Dispute Resolution Process is Broken P.10
What's Going ON?
COVER STORY
ISSUE 40
LOUISIANA SPECIAL EDUCATION
Exceptional
Free Webinars and Training P.14
MAGAZINE
OCT | NOV | DEC 2023
Happy Fall, Y'all! P.04
TIMES
From the director, Mary Jacob
MOTHERS ON A MISSION: tENACIOUS/oBSTINATE/uNRELENTING P.22
26 Person-Centered Planning - How it Can Improve the Transition Process
05 Unlocking Futures
15 Louisiana Department of Education Awarded $55 Million to Increase School Choice Options for Families
4th Quarter OCT | NOV | DEC 2023
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 Saltwater Intrusion | FAQ
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34 Awareness - October 36 October is National Bullying Prevention Month | Bullying Resources | Warning Signs for Bullying 38 October is National Disability Employment Awareness Month 39 Employment Resource Hub | Employment Protections Under the Rehab Act of 1973 40 Awareness - November 42 Awareness - December
13 Youth Virtual Hangout | Independent Futures that Work
12 Want to participate in Project Soar?
46 Haps and Holidays at FHF of GNO
CONTENTS
MISSION The Mission of Families Helping Families of Greater New Orleans is to educate and connect children and adults with disabilities, and their families to resources, services, and supports to attend school, work, and thrive in their communities.
OUR TEAM executive director MARY JACOB mjacob@fhfofgno.org - Ext. 207 director of training SHARON BLACKMON sblackmon@fhfofgno.org - Ext. 204 director of public relations BEBE BODE bbode@fhfofgno.org - Ext. 226 information & training specialist NICOLE DESROCHE ndesroche@fhfofgno.org - Ext.218 administrative assistant LIZ DUMAS ldumas@fhfofgno.org - Ext. 202 director of peer-to-peer support LAURA S. NATA lsnata@fhfofgno.org - Ext. 209 community resource specialist STEVEN NGUYEN snguyen@fhfofgno.org - Ext. 212 community outreach specialist KRISTINE DAUZAT kdauzat@fhfofgno.org - Ext. 208 director of administrative services DENISE SWEATMAN dsweatman@fhfofgno.org - Ext. 203 special project consultant JESSICA RODRIGUE jrodrigue@fhfofgno.org
10 Louisiana’s Special Education Dispute Resolution Process is Broken
25 Inclusive Education for Special Needs Students
32 Celebrating the 50th Anniversary of the Rehabilitation Act.
16 Louisiana DeafBlind Project for Children and Youth
08 Justice Department Celebrates 50th Anniversary of the Rehabilitation Act
Exceptional Times
22 COVER STORY: Kathleen Cannino & Jodi Rollins Mothers on a Mission
18 Helping Students Cope With Returning to School After Winter Break
48 Louisiana School Finder | Recorded Training
04 Happy Fall, Y'all!
20 Using Smartphone Apps to Promote Independent Living Skills
30 Do you know about "My Place Louisiana" for individuals with developmental disabilities?
700 Hickory Avenue Harahan, LA 70123 504.888.9111 | 800.766.7736 info@fhfofgno.org | fhfofgno.org
Imagine you’re a student with a disability that impacts how you interact with others and process situations. In an instant, that disability may be criminalized, and you could find yourself thrust into a juvenile justice system that offers little support and few education resources. This scenario is all too common. Thousands of young people are punished every day for what is often typical adolescent behavior, or behaviors related to their disability. As the public continues to raise attention to issues of school climate and youth mental health, it’s important to acknowledge another social system that runs parallel to education, with significant, widespread impacts on the outcomes of those young people involved: the juvenile justice system. Spending even a short time in the juvenile justice system as a young person can have effects that last into adulthood. Yet conversations about youth well-being rarely include this typically overlooked and underserved group. Students with disabilities in particular are more likely than their nondisabled peers to find themselves engaged in the juvenile justice system, with learning disabilities as one of the most common disability types. Read the NCLD report, Unlocking Futures - Youth with Learning Disabilities and the Juvenile Justice System. Source: National Center for Learning Disabilities (NCLD)
ET
If you haven't noticed, fall is everywhere – but in the air.
by Mary Jacob
Pumpkins are in the stores, Halloween and fall decors are in homes, and those who choose to partake in the pumpkin spice craze are in their glory. I, for one, decided not to participate in all that nonsense. At the first nip of cool air, I declare it gumbo season – not pumpkin spice anything season. While other places celebrate fall with changing leaf colors, we celebrate with football and festivals. I admit, I'm somewhat envious of those who live in four-season cities. To see leaves change colors, I have to take a vacation to a place where this happens. Fall leaves, for me, means my pecan tree is full of leaves and pecans for about ten days at the most. They don't change colors – they just fall to the ground. I then live with a bare tree until the final cold snap is over, usually sometime in late March or early April. The pecan trees seem to have their pulse on Mother Nature better than most meteorologists. Fall is also when the kiddos come home with their first report cards. While everyone wants to see a bunch of A's, remember that the grade is not always an indicator of academic progress. This is especially true for students in self-contained classrooms. At one time, we assumed that if a child brought home an A in reading, it indicated the child was at least reading on grade level, if not above. While this may have been true at some point, it is no longer a safe assumption. If your child is in 5th grade and reading on a 2nd-grade level but received a B on their report card, what exactly does that mean? How was that grade derived? The traditional number or letter grade can be very misleading. I believe the conventional report card is ineffective in measuring student progress. In a national survey of parents of Kindergarten to 8th grade (Hubbard 2019), 90 percent of parents believe their child is performing at grade-level expectations. According to the US National Assessment of Educational Progress, the figure is closer to 37 percent. The Hubbard survey found that almost all parents base their belief on school report cards, which they overwhelmingly accept as accurate indicators of their children's performance. Report cards are a primary source of information for parents, and, in isolation, they are telling parents that everything is essentially fine, which does not represent an accurate picture, nor may it let parents know their child is struggling. When the report card comes home, dig a little deeper to ensure your child is being taught and making adequate yearly progress. Happy Fall, Y'all!
Happy Fall, Y’all!
Unlocking Futures
Saltwater Intrusion | FAQ
Due to low water levels in the lower Mississippi River, saltwater from the Gulf of Mexico is currently intruding upstream. This phenomenon is known as saltwater intrusion.
Saltwater intrusion can affect local water supplies because many public drinking water systems in south Louisiana rely on fresh water from the Mississippi River. Plaquemines Parish has been impacted by saltwater intrusion since June 2023. Additional parishes that may be affected include Orleans, St. Bernard and Jefferson. The Louisiana Department of Health (LDH), along with regional, state and federal partners, is actively monitoring this situation and conducting water quality testing and analysis to provide regular updates to the general public and healthcare providers about impacts to water systems and necessary precautions. The Governor’s Office of Homeland Security and Emergency Preparedness (GOHSEP) has established the website Emergency.la.gov where accurate information about the saltwater intrusion can be found. Please monitor information provided by local, state and federal authorities, including LDH, GOHSEP and the Army Corps of Engineers.
WHAT TO KNOW ABOUT YOUR WATER
How can I test my water if it tastes or looks different? Water systems are conducting increased water monitoring and will issue drinking water advisories about their system’s water quality. How do I know whether my drinking water contains salt? Local and state authorities will notify residents when their water is affected. What can I do to reduce or eliminate salt from my drinking water? Sodium cannot be easily removed from drinking water and cannot be removed through boiling or conventional filtration like Brita filters or other common household store-bought water filters. Once your water system is affected, it is recommended to use bottled water or some other freshwater source. How do I determine what water system supplies water to my home? Please check your water bill to identify your water system and its contact information.
HEALTH & SAFETY
Why is saltwater intrusion a health risk? Saltwater can make drinking water unsafe, especially for vulnerable people including but not limited to people with kidney disease or high blood pressure, people on a low-sodium diet, dialysis patients, infants and pregnant women. The health effects of drinking saltwater have been found to be associated with cardiovascular diseases, diarrhea and abdominal pain. Contact your primary care provider regarding your specific health risks. What steps should I take to protect my infant or young children? For infants, use bottled spring/purified water to prepare formula if breastfeeding is not an option. Ready-to-feed formula (“RTF”) or pre-made formula is also an option. When using formula, be sure to follow your child’s primary healthcare provider and manufacturer’s instructions for preparing and storing formula. Can my pet drink salt water? No. Salt water is not appropriate for pets to drink. Please ensure you are only providing bottled water or some other fresh water source for pets.
PLUMBING + APPLIANCE IMPACT
Can the saltwater damage my pipes? If so, what should I do to prevent this? Over time, high levels of saltwater can cause damage to plumbing, appliances, cooling systems that use water, and water heaters. The best source of information for specific equipment under these conditions is the manufacturer, vendor and/or service provider. Can my business or property use an emergency well? If so, what do I need to know? Yes. See this website for more information about private wells: https://ldh.la.gov/subhome/56 What effect will the salinity have on the infrastructure and chilled water cooling systems for commercial and industrial facilities? The best source of information is the manufacturer, vendor and/or service provider. Source: Louisiana Department of Health
For updated details, go to https://gohsep.la.gov/emergency/Saltwater Additional Resources Louisiana Guide to Supports & Services for People with Disabilities, Elders and Their Families Affected by Disasters Drinking Water Advisories - Here you will find information on current water systems under a Maganese Health advisory and Sodium Health and Chloride Advisory. Safe Drinking Water Program - The Safe Drinking Water Program's objective is to prevent illness and death that can occur from waterborne disease outbreaks or chemical exposure associated with contaminated drinking water.
Justice Department Celebrates 50th Anniversary of the Rehabilitation Act
September 26 marks the 50th anniversary of the Rehabilitation Act of 1973, a groundbreaking civil rights law that requires equal opportunity for people with disabilities. It prohibits disability discrimination in programs conducted by federal agencies, programs receiving federal financial assistance, federal employment and federal contractors’ employment practices. It also requires accessibility of information and communication technology across federal agencies. Section 504 of the Rehabilitation Act (Section 504), which applies to federal agencies as well as programs receiving federal financial assistance, served as a foundation for the Americans with Disabilities Act (ADA) and the disability rights work conducted by the Justice Department’s Civil Rights Division. The department serves as the lead agency coordinating Section 504 regulatory and enforcement work across the federal government. As we celebrate the 50th anniversary of the Rehabilitation Act, we showcase some recent examples of the department’s enforcement of Section 504 and highlight the department’s role in coordination. Making Public Sidewalks and Pedestrian Signals Accessible Last fall, the department intervened in a lawsuit alleging that San Juan, Puerto Rico, violates Section 504 and the ADA because city sidewalks and curb ramps failed to provide people with mobility disabilities equal access to its public sidewalk system. The department’s allegations are based in part on findings by the Department of Transportation Federal Highway Administration’s Office of Civil Rights. In August, the Court entered the parties’ interim proposed order requiring San Juan to conduct a comprehensive accessibility assessment of its public sidewalks and to begin fixing accessibility barriers. In 2021, the department intervened in a lawsuit alleging that the City of Chicago’s lack of accessible pedestrian signals (APS) at over 99% of its street intersections with pedestrian signals violates Section 504 and the ADA. APS provide safe-crossing information in a non-visual manner to allow people who are blind, deaf-blind or have low vision to cross the street. In March, the Court ruled for the United States and private plaintiffs and will soon consider a request to provide meaningful access to APS. Protecting the Rights of People with Disabilities Interacting with Law Enforcement In May, the department filed a statement of interest in a lawsuit brought against a Louisiana sheriff and several deputies after a 16 year-old child with autism died while law enforcement officers responded to the child’s disability-related acute sensory episode. The complaint alleges that the officers kept the child pinned face down on the ground, handcuffed and shackled, ultimately resulting in the child’s death. The department’s brief clarifies how Section 504 and the ADA apply to law enforcement encounters with people experiencing disability-related crises, including how law enforcement agencies must provide people with disabilities both an equal opportunity to benefit from the agencies’ services when officers respond to emergency calls, and reasonable modifications to agency procedures to ensure a safe and effective response. In 2021 and 2022, the department filed statements of interest in a case alleging that school resource officers (SROs) violated Section 504 and Title II while arresting a student and during post-arrest proceedings by aggressively handcuffing the child who was sitting quietly and calmly with a school psychologist and then leaving him in a patrol car for hours while he banged his head repeatedly against the car’s plexiglass and cried. The 2021 statement of interest explains how Section 504 and the ADA apply when law enforcement agencies arrest people with disabilities, including when SROs arrest children with disabilities and describes reasonable modifications. The 2022 statement of interest clarifies that a school district cannot divest itself of responsibility to comply with Section 504 or the ADA by contracting with SROs, private security guards or any other contractors. Ensuring Online Accessibility at Postsecondary Institutions In May, the department issued a Dear Colleague Letter jointly with the Department of Education that reminds postsecondary institutions of their responsibility under Section 504 and ADA to ensure that their online services, programs and activities are accessible. The letter adds to the department’s longstanding work establishing how Section 504 and the ADA require online accessibility, including statements of interest filed jointly with the Department of Education in cases against Harvard University and the Massachusetts Institute of Technology (MIT). The Justice Department’s Coordination of Section 504’s Consistent and Effective Implementation Executive Order 12250 (EO 12250), issued in 1980, requires the department to ensure the consistent and effective implementation of Section 504 across federal agencies. The department regularly coordinates with over 35 federal agencies on Section 504 matters by: Reviewing regulations and policy guidance addressing the implementation of Section 504 and working with agencies to ensure that the federal government speaks in one, consistent voice. Over the last year, the department reviewed more than a dozen Section 504 regulations and guidance documents from other federal agencies. Expanding assistance to agencies through legal counsel on Section 504 enforcement matters, information sharing, training, targeted partnerships, technical assistance on data collection, interpretations of Section 50 and the development of written guidance. The department also regularly refers complaints of disability discrimination to the appropriate federal agencies. In the last year, the department referred over 4,500 complaints to other federal agencies. Leading the Section 504 interagency working group where federal agencies share new developments and current enforcement practices for Section 504 and other nondiscrimination requirements. On the Rehabilitation Act’s 50th anniversary, the Justice Department celebrates this historic law and the vast and impactful work, past and future, to end disability discrimination and make society more accessible and equitable for all. To learn more about Section 504 or the ADA, call the toll-free ADA Information Line at 1-800-514-0301 or 1-800-514-0383 (TDD), or access the department’s ADA website at http://ada.gov.
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Louisiana’s Special Education Dispute Resolution Process is Broken
by Mary Jacob In the past month, The Council of Parent Attorneys and Advocates (COPAA) and Louisiana Legislative Auditors issued reports on our Special Education Dispute Resolution Process issues. The Federal Individuals with Disabilities Education Act (IDEA) requires all states to provide oversight of all school districts to ensure they meet the IDEA requirements. Part of the law requires states to have a dispute resolution process where parents can file complaints of IDEA-related violations they suspect. The law does allow states some flexibility on how they do this, and to be fair to Louisiana, we do have some options not required by law – Informal complaints and IEP facilitation. Unfortunately, LDOE's dispute resolution process for IDEA-mandated procedures has been anything but fair to parents. The IDEA requires all states to offer a process for mediation, formal complaints, and due process hearings. These processes can intimidate parents; therefore, many parents choose not to use them. Everyone agrees that Due Process requires an attorney. Parents don't have the financial ability to hire an attorney, and Louisiana has minimal free or low-cost options for legal help. The COPAA report states that parents and advocates expressed widespread skepticism about the written complaint process and a host of obstacles, including fear of retaliation by schools. The Key findings were: States are diminishing the intended power of the state complaint. The process lacks meaningful oversight and accountability. Outcomes are inequitable by geography, race, and income. Parents' experiences have undermined their confidence in the system and limited their use of this tool. COPAA also conducted its comparative analysis on written state complaint activity rates and outcomes in four key areas. These are complaints dismissed or withdrawn, complaints with findings of non-compliance, investigative reports with findings vs. no findings, and timeliness. Louisiana was the only state to appear in the bottom of states among all four categories. To read more about the COPAA report, CLICK HERE. The Louisiana Legislative Auditors' report focused primarily on informal and formal complaints. Louisiana Department of Education reports they received 61 formal complaints with 92 allegations. More than half of the alleged complaints fell under two broad categories: 1) IEP not followed, services denied, untimely IEP or other IEP issues, and 2) Lack of communication and failure to provide prior written notice. The findings from this audit are: LDOE investigated and rendered decisions on 61 formal complaints. However, it did not address all the allegations received through the dispute resolution email. LDOE could increase trust in its complaint process by making it more accessible, user-friendly, and transparent. This includes receiving complaints by phone, ensuring parents are routed to appropriate resources, providing dispute resolution forms in languages other than English, and contacting the complainant during the formal complaint investigation. LDOE should increase its outreach to parents and help them navigate and answer questions about the dispute resolution process. Of the 61 complaints, 21 were withdrawn by the complainant, LDOE dismissed 17 due to a lack of information or unsigned, 16 were investigated and found no findings, and 7 were investigated and had findings. The auditor noted that an additional 42 emails were identified but only responded to 9 of the emails. The auditors made the following recommendations: LDOE should create a process to ensure that it responds to all emails with allegations that are submitted through its dispute resolution email. LDOE should comprehensively track information on all dispute resolution options, including the date received, name of complainant, school involved, allegation type, and outcome. LDOE should also share this information with its monitoring and program staff. LDOE should develop a process to start the formal complaint process over the phone, as state regulation allows. LDOE should ensure its call center contractor is providing appropriate help for parents who call with special education complaints. LDOE should post dispute resolution instructions and forms in other languages besides English on its dispute resolution webpage. LDOE should contact the complainant when it receives a complaint and should not dismiss the complaint for lack of information before this contact occurs. While not required by federal law, LDOE should consider posting formal compliant results on its website. LDOE should consider ways to increase its outreach to parents, including posting FHF contact information on its dispute resolution webpage and developing or linking to more user-friendly parent outreach resources. LDOE should post a listing of all informal complaint representatives for each school system on its website. Meredith Jordan, Executive Director of Diverse Learners for the LDOE submitted a response, which is included in the audit, stating LDOE concurs with all of the Louisiana Legislative Auditors' recommendations and has already begun working to implement the improvements. Now, it's time to wait and see what really happens. In my almost 30 years of experience, one thing rarely changes - expectations. Every time I have high expectations for change, I'm disappointed with minimal to no change. Read the auditor's report in its entirety HERE.
The primary purpose of the Independent Futures That Work project is to build the competence and confidence of young adults with disabilities to access independent living and employment services so they can more successfully transition from the youth entitlement system to the adult eligibility system. Our Resource Center will also help family members and professionals improve their capacity to support these young adults with disabilities on their journey. To learn more and find resources visit HERE.
What is Project SOAR? Project SOAR (Screen Often and Accurately Refer) is a grant-funded project managed by the Louisiana Department of Health. This project will partner with primary caregivers(e.g., parents, guardians, adult siblings, grandparents, aunts, uncles, etc.), healthcare providers (e.g., Pediatricians, family doctors, Obstetricians, nurses, etc.), and community organizations to discuss experiences with child developmental screening, caregiver depression screening, and follow-up during check-up visits. Screening helps doctors track how children grow and develop over time, track changes in caregivers' mental health, identify any problems early on, and connect families to the services they need to thrive. By working with parents, guardians, caregivers, and doctors/nurses, Project SOAR hopes to make sure screening and follow-up are happening in ways that work best for young children and families. What does Project SOAR Involve? Over the next 4 years, the project will do the following: Collect Information from parents, guardians, caregivers, and doctors/nurses to understand developmental screenings, caregiver depression screenings, and follow-up. Co-Create Recommendations and Strategies with parents, guardians, caregivers, and doctors/nurses to address the needs of families in Louisiana. Project SOAR is looking for parents, guardians, and primary caregivers who: Live in Louisiana or have lived in Louisiana in the past 4 years Have at least one child under the age of 4 Have gone to some of all of their child’s pediatric check-ups with a doctor or nurse in Louisiana Project SOAR Participants will: Get paid for their time and input Receive $50 for filling out 1 questionnaire Have the option to connect with Project SOAR long-term Have a question about getting involved with Project SOAR? Email us at FamilyHealth@la.gov or call (504) 568-3511. Fill out the questionnaire.
Want to Participate in Project SOAR? Louisiana Department of Health – Bureau of Family Health
Our calendar is packed with interesting and informative training opportunities this quarter!
Louisiana Department of Education Awarded $55 Million to Increase School Choice Options for Families
Competitive grant allows LDOE to catalyze charter growth in high-need communities
These education-related courses are being highlighted as ones you won't want to miss. LATAN: Louisiana Assistive Technology Access Network. Meghan Pliske, Director of Therapeutic Services & Community Outreach with LATAN, will share about assistive technology services that are available throughout Louisiana. When Parents and School Disagree. This training session will delve into Louisiana’s Special Education dispute resolution options and what to do when you disagree with the school regarding your child’s special education services. Parent Rights in Special Education. In this webinar we discuss the rights that parents have when it comes to their child’s special education and related services. Navigating Dyslexia in Our Schools: A Defining Moment. This session will address equity, access, and inclusion for students with dyslexia. Participants will get a chance to discover foundational reading skills and build awareness of dyslexia identification and intervention. We will explore the dyslexia laws, policies, and guidance necessary to journey through the school support processes. OCDD Waiver Services: Tools You Need in Planning Supports. In Part 2 of our OCDD Waiver Services series presented by the Office for Citizens with Developmental Disabilities, we will hear about the different tools available that you can use to decide what supports and services available through the various waivers will best aid your family and your loved one. Don't miss out on our NEW Coffee Break 15 minute mini-trainings where we discuss important topics based on the popularity of what families want. In October join Steven Nguyen for Navigating Your Own Healthcare Into Adulthood where he will discuss the medical transition to adulthood and how to speak up for yourself with medical providers. In addition to the highlighted trainings listed above, we offer several more. All classes are FREE and relevant for parents, caregivers, and professionals working with school-aged children. For dates, times, and registration links to any of our online classes, visit the Training Calendar on our website. Louisiana families needing accessibility accommodations to attend one of our webinars, please contact our Director of Training, Sharon Blackmon at sblackmon@fhfofgno.org.
Media Release By: Ted Beasley The Louisiana Department of Education (LDOE) has been awarded $55 million to increase school choice options for families across the state. The Expanding Opportunities Through Quality Charter Schools Program (CSP) grant provides Louisiana with funding to support the addition of new, expanding, or replicating charter schools. “Choice expands opportunities for students and families,” said Dr. Cade Brumley, Louisiana State Superintendent of Education. “We crafted a strong proposal to increase student seats in high-quality public charter schools across Louisiana. We look forward to the impact this will have on the future of education in our state as we partner with stakeholders and communities.” By winning this competitive five-year grant, the LDOE will catalyze growth in high-need communities to meet parental demand for charter schools. Through the CSP grant, the LDOE plans to: Broaden access to high-quality public school seats for educationally disadvantaged students throughout Louisiana Improve educational outcomes for educationally disadvantaged students attending Louisiana charter schools Enhance the quality of charter school authorization across Louisiana The LDOE will work to gather parental insights, cultivate pipelines of innovation and provide essential start-up support. By leading impactful technical assistance, the LDOE will build the human, organizational, policy and resources capacity of all public Louisiana chartering agencies. The Expanding Opportunities Through Quality Charter Schools Program is a competitive grant program that enables state entities to award subgrants to eligible applicants in their state to open and prepare for the operation of new charter schools and to replicate and expand high-quality charter schools.
The mission of the *Louisiana DeafBlind Project for Children & Youth is to provide technical assistance and information dissemination to Louisiana students with combined hearing and vision loss, their families, schools, service providers, school districts, and the Louisiana Department of Education. The Louisiana DeafBlind Project Believes Technical Assistance activities should be family-centered Technical Assistance should be individualized for each child or youth with hearing-vision loss Technical Assistance should have specific outcomes that are clear to both families and service providers Technical Assistance should use team approaches to develop curriculum and adaptations for both education and transition services Technical Assistance activities conducted and products disseminated should be user-friendly, accessible and focused on the needs of families and service providers The Louisiana DeafBlind Project for Children and Youth can provide: Information on Deafblindness including effective strategies to support children and youth with hearing and vision loss Family Support Webinars Training Technical assistance Services are confidential and are provided at no cost to school districts, families, or service providers. Who is eligible? Children living in Louisiana, birth through 21 years of age, with varying degrees of hearing and vision losses that are present at the same time. The combined affects of these losses, even if both are mild, create unique challenges for each child. Who can request services? Any parent, family member, or service/care provider of a child with both vision and hearing losses. In order to receive technical assistance the child must be placed on the Louisiana DeafBlind Registry. Does your child or student have a vision loss and a hearing loss? Contact the Louisiana Deafblind Project Director, Michael Norman, (504) 556-3455, mnorm2@lsuhsc.edu to discuss how they can help. Resources from the National Center on DeafBlindness Overview of Deafblindness Infographic (PDF) Overview of Deafblindness Fact Sheet (PDF) *Louisiana DeafBlind Project is a project of LSU Human Development Center
Louisiana DeafBlind Project for Children and Youth
Deafblindness affects more than 10,000 children between birth and 21 years of age in the United States. Deafblindness has over 70 known causes, including Usher's syndrome, CHARGE syndrome, meningitis, and rubella. Appropriate education must address both the hearing and vision impairment, as well as any other disabilities that may be present.
Parent/Caregiver Perspective The winter holiday break for students is always a happy time because it means no school for two whole weeks! For a student with anxiety, it is especially a joyful time as they can stay home and not need to set the alarm and go to a place that gives them the most anxiety, school. For the parent or caregiver, it is also a well-deserved time off, as it can be stressful during the school year. Any break, let alone a two-week break, can be challenging for someone with anxiety. They can find themselves in an up-and-down mood when thinking about being away from their biggest anxiety-inducing surroundings. Instead of enjoying the much needed time off, they are anticipating the break coming to an end. The negative thoughts start to creep in, and before you know it, it’s time to go back to school. They might find themselves missing out on any fun activities planned and not entirely giving themselves time to relax during the time off. A parent or caregiver with a child with anxiety knows all too well the mental barrage of negative thoughts their child is having. They know it takes baby steps to prepare for the upcoming return of jumping back into the routine. The following are suggestions to help prepare for the return to school after the long break. To help with the transition, it is essential to talk with any school personnel involved with your child. It can be their Case Manager, the Special Education Coordinator, School Psychologist, or their Counselor. Let them know the difficulties the student has after a long break. This is also important to discuss with your child’s teachers at the beginning of the year. It will take time to ease them into the schedule they left behind a couple of weeks earlier. A student with a mental health issue should have that noted in their IEP. Steps should be listed on how best to support the child while at school. Be patient while they navigate the overwhelming pressure to settle back into their routine. Talk with your child and make a plan for the return of going back to school. What does your first day back look like? Will you walk them into school? Will you have someone come to your car and meet your child? Make sure they are going to bed at their regular time to avoid having them thrown off of their schedule. If you can, have lunch with them when they return to school; seeing you will help calm them and let them know you will be there when they get home. Children with anxiety need something to look forward to. It could be as small as going to the park or taking them to their favorite store to walk around.
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A Parent and Educator Perspective
Authors: Bev Johns, Behavior Consultant and President of LDA Illinois Rachel Krueger, Director of Affiliate Relations LDA of America Mental Health Committee Members
Helping Students Cope With Returning to School After Winter Break
Educators The holiday season is wonderful for many, but like all anticipated events, good things come to an end. Vacations are over, exciting activities are behind us, and it is time to move forward. For some of our children and for some of us, there may have been disappointments that the holidays weren’t what we expected. As we work with children in our classrooms, we must proceed with caution in our activities because we can’t assume that the holidays were pleasant for everyone. Perhaps a child was looking forward to a specific gift, but he didn’t get it because the family was short on money. Perhaps the child was hoping to see a grandparent, but the loved one was sick and couldn’t come to a celebration. Maybe the family was planning a trip and had to cancel due to the weather. We, as educators, are in a balancing act. We want to hear about all the fun children had but need to be sensitive that not all children had a good time. We want to give all the children the opportunity to be heard but don’t want to encourage bragging that can be insensitive to those who can’t think of anything to brag about. As much as possible, we must try to meet with children privately to find out what they liked about the holiday or what they wished was different so we can plan accordingly to meet their needs. You might ask all of the students to describe someone they met over the vacation, a favorite food they had, what was their favorite conversation with someone, and what was a book or show they liked. Ask them to think about their wish to return to school. Ask children who don’t like to share verbally to write in their journals or draw a picture to describe their time off. If you sense that they are angry about something that happened, make sure you build in time for them to talk with the social worker or counselor. Here are some other helpful hints: Start their first day back with something the children like to do. If they have varying things in which they have a strong interest, give them 2-3 choices of an activity that they do well and prefer. Remember that children had a different schedule when they were off, so it will be hard to get them back into the school routine. Don’t expect them to have the stamina they had before the break. They may have been staying up late and sleeping in the morning. To come back to school, they had to get up at the crack of dawn. Remember that children had different schedules or routines, so you will need to give frequent breaks, build in more movement activities, and periodically intersperse easy tasks. Plan short activities and try to limit assignments that may take a long time to do. Review expectations by posting them, creating a game about them, and frequently reinforcing students following the rules. Teach the students the social skills you expect. Don’t expect that children will remember how to behave in specific situations. Keep directions limited to one step, and make sure you use vocabulary in those directions that are clear to the students. Remember that their ability to process oral directions may be delayed, and you may have to give visual cues and reminders. Remember that cognitive flexibility—the ability to move from one activity to another—may have decreased over break, so recognize that transitions from one activity to another may be tough. Allow more time and give more prompts for moving from one activity to another. Many children will be glad to be back in the structure, routine, and comfort you provide them. Let them know that you are glad they are back and that you are there to help them get back into the swing of school activities.
By Wendy Overturf
It is safe to say that parents of a child with a disability want their child to be as independent as possible as they approach adulthood. Learning independent living skills while still in school leads to more opportunities and greater success after high school graduation. There are many aspects to living independently as a young adult. Starting with the basics, it is about acquiring daily living skills, which include grooming and hygiene, personal safety, and knowing how to take care of oneself. These skills are learned over time at home, at school, and in the community. They provide the foundation for what it takes to live meaningful adult lives. Did you know that technology may help your child as there are many free or low-cost apps for a smartphone that might be able to assist your child with independent living skills? A smartphone is a cell phone that has access to the internet through Wi-Fi or a data plan and can run a variety of mobile apps. Nearly ninety-five percent of U.S. teens say they have access to a smartphone. The purpose of this article is to highlight a few of these helpful apps and to encourage parents to explore the internet for other apps that may be available to assist their child as they move toward more independent living. ICE (In Case of Emergency) (free) Use your phone to help first responders by setting up an ICE app. It is what many first responders have been taught to look for if someone needs medical attention. When set up correctly someone can see it without having to unlock the phone. MagnusCards (free) MagnusCards provides how-to’s designed to support those with autism and other neurodiverse individuals with activities of daily living. This includes money management, personal care, cooking, and travel. Each collectible card deck combines proven educational methods, visual instruction, personal assistance from Magnus, and realistic scenarios to support independent living. EveryDose: Medication Reminder (free) Features include medication reminders, health information and tips, progress sharing, and much more. Google Maps (free) Many of us use Google Maps to get driving directions. It can also be used to get walking directions and directions on mass transit use. Google maps has now added a wheelchair accessibility feature which will indicate whether a place has an accessible entrance, parking, seating, and restrooms. Recipe and Meal Planning Apps Mealime - (free with option of paid subscription) This app features quick and healthy meals that can be prepared in 30 minutes or less. It builds grocery lists from your recipe selections, allowing you to keep track of your shopping list. Sidechef - (free with option of paid subscription) This app has step-by-step directions with images or videos, one-click grocery shopping, and personalized recipe recommendations for various diets. Goodbudget (Free version should be adequate for use by 1 person. A subscription version is also available.) Goodbudget is a personal finance app perfect for budget planning, debt tracking, and money management. Alexa and Google Home Both are virtual voice assistants. While the apps are free, to use Alexa or Google Home you must have a voice activated device and be connected to the internet. Both apps will allow you to make to-do lists, set alarms, stream podcasts, play audiobooks, provide weather, traffic, sports, and other real-time information, including the news. Alexa and Google Home can also control smart devices such as lighting, door locks, and thermostats. The internet has many how-to articles on both Alexa and Google Home that can provide more information on how to access and use these apps. The apps described are only a very few of the thousands of apps that are now available that may assist your child with their independent living skills. Talk to your child’s IEP team about the skills you believe your child will need after high school to live as independently as possible. Independent living skills are a part of your child’s postsecondary transition plan (PTP) that is developed during the IEP year when your child turns 14 and revised annually after that. Perhaps the team has recommendations for potential apps that they are familiar with that will help your child as they transition to independent living after high school. Helping your child understand and work with apps could then be an essential part of the PTP.
Using Smartphone Apps to Promote Independent Living Skills
Over the years, I've met many parents, but none are as memorable than Kathleen Cannino and Jodi Rollins. These two women are like a force of nature in a way that only a mom on a mission could be. In fact, they haven't slowed down and have never been discouraged, regardless of the number of naysayers they encountered. In fact, I think they eat "that can't be done" for breakfast every day. They refuse to go away because of their persistent drive to find the truth. These mama bears aren't just determined – they are genuinely relentless. A lot of their passion and relentlessness comes from assurance #11 in the IDEA application. Annually, the State Superintendent of Education must sign assurances with the US Department of Education certifying that Louisiana can do what the IDEA requires in order to receive the funding. This includes things like Assurance #11 that states, "The State educational agency is responsible for ensuring that the requirements of Part B are met including the requirements of 34 CFR §§300.113, 300.149, 300.150 through 300.153, and 300.175 and 300.176 and that the State monitors and enforces the requirements of Part B in accordance with 34 CFR §§300.600-300.602 and 300.606-300.608. (20 U.S.C. 1412(a)(11); 34 CFR §300.149).” In a nutshell, the state superintendent is agreeing he has a process in place to ensure IDEA is being followed at the local level. We know this isn’t happening. In some places it may be an oversight, but there is outright defiance within some districts. The “sue me” attitude doesn’t have a place in public education. Parents should not be required to bring legal action against a district in order for them to provide the basic requirements of IDEA. Parents should not have to bring legal action against the state in order for them to follow procedural safeguards in accordance with IDEA. The state seems to be more interested in repeatedly stating they had no jurisdiction over school districts, instead of holding them accountable, which is what I believe assurance 11 is all about. Kathleen and Jodi are determined to make a difference. Jodi gives Kathleen 100% credit for the progress. But Jodi has been there testifying, attending state meetings, and being Kathleen’s cheerleader. I see Jodi as Robin and Kathleen as Batman. In the world of systemic change, some of the greatest quotes come from Batman. “I’ve put out a few fires, yes. Won a few battles. But the war goes on, Alfred – on and on. Batman: The animated series, Season 2, Episode 21. “I’m Still Here” Batman #20 (June 2017) “I think we can take them. Do you think we can take them?” Batman/Superman #3 (December 2003) To be 100% transparent, these two moms drove me nuts. Through my lens, they seemed like bulldogs ready to steamroll anyone who got in their way. I remember thinking I was just like them at one time. But over time, I've been taught that you must play nice to have a good working relationship with systems. Collaboration is the key to improving systems. But one day, in my attempt to find justice after being lied to by the system, I realized these two moms were the only people making a real systemic impact. They had tried the collaboration and playing nice, and when that didn't work, they rolled up their sleeves and dug in deeper. While many give up, wear out, or just bail – these two moved on to Plan B. Plans B, C, & D included going to state legislators to get laws passed, filing complaints with the US Department of Education Office of Special Education Programs, and using old-fashioned grassroots advocacy to unite their supporters. What started out as personally advocating for their own children has turned into supporting other parents from all over the state of Louisiana. Making things right for their kids was no longer enough. No other parent should have to go through what they went through. Additionally, they both recognized that not all parents had the ability to fight back. Both moms are so determined to make a change, they decided to run for a political office where they would be in a position to champion real change. Kathleen ran for St. Tammany Parish School Board, losing in a close runoff, but made a remarkable showing for her first attempt to run for a political office. Jodi is currently running for the BESE Board Seat in District 6. Anyone who doesn't think they have the power to change systems needs only to look at these two moms. Parents should have a voice and are entitled to know what is happening in the education realm. When children are sent to school, parents should feel confident that their child will be cared for and educated. When the systems fail, parents need to own their power and demand change. Systemic change doesn’t require any secret sauce, pixie dust, or magic wands. It just requires a mom (or dad) tired of the status quo and ready to go on a mission.
By Mary Jacob
I like to say raising a child with a disability isn't for the weak. Successfully getting all the services a child needs takes a particular person. Sadly, this kind of person is often mislabeled as a troublemaker, aggressive, and arrogant, and those are the nice things. Most of us never wanted to be this way. We wanted systems to accept our children and provide services they not only needed but also deserved and that the law mandated they receive. I, for one, have no problem telling system leaders that they turned me this way. My attitude is directly related to system failure. You call me a troublemaker; I'll say I'm determined. You say I'm arrogant; I say I'm unshakable. You call me aggressive; I say I'm steadfast. When systems don't take responsibility for their mistakes, the inner Mama Bear becomes more determined than ever to make a change.
Kathleen Cannino & Jodi Rollins
Mothers on a Mission: Tenacious/Obstinate/ Unrelenting
I think the most broken system we have in Louisiana is special education. Students across the state are not getting the services they need to meet their true potential. Students are repeatedly denied access to regular education classrooms. Some teachers are denied copies of the IEPs. Students are often taught by the most unqualified educator on the campus, and even more shocking, sometimes they receive all of their direct instruction from a paraprofessional that holds no college degree – much less an educational degree. Students are restrained and secluded and even though the state mandates this must be reported to the state, many districts don’t report it and the state provides no consequences for not following the law. When parents attempt to use the IDEA dispute resolution options, some parents report that their complaints weren’t accepted or dismissed because they didn’t fill out the paperwork correctly. The list of issues goes on and on. Thanks to a pair of Mothers on a Mission, things are really getting shaken up in Baton Rouge with the Department of Education. They have been relentless in their search to uncover why LDOE is refusing to use its authority to improve special education at the local level. These two moms and others are demanding answers from LDOE on how they monitor local education agencies (LEAs), also known as local school districts, to ensure they are following the Individuals with Disabilities Education Act (IDEA).
Inclusive Education for Special Needs Students
continued on p.44
Inclusive education involves teaching all students in the same age-appropriate general education classroom at their local school, regardless of the challenges they face. The philosophy of inclusive education promotes the idea that students with disabilities are just as competent as students without disabilities. Successful inclusive education for students with disabilities involves accepting their differences, ensuring they feel supported and encouraging them to participate fully in the classroom. Take a look at the benefits of inclusive education and what strategies teachers can use to ensure classrooms are welcoming and accessible to all students. Benefits of inclusive classrooms Students with or without disabilities benefit from inclusive education in a variety of ways. For instance, teaching students with special needs in inclusive classrooms can lead to: Greater academic gains in literacy, math, and social studies Better communication and social skills Fewer absences Less disruptive behavior More motivation to work and learn Research shows that students without special needs also benefit from learning alongside those with special needs, developing both their cognitive and social abilities. This is generally because inclusive classrooms can enable new learning opportunities to emerge. Serving as a peer coach, for instance, can enable students without special needs to improve their own academic performance by helping others learn. Classroom teachers can start by providing instruction using learning modalities that cater to a diverse range of learners, which should end up benefiting all students in a general classroom. Creating an inclusive classroom for students with disabilities When developing inclusive classrooms for students with disabilities, it’s crucial to review the individual education plan (IEP) of each student before incorporating new methods. The type of disability that a student has can determine what strategies work best. Learning disabilities Students with learning disabilities succeed academically when given specific remedial instructions. This could involve breaking down an assignment into smaller steps, using diagrams or pictures to emphasize directions and modeling instructions to help students visualize what they need to do. Scaffolding practices can also make a difference. Start with an explicit instruction to help students acquire a new skill before easing them into the next learning segment. Asking students about their processes and encouraging them to monitor their own progress can help them better grasp what they’re learning. Down syndrome Full-inclusion special education for students with Down syndrome should involve a multisensory-based program. Multisensory instruction engages more than one sense at a time, such as pairing visuals with auditory instructions or demonstrations of how to complete a task. Breaking instructions into smaller steps and repeating small chunks of information can make it easier for students to retain what they’re reading or viewing. Because students with Down syndrome learn at a slower pace than their peers, allowing adequate response time ensures they have a chance to apply what they’ve learned on their own. Autism Students with autism may have sensory processing difficulties and need quieter classrooms, dimmer lights, and minimal smells to participate fully. Creating designated learning areas can provide students with a distraction-free zone to focus on their work. Using visuals to establish classroom boundaries or explain activities can better communicate expectations and help students become more independent. Health impairments Health impairments can be due to a variety of conditions, such as arthritis, epilepsy, ADHD, and seizure disorder. Each condition comes with unique impairments and modifying the classroom with technology can make it easier for students to learn and communicate. Providing assignments electronically or audio-recording lessons helps students access materials on their own if they find it difficult to focus. Peer coaches can also provide guidance during hands-on activities for students with physical limitations. Emotional disturbances Students who suffer from Emotional and Behavioral Disorders (EBDs) may find it difficult to practice impulse control or interact with other students. Providing clear classroom guidelines and implementing a reward system that recognizes positive behavior can influence students to engage with their peers and do well in their lessons. EBD students may also struggle to focus for long periods. Providing mini-breaks or extra time to finish assignments throughout the school day gives students a chance to burn off excess energy or catch up with the rest of the class. Orthopedic impairments Classroom accessibility is one of the major challenges students with orthopedic impairments face. If the student is in a wheelchair, they may require special tables or seats to participate comfortably. Writing aids, such as pencil grips or special paper, can benefit students with upper limb disabilities. Teachers may also need to modify lesson plans and class activities for accessibility. For instance, assigning a peer mentor or special tasks the student can accomplish on their own while still being part of the group can help them feel included. Hearing impairments Students with a hearing impairment may require assistive devices, such as an induction loop or a transmitter with a clip-on microphone worn by the teacher, to succeed in the classroom. Written materials and captioned videos can make it easier for students to understand instructions. Assigning students with hearing loss a seat in the front row ensures they have a clear view of the whiteboard, projector, or instructor, especially if they lip-read. Teachers can take an extra step by facing the class instead of the board when lecturing and allowing students to record lectures to better access information. Visual impairments Inclusive activities for visually-impaired students require verbal instruction for them to participate fully. Alternative options may need to be offered if the activities are off-campus. Supplying course materials electronically can also help students adapt information to a more suitable format, such as audio. Because students with visual impairments may take longer to read or complete assignments, making a weekly or monthly schedule can help them plan accordingly and get a head start if they wish. Providing audio-recorded comments on tasks instead of written comments can make feedback and instruction more accessible. Multiple disabilities Students can have multiple physical or mental disabilities that make the classroom environment more difficult to navigate. Rather than rigidly sticking to a singular program for all students to follow, provide students with disabilities an individualized schedule with alternative assignments or tasks that align with their needs. Ensuring there are minimal distractions in the classroom and that class materials are available in multiple formats can help students stay focused and get the information they need. Having a separate, quieter room available for exams or other solo tasks can help students successfully complete their work in a distraction-free zone. Conclusion Inclusive classrooms offer a plethora of advantages for students with disabilities, as well as those without. By introducing certain teaching strategies and adapting the instruction to guarantee access, students can have an improved educational experience. For instance, individualized timetables for a range of impairments and providing course material electronically for those with visual impairments can help generate a learning atmosphere that caters to everyone’s needs. All in all, inclusive classrooms can help cultivate a feeling of fellowship and acceptance, allowing for a more fulfilling learning experience. Source: Resilient Educator
PERSON-CENTERED PLANNING Person-Centered Planning is a process that has transformed the ways in which families and providers engage with and empower people with disabilities. It has gained traction as a departure from traditional top-down service models, emphasizing collaboration, choice, and self-determination. Person-Centered Planning (PCP) is a structured, collaborative and individualized approach to support and empower individuals with disabilities in making decisions about their own lives. It focuses on the person's strengths, preferences, and goals, while involving them in the planning and decision-making process. At its core is the belief that everyone has the right to direct their own lives and make informed decisions about the services and support they receive. Person-Centered Planning begins by engaging the person and the people they choose to be involved. This might include family members, friends, clergy, neighbors, teachers, paid and unpaid caregivers, and staff. Every person involved should want to be there – no one is doing this simply because it is their job. The process, well facilitated, can produce a fun and lively conversation. Notes are taken on a large flip chart, often as pictures or diagrams. The steps in Person-Centered Planning can vary slightly depending on the specific model or approach being used, but here is a general outline: Preparation and Introduction: Identify the person who will be the focus of the planning process. Introduce the concept of person-centered planning to the individual and their support network (family, friends, professionals). Explain the purpose, benefits, and goals of the planning process. Gathering Information: Collect detailed information about the individual, including their strengths, preferences, interests, values, needs, and aspirations. Gather insights from the individual and their support network. Developing a Vision: Based on the gathered information, work with the individual to develop a vision for their future. This could include personal, social, vocational, and other goals. Encourage the individual to express their hopes and dreams for their life. If the individual does not use language to communicate, consider other ways to identify the person’s likes, dislikes, and preferences. Identifying Supports and Strategies: Identify the supports, resources, and strategies needed to help the individual achieve their goals and vision. This process often means “out of the box” thinking and problem solving. Consider the individual's existing network, community resources, and available services. Explore creative ways to provide supports – perhaps outside of the traditional service system. Creating the Plan: Collaboratively create a plan that outlines specific steps, actions, and timelines to achieve the individual's goals. Ensure that the plan is realistic, flexible, and adaptable to changing circumstances. Implementation: Put the plan into action by enlisting the support of the individual, their support network, and professionals. Monitor progress and make any necessary adjustments to the plan. Regular Review and Updates: Schedule regular review meetings to assess the individual's progress toward their goals. Modify the plan as needed based on the individual's evolving preferences, needs, and achievements. Maintaining Communication: Maintain open and ongoing communication between the individual, their support network, and professionals. Address any challenges or concerns that arise and make necessary adjustments. Celebrating Achievements: Acknowledge and celebrate the individual's accomplishments and milestones. Reinforce the importance of their active involvement in the planning and decision-making process. Continual Improvement: Reflect on the effectiveness of the person-centered planning process and make improvements based on feedback and outcomes. ASKING GOOD QUESTIONS Person-Centered Planning shifts the conversation away from looking at what is available, toward what might be possible. Having an open mind to all of the student’s aspirations or desires is fundamental, regardless of how small or unlikely those desires may seem to be. Person-Centered Planning invites some new and unique questions: How can we look at this student in a different way? How can we support this student in gaining control over their own life? How can we increase opportunities for participation in the community? How can we recognize the student’s desires, interests, and dreams? How can we develop a plan to turn dreams into reality? As part of Person-Centered Planning, questions can be used to gather information, understand the student’s preferences and goals, and develop a comprehensive plan tailored to their needs. Here are some questions that can be useful during different stages of the planning process: 1. Gathering Information: What are your strengths and abilities? What activities do you enjoy doing in your free time? What are your hobbies and interests? What makes you feel happy and fulfilled? What challenges do you face in your daily life? How do you communicate your needs and preferences to others? 2. Developing a Vision: What do you want your life to look like in the next year? In five years? What are your long-term goals and aspirations? What kind of relationships do you want to have with friends, family, and the community? How do you envision spending your days? What achievements would make you proud? 3. Identifying Supports and Strategies: Who are the people in your life who support you or could support you? What community resources or services do you currently use or would like to access? How can your environment (home, community, workplace) be modified to better support you? What strategies or accommodations help you manage challenges effectively? 4. Creating the Plan: What specific goals do you want to work towards? What steps can you take to achieve each goal? What resources or support do you need to achieve your goals? What barriers might you encounter, and how can they be addressed? How can we break down your goals into smaller, achievable tasks? 5. Implementation: How can your support network (family, friends, professionals) contribute to your plan? What actions can you take to start working towards your goals? How can you track your progress and stay motivated? What adjustments might be necessary as you work towards your goals? 6. Regular Review and Updates: How are you progressing towards your goals? Are there any changes in your preferences, needs, or circumstances? What parts of your plan are working well, and what needs adjustment? Are there any additional supports or resources you require? 7. Celebrating Achievements: What milestones have you reached since starting your plan? How do you feel about your accomplishments? What steps can we take to celebrate your successes? 8. Continual Improvement: How can the planning process be improved to better meet your needs? Are there any new goals or aspirations you'd like to incorporate into your plan? How can we ensure that your plan remains aligned with your evolving preferences and goals? RESOURCES Person-Centered Planning: PATH, MAPS, and Circles of Support Dealing With Change Click here to access a video about people who have used Dealing with Change (formerly, Tools for Change). PATH This creative planning tool utilizes graphic facilitation to collect information and develop positive future plans. Click here to access information about PATH. Video Stories Click here for a play list of people of all ages who have taken part in person centered planning. Beth Mount Webinar Click here to access a 2020 webinar featuring inclusion pioneer Beth Mount. Source: RAISE, the National Resources for Access, Independence and Employment.
NOTHING ABOUT ME WITHOUT ME We love these two videos produced by Navigate Life Texas. In them, parents and students share insights on ways in which they’ve learned to be more independent by getting involved in decision-making, both large and small.
The phrase "Nothing About Me Without Me" is both political and personal. It became a political rallying cry in the 1970s and 1980s, as people with disabilities began to demand a voice in policies and decisions that impacted their lives. The movement challenged the practice of decision-making on behalf of individuals with disabilities without their input. The phrase reminds those in the system that decisions and actions should not be made without the direct involvement of those affected. On a personal level, it serves as a foundation to person-centered planning and a basis for self-advocacy. Here are its key principles: Empowerment: "Nothing About Me Without Me" reflects the notion that empowerment comes from having a voice in decisions that directly affect one's life. When individuals are given the opportunity to participate in discussions and decisions, they gain a sense of ownership and agency, leading to better outcomes. Diverse Perspectives: Including diverse perspectives in decision-making processes enriches the quality of those decisions. Different backgrounds, experiences, and viewpoints contribute to a more comprehensive understanding of complex issues and help avoid unintended consequences. Respect for Human Dignity: Recognizing an individual's right to be heard and respected is a fundamental aspect of this concept. It acknowledges that every person has inherent value and should not be treated as a passive recipient of decisions made by others. Accountability and Transparency: Involving those who are affected by a decision fosters a sense of accountability and transparency among decision-makers. When stakeholders are directly involved, it becomes harder to ignore the personal consequences of decisions or to neglect the needs of marginalized groups.
English: https://www.youtube.com/watch?v=faRUBDnbxdw
"A person-centered plan can help those involved with the focus person see the total person, recognize his or her desires and interests, and discover completely new ways of thinking about the future of the person." — Beth Mount & Kay Zwernik, 1988
Español: https://www.youtube.com/watch?v=8So3m2lULTY
Person-Centered Planning How it Can Improve the Transition Process
continued on p.46
Individuals with developmental disabilities who are currently residing in an Intermediate Care Facility for the Developmentally Disabled (ICF/DD) or nursing facility (NF) who meet My Place Louisiana program eligibility requirements can receive My Place Louisiana assistance to transition from a qualified institution to a home and community-based living setting of the individual's choice. Children with developmental disabilities who are currently residing in a nursing facility, hospital or rehabilitation hospital who have a developmental disability and who meet My Place Louisiana program eligibility requirements can receive My Place Louisiana assistance to transition from a qualified institution to a home and community-based living setting of the individual's or family's choice.
Do you know about "My Place Louisiana" for individuals with developmental disabilities?
What is My Place Louisiana? My Place Louisiana (My Place) is a CMS- funded program to help states try new ways of delivering Medicaid services. My Place will help people move from a qualified institution into home and community-based living settings, and then follow along for the first year of waiver services to help ensure the transition’s success. My Place Transition/QM Coordinators work with Support Coordination and Provider agencies to provide assistance to ensure the health, safety and successful transition of people participating in the program.
What are the goals and purpose of My Place Louisiana? The purpose of My Place Louisiana is to give people community living options. A person, participating in My Place Louisiana, has a choice of where they live and what services they receive. A person can live in his or her own home, in an apartment, at home with family, or with roommates also receiving waiver services. What are the eligibility requirements for participation in My Place Louisiana? OCDD My Place Louisiana Eligibility Requirements - A person must: Currently reside in a qualified institution for 60 consecutive days, such as a: Nursing Facility Intermediate Care Facility (ICFs) for people with developmental disabilities Rehabilitation or Acute-Care Hospital Qualify for an OCDD waiver Meet Medicaid financial eligibility requirements Qualify for level of care eligibility for home and community based services. For additional information regarding My Place Louisiana, choose the population you are interested in learning more about: OAAS - Office of Aging and Adult Services | Elderly or Adults with Physical Disabilities -- Elders (age 65 and older) or adults (who developed the disability at age 22 or later) with a physical disability residing in nursing facilities. OCDD - Office for Citizens with Developmental Disabilities | Children or people with developmental disabilities -- Children (birth until their 19th birthday residing in a nursing facility) or people with DD of any age (residing in nursing facilities, ICFs/DD or specialty hospital). Contact My Place Louisiana All My Place staff can be contacted at OCDD.MFP@la.gov My Place Program Manager: Scott Tuma scott.tuma@la.gov (225) 342-6718 My Place Progam Monitor: Krista Tipton (Children in Nursing Facilities or Specialty Hospitals), Krista.Tipton@la.gov, (601) 259-2646 to discuss the program.
Rehabilitation Act p.9
The U.S. Office of Special Education and Rehabilitative Services (OSERS) Administration and the Council of State Administrators of Vocational Rehabilitation presents a special feature video, “Celebrating the 50th Anniversary of the Rehabilitation Act: Through our History, Successes and Vision for the Future.” In the video, former Senator Tom Harkin recounts the history behind the Rehabilitation Act; guitarist George Dennehy performs his song, "Work Makes the World Go Round," featuring individuals with disabilities at work; and OSERS Assistant Secretary Glenna Wright-Gallo discusses the impact of the Rehabilitation Act.
The Arc National Convention NOLA 2023
New Video: “Celebrating the 50th Anniversary of the Rehabilitation Act. Through Our History, Successes and Vision for the Future”
National Down Syndrome Awareness Month Down syndrome is a condition in which a person has an extra chromosome. Chromosomes are small “packages” of genes in the body. They determine how a baby’s body forms and functions as it grows during pregnancy and after birth. Typically, a baby is born with 46 chromosomes. Babies with Down syndrome have an extra copy of one of these chromosomes, chromosome 21. A medical term for having an extra copy of a chromosome is ‘trisomy.’ Down syndrome is also referred to as Trisomy 21. This extra copy changes how the baby’s body and brain develop, which can cause both mental and physical challenges for the baby.
Domestic Violence Awareness Month Dwarfism Awareness Month Dyslexia Awareness Month Eye Injury Prevention Month Health Literacy Month Healthy Lung Month Learning Disabilities Awareness Month National ADHD Awareness Month National Breast Cancer Awareness Month National Bullying Prevention Month National Dental Hygiene Month National Disability Employment Awareness Month (NDEAM) National Physical Therapy Month Pregnancy and Infant Loss Awareness Month Sudden Infant Death Syndrome (SIDS) Awareness Month 10/4-10 - Mental Illness Awareness Week 10/4 - Child Health Day 10/5 - World Teacher Appreciation Day 10/6 - National Depression Screening Day 10/10 - World Mental Health Day 10/15 - White Cane Safety Day 10/12 - World Blind Day / World Sight Day 10/13 - Metastatic Breast Cancer Awareness Day 10/15 - National Latino AIDS Awareness Day 10/15-21 - International Infection Prevention Week 10/16-20 - National Health Education Week 10/22 - International Stuttering Awareness Day 10/22-28 - Respiratory Care Week
OCTOBER
awareness Calendar
Spina Bifida Awareness Month Spina Bifida, Latin for "Split Spine", occurs within the first month of pregnancy resulting in incomplete closure of the spinal column. It is considered the most frequently occurring, permanently disabiling birth defect. According to the Center for Disease Control and Prevention (CDC), 1,500 babies are born with Spina Bifida each year. October is Spina Bifida Awareness Month—a time to celebrate the hundreds of thousands of people living with Spina Bifida. Every October, community stories are shared that challenge us to raise more awareness and support for those living with Spina Bifida. As a community, we can do this by raising awareness about Spina Bifida either in our own circles or to the larger networks of which we are apart. It’s also a great time for us to challenge ourselves to find new ways to get involved in raising awareness and advocacy activities.
World Cerebral Palsy Day (Oct. 6) There are 17 million people across the world living with cerebral palsy (CP). Another 350 million people are closely connected to a child or adult with CP. It is the most common physical disability in childhood. CP is a permanent disability that affects movement. Its impact can range from a weakness in one hand, to almost a complete lack of voluntary movement. World Cerebral Palsy Day is a movement of people with Cerebral Palsy and their families, and the organizations that support them, in more than 75 countries. The vision is to ensure that children and adults with Cerebral Palsy (CP) have the same rights, access and opportunities as anyone else in our society. Together, we can make that happen.
A month-long campaign to unite everyone to take on bullying. Every October, join the thousands of students, teachers, parents, and community members around the nation, and even the world, taking action. Plus, celebrate Unity Day, held the 3rd Wednesday, by wearing and sharing the color orange. *Founded in 2006 by PACER’s National Bullying Prevention Center.
October is National Bullying Prevention Month
Pacer's National Bullying Prevention Center Students with Disabilities and Bullying: Top five things for parents, educators, and students to know Kid's Against Bullying Teen's Against Bullying Take the Pledge Videos and Social Media Louisiana Anti-Bullying Laws & Policies Louisiana Believes - Act 861 The purpose of Act 861 is to ensure that all school districts have and maintain a uniform policy to provide equal protection, for all Louisiana public school students, against bullying. This Act is known as the "Tesa Middlebrook Anti-Bullying Act. Here you will find all documentation to report and investigate bullying in Louisiana schools.
There are many warning signs that may indicate that someone is affected by bullying—either being bullied or bullying others. Recognizing the warning signs is an important first step in taking action against bullying. Not all children who are bullied or are bullying others ask for help. It is important to talk with children who show signs of being bullied or bullying others. These warning signs can also point to other issues or problems, such as depression or substance abuse. Talking to the child can help identify the root of the problem. Signs a Child Is Being Bullied Look for changes in the child. However, be aware that not all children who are bullied exhibit warning signs. Some signs that may point to a bullying problem are: Unexplainable injuries Lost or destroyed clothing, books, electronics, or jewelry Frequent headaches or stomach aches, feeling sick or faking illness Changes in eating habits, like suddenly skipping meals or binge eating. Kids may come home from school hungry because they did not eat lunch. Difficulty sleeping or frequent nightmares Declining grades, loss of interest in schoolwork, or not wanting to go to school Sudden loss of friends or avoidance of social situations Feelings of helplessness or decreased self-esteem Self-destructive behaviors such as running away from home, harming themselves, or talking about suicide If you know someone in serious distress or danger, don't ignore the problem. Get help right away. Signs a Child is Bullying Others Kids may be bullying others if they: Get into physical or verbal fights Have friends who bully others Are increasingly aggressive Get sent to the principal's office or to detention frequently Have unexplained extra money or new belongings Blame others for their problems Don't accept responsibility for their actions Are competitive and worry about their reputation or popularity Why don't kids ask for help? Statistics from the 2018 Indicators of School Crime and Safety - PDF show that only 20% of school bullying incidents were reported. Kids don't tell adults for many reasons: Bullying can make a child feel helpless. Kids may want to handle it on their own to feel in control again. They may fear being seen as weak or a tattletale. Kids may fear backlash from the kid who bullied them. Bullying can be a humiliating experience. Kids may not want adults to know what is being said about them, whether true or false. They may also fear that adults will judge them or punish them for being weak. Kids who are bullied may already feel socially isolated. They may feel like no one cares or could understand. Kids may fear being rejected by their peers. Friends can help protect kids from bullying, and kids can fear losing this support. Source: StopBullying.gov
Bullying Resources
A month long event to prevent childhood bullying and promote kindness, acceptance, and inclusion.
Warning Signs for Bullying
The ADA National Network's Employment Resource Hub is Live!
The ADA National Network is beyond thrilled to announce the arrival of their Employment Resource Hub! This new resource is a way to introduce new materials and centralize existing information about disability and employment from the regional ADA Centers and other partners. Their Employment Resource Hub makes it easier to find information about your rights and responsibilities in the workplace, from job interviews to performance evaluations and everything in between. It has materials designed for every stage of employment! The Employment Resource Hub is broken up into nine different sections addressing specific issues related to employment and the ADA: basics, pre-employment, reasonable accommodation FAQs, a guide to requesting reasonable accommodations, addiction and recovery, service and support animals, mental health, veterans, and work-leave. Start exploring our brand-new Employment Resource Hub today!
How are you observing National Disability Employment Awareness Month? What does workplace inclusion look like? Share your images on social media during National Disability Employment Awareness Month. Don't forget to include #NDEAM. Order your free National Disability Employment Awareness Month poster at dol.gov/NDEAM. Despite significant job gains over the past two years, many workers are facing higher levels of unemployment. As America’s economy continues to recover, inclusion is key to success. Learn more about apprenticeship at dol.gov/agencies/odep.
Observed each October, National Disability Employment Awareness Month (NDEAM) celebrates the contributions of America’s workers with disabilities past and present and showcases supportive, inclusive employment policies and practices that benefit employers and employees. ODEP has chosen "Advancing Access and Equity" as its theme for NDEAM 2023. NDEAM en español.
Equal Employment Opportunity Commission and Department of Labor Commemorative Resource Guide: Recruitment, Hiring, and Employment of Individuals with Disabilities
October is National Disability Employment Awareness Month
Employment Protections Under the Rehabilitation Act of 1973: 50 Years of Protecting Americans with Disabilities in the Workplace
ODEP has released an animated online video that explores the spirit of NDEAM and ways you can celebrate. The video appears on ODEP’s NDEAM website along with other outreach tools tied to this year’s theme.
The U.S. Equal Employment Opportunity Commission (EEOC) and the U.S. Department of Labor (DOL) released a commemorative resource guide about recruitment, hiring and employment of individuals with disabilities titled “Employment Protections Under the Rehabilitation Act of 1973: 50 Years of Protecting Americans with Disabilities in the Workplace.” The EEOC and DOL’s Office of Federal Contract Compliance Programs (OFCCP) and Office of Disability Employment Policy (ODEP) issued the guide to explain the key roles these agencies have in Rehabilitation Act enforcement, outreach and education.
American Diabetes Month/Diabetes Bladder Health Month Chronic Obstructive Pulmonary Disease (COPD) Awareness Month - Chronic obstructive pulmonary disease, or COPD, refers to a group of diseases that cause airflow blockage and breathing-related problems. It includes emphysema and chronic bronchitis. COPD makes breathing difficult for the 16 million Americans who have this disease. Dercum’s Disease (Adiposis Dolorosa) Awareness month Diabetic Eye Disease Month Lung Cancer Awareness Month RSD/CRPS Awareness National Alzheimer’s Awareness Month National Epilepsy Awareness Month National Healthy Skin Month National Home Care and Hospice Month National Stomach Cancer Awareness Month Pancreatic Cancer Awareness Month Prematurity Awareness Month 11/1 - Lennox-Gastaut Syndrome (LGS) Awareness Day. LGS is a rare form of epilepsy that causes multiple types of seizures resulting in developmental delays and cognitive impairments. 11/1-5 - International Stress Awareness Week 11/11 - Veterans Day - Veterans Day is a time for us to pay our respects to those who have served. For one day, we stand united in respect for you, our veterans. 11/12 - World Pneumonia Day 11/13-19 - Transgender Awareness Week 11/14 – World Diabetes Day 11/15 - World Ohtahara Syndrome Awareness Day 11/16 - International Day for Tolerance 11/16 - World Pancreatic Cancer Day 11/17 - World Prematurity Day 11/18 - International Survivors of Suicide Day 11/19-25 - GERD Awareness Week 11/21 – World COPD Day 11/20 - Transgender Awareness Day 11/20 - Aicardi Syndrome Awareness Day 11/21 - Great American Smokeout 11/23 - National Family Health History Day
November is National Family Caregivers Month - November is National Family Caregivers Month in the United States. It’s observed to call attention to the hard work of more than 50 million family caregivers across the country. During National Family Caregivers Month, we raise awareness of the societal value provided by caregivers and ask for greater support. Family caregivers provide care and assistance to a family member with limitations due to illness, injury or disability. The care recipient may have physical or developmental disabilities, or any situation (permanent or temporary) that means they need some level of assistance with daily living activities and other aspects of life. Learn More About the Caregiving Experience - The documentary UNSEEN: How We’re Failing Parent Caregivers & Why It Matters is a great way go behind the scenes and learn more about being a caregiver. You can watch the film during November, or even host your own screening event anytime.
NOVEMBER
November is 22q Awareness Month - The goal during this month is to let the world know what a complex condition this is, how much support is sometimes required, and how these amazing, beautiful children overcome many obstacles to survive and thrive! Not forgetting the few that are lost far, far too soon. The world should know all of these stories and to recognize the beauty within these individuals. You are important and needed to get the word out about 22q11.2 Syndromes. There are many ways you can get involved to make a difference and shine the light on 22q!
12/10 – Human Rights Day Human Rights Day is observed every year on 10 December – the day on which the United Nations General Assembly adopted, in 1948, the Universal Declaration of Human Rights. The Universal Declaration of Human Rights empowers us all. The principles enshrined in the Declaration are as relevant today as they were in 1948. We need to stand up for our own rights and those of others. We can take action in our own daily lives, to uphold the rights that protect us all and thereby promote the kinship of all human beings.
12/3 International Day of People with Disabilities (IDPWD) Celebration – to recognize and value the diversity of our global community, and to cherish the role we all play, regardless of our abilities; Learning – to understand and learn from the experiences of people with living with a disability; It is a day for optimism – to look towards the future and the creation of a world where a person is not characterised by their disabilities, but by their abilities; Action – where all people, organisations, agencies and charities not only show their support for International Day of People with Disabilities, but take on a commitment to create a world characterised by equal human rights. The annual observance of the International Day of Persons with Disabilities (IDPD) on 3 December was proclaimed in 1992 by the United Nations General Assembly resolution 47/3. The observance of the Day aims to promote an understanding of disability issues and mobilize support for the dignity, rights and well-being of persons with disabilities.
Inclusive Schools Week is an annual event sponsored by the Inclusive Schools Network (ISN) and Stetson & Associates, Inc., which is held each year during the first full week in December. Since its inception in 2001, Inclusive Schools Week has celebrated the progress that schools have made in providing a supportive and quality education to an increasingly diverse student population, including students who are marginalized due to disability, gender, socio-economic status, cultural heritage, language preference, and other factors. The Week also provides an important opportunity for educators, students and parents to discuss what else needs to be done in order to ensure that their schools continue to improve their ability to successfully educate all children. This year, the Inclusive Schools Week’s theme is “Draw Me In!.” Join in celebrating Inclusive Schools Week December 4-8, 2023!
DECEMBER
National Drunk and Drugged Driving Prevention Month Each December, we go out for fun, parties and drinks with family and friends. But we ask you to stop and think for a second about being responsible. December is National Drunk and Drugged Driving Prevention Month and since the holiday season has a higher accident rate than others on average, it is important to echo the message of consciousness of being in a proper state behind the wheel. According to the National Safety Council, over 40,000 people died in alcohol-related traffic accidents last year. So this year, stay safe during the holidays. 12/1-7 - Crohn’s & Colitis Awareness Week Crohn’s and Colitis Awareness Week is observed each year from December 1 through December 7. It is designed to shed light on the challenges faced by people who suffer from these illnesses. Crohn’s disease is a chronic inflammatory condition of the gastrointestinal tract, while ulcerative colitis is a chronic inflammatory condition limited to the colon or large intestine. But both disorders are classified as inflammatory bowel diseases (IBD) which can cause which can cause severe cramping, debilitating discomfort, unintentional weight loss and other life-disrupting symptoms 12/4-10 - National Handwashing Awareness Week - Help Henry “Spread the Word Not the Germs” about hand washing and Hand Awareness in order to avoid any “flu” or flu-like epidemics this year. Show Henry you care about clean hands and respect the role “Our Hands” play in the spread of infection.
12/1 - World Aids Awareness Day - It is a day of solidarity, representing an opportunity for people worldwide who are affected by HIV to share their stories and experiences, to remember those lost, and to highlight efforts on every front to end the HIV epidemic.
Inclusion p.25
Cope p.19
Person-Centered Planning p.29
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