ensuring a High-Quality Education for Highly Mobile Children Secretary Cardona's letter regarding military-connected students and families A Parent's Guide to ESSA A summary of ESSA Flexibilities Protection of Pupil Rights Amendment Guidance A Parent's Guide to FERPA: A Parent's Guide to FERPA | Protecting Student Privacy (ed.gov) Fact Sheet on Information for Limited English Proficient Parents and for Schools and School Districts that Communicate with Them (also available in other languages). Parent and Educator Resource Guide to Section 504 in Public Elementary and Secondary Schools Ejemplos de preguntas que los padres y las familias pueden hacer para colaborar con los maestros y la escuela de sus hijos Office of Special Education Programs Memorandum 13-08, Questions and Answers on IDEA Part B Dispute Resolution Procedures Parent Training and Information Centers and Community Parent Resource Centers are Department-funded centers that provide resources for parents of children with disabilities Early Learning Resources
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