Sensory HOLIDAY Strategies p.24 Voting with a Disability p.26 Louisiana's New Guidebook for Assistive Technology in Schools p.28 When School Policy Limits Access to Assistive Technology for Students with Disabilities p.29
Community Conversations p.12 What's Going on? p.13 Youth Virtual Hangout p.14 Independent Futures That Work p.15 FHF Open House p.16 Beignet Fest p.17 Your Child with a Disability Can Participate in Extracurricular Activities p.18 My journey to a Job I Love p.20
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BOARD OF DIRECTORS Jo Ann D. LoRusso, Ph.D. Michelle Archambault, CPA/PFS Ashley Bourg Denise Barrera, MPH, MSW Debra Dixon M.Ed.+30
Awareness Calendars OCTOBER p.30 October is Bullying Prevention Month -Your Classroom Environment Can Help All Students Thrive p.32 Louisiana Bullying Resources p.33 October is National Disability Employment Awareness Month p.35 NOVEMBER p.37 DECEMBER p.38 Inclusive Schools Week p.39 FHF Holiday Schedule p.40 Louisiana Expands Tutoring Options for K-12 Students p.43 Partners in Policymaking is Recruiting p.44 Plain Talk About Dyslexia p.45 2024 Governor's Outstanding Leadership in Disabilities p.46 2024 GODA Inclusive Art Contest p.47 Louisiana School Finder p.48
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.
FHF of GNO's TEAM executive director DALE LIUZZA dliuzza@fhfofgno.org - Ext. 2007 director of peer-to-peer support co-director LA Parent Training & Information Center LAURA S. NATA lsnata@fhfofgno.org - Ext. 2009 director of training SHARON BLACKMON sblackmon@fhfofgno.org - Ext. 2004 director of public relations BEBE BODE bbode@fhfofgno.org - Ext. 2026 peer support specialist NICOLE DESROCHE ndesroche@fhfofgno.org - Ext. 2018 peer support specialist JESSICA DE LA VINA jdelavina@fhfofgno.org - Ext. 2017 community resource specialist STEVEN NGUYEN snguyen@fhfofgno.org - Ext. 2012 community outreach specialist KRISTINE DAUZAT kdauzat@fhfofgno.org - Ext. 2008 administrative assistant LIZ DUMAS ldumas@fhfofgno.org - Ext. 2002
22 COVER STORY: Welcome Dale Liuzza,FHF of GNO's New Executive Director
700 Hickory Avenue Harahan, LA 70123 504.888.9111 | 800.766.7736 info@fhfofgno.org | fhfofgno.org
Bullying Just Isn't Cool Anymore! So stop.p.04 The Role of Special Instruction in Early Intervention Position Statement p.06 New Guide for Filing a Title VI Complaint with the U.S. Department of Education p.08 New Resources Available for Social Security Income Eligible Youth | LA Medicaid p.09 Emergency Power Planning for Assistive Technology and Medical Devices p.10
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And I am bringing the phrase back into light after observing some of the behaviors, bullying and comments related to Tim Walz son, Gus Walz, because apparently people still need to hear my coined phrase! I never understood bullying yet bullying is what we are seeing right in front of our eyes with the teasing and actions of some (some too many for my liking). I think bullying used to be “cooler” or something we just got used to when I was younger but I think now it’s seen as more of a weakness on behalf of the person doing the bullying. I taught my son about teasing a long, long time ago. I remember specifically buying books for his nursery which focused on individuals whom were different and the book was actually called “It’s OK to be Different” (Todd Parr, 2001). I purchased it to read to my son—and eventually donated it to his toddler and pre-school class, among others, because our family was a little different and I didn’t want anyone to tease or bully my son because of it. I was bullied at a young age and never ever wanted my son to face it. I was 6 and I still remember the explicit words that other 5- and 6-year-old children addressed me as on a regular basis. And here we are in 2024—these adults are acting like the same children in my Kindergarten class. Why? Bullying doesn’t really do anything helpful. So why do it? What does someone actually accomplish when they bully someone intentionally? It sure isn’t helpful or empathetic and doesn’t add any value to our society. I sat and cried when I was watching the convention as Gus yelled out in excitement “That’s my dad!”. Why can’t we just let Gus have that proud moment? Regardless of political affiliation, Gus is a human with a human connection and dear affection and love for his parent. Period. That’s it. Why did folks make fun of Gus? What did it accomplish? It’s not cool anymore. So just stop. Individuals face bullying throughout their life for various reasons. Some of those reasons are because of their skin color or religion. Some are for their family makeup or personality dynamics and some are for their disabilities. Regardless of someone’s reason to Bully, we need to change the minds and attitudes of the perpetrators to one that’s a little different. We need them to know that it’s ok to be different—and that if you’re different---you share a unique perspective and understanding that no one else has---and that’s a STRENGTH in my book!! That’s impactful and helpful! How powerful is it to be different from your peers , colleagues or anyone else. I think we could be so much more advanced as a society—and knowledgeable---and unstoppable with all of our different strengths! And yes—this includes amazing young men like Mr. Gus Walz who was so brave to stand up and show his spirit and authentic love towards his father. As we enter anti-bullying month let’s re-shape the act of bullying into something of the past by promising to not bully anyone because they are different in any way AND let’s work together to stand up for ourselves or others if we see bullying taking place. If we see someone bullying anyone for any reason lets first make sure we protect the person being harmed and then address the other person if we are comfortable doing so. Sometimes just ignoring the behavior works , too! As long as you and the other person are safe—it’s OK to ignore maladaptive behaviors. And that’s exactly what I see bullying as—a maladaptive behavior that isn’t cool anymore and really serves absolutely no purpose. Let’s be kind to one another and celebrate our unique differences and perspectives. It’s certainly way easier to use our energy for kindness and empathy. It’s certainly way cooler in my book to use this positive energy to lift people up and to value their differences.
If you’re not different, you’re boring!! That’s what I’ve been telling my son since the day he was born. The phrase was in italics on my signature at work professionally for the longest time. It’s been sort of my own motto in my own personal life as well. I was bullied as a very young child—I can remember being in kindergarten and being teased for my speech impediment as well as for being different from my male peers at the time.
by Dale Liuzza, Executive Director
Bullying Just Isn't Cool Anymore! So stop.
The Division of Early Childhood recently published its revised position statement to clarify the roles of the Early Intervention services and its providers, or Early Intervention Educators. Aligned with the federal requirements set forth in the Individuals with Disabilities Education Act (IDEA 2004), this statement focuses on Special Instruction as it is provided to families of eligible infants and toddlers with disabilities and developmental delays.
This article breaks down the key points of the position statement so that families and caregivers can better understand the role of Special Instruction in helping young children with developmental delays and disabilities. What is Special Instruction? Special Instruction is a service that helps babies and toddlers (from birth to age 3) who have developmental delays or disabilities. It’s part of a larger program called IDEA Part C, which focuses on early intervention for children with special needs. What Does Special Instruction Do? Helps Children Learn: Special Instruction supports children in learning new skills, like talking, playing, and problem-solving. Involves Families: Families are key to the process. Special Instruction helps parents learn how to teach their child important skills at home. Individualized Help: Each child gets a plan based on their specific needs. The service works with other professionals, like therapists, to make sure the child gets the right support. Who Provides Special Instruction? People who offer Special Instruction are called Early Intervention Educators. These educators work with families and young children to help them learn and grow. What Qualifications Do Early Intervention Educators Need? The position statement recommends that Early Intervention Educators: Have Proper Training: Educators need special training to know how to best help young children with developmental delays. Stay Updated: It’s important for them to keep learning new techniques and best practices, so they can offer the best support. What Is the Role of an Early Intervention Educator? These educators do many things to help children and their families: Assessment: They assess or evaluate the child’s needs. Planning: They create an individualized plan (IFSP) for each child. Working with Families: They coach parents on ways to help their child’s learning at home. Collaboration: They work with other professionals, like speech or physical therapists, to give the child complete support. How Is Special Instruction Different from Other Services? While there are many services in Early Intervention (like physical therapy, speech therapy), Special Instruction focuses specifically on teaching new skills. It’s about learning, while other services may focus on areas like movement or communication. Appendix: What Special Instruction Is and Isn’t What It Is: Special Instruction is hands-on learning support. Educators work directly with the child and family to teach important skills. What It Isn’t: It is not the same as therapies like speech or occupational therapy, which focus on specific areas of development. Read the Early Intervention Position Statement in its entirety HERE.
The Role of Special Instruction in Early Intervention Position Statement (September 2024 Revision)
Louisiana Medicaid Members!
New Guide for Filing a Title VI Complaint with the U.S. Department of Education
The Social Security Administration has provided a new Youth Toolkit to Supplemental Security Income (SSI) recipients between the ages of 14 and 17 (transition-aged youth) and their representatives to help them understand policies and access resources to aid youth in their transition to adulthood. Specific topics covered include: age-18 redetermination and how to appeal if benefits stop; earnings and the age 18 redetermination; available work incentives and supports; SSI program rules about higher education funds; Achieving a Better Life Experience (ABLE) accounts; and, other helpful services.
Open Enrollment starts soon Need to make changes to your family’s health or dental plan? Open Enrollment starts on October 15 and ends on December 2 at 6 p.m. Healthy Louisiana Open Enrollment packets were mailed to members recently. Use the packet to prepare for Open Enrollment and make sure you have the health plan that meets your family’s needs. New Healthy Louisiana Members If you want to change your health plan or dental plan so your new plan starts October 1, 2024, you must make the change before 6 p.m. on September 27, 2024. If you make the change after September 27, your new health plan or dental plan will start on November 1, 2024.
Purpose of this guide This guide helps parents and K-12 students understand Title VI, a law that protects students from being treated unfairly (discriminated against) in school because of their race, color, or where they come from. It explains how to file a complaint with the U.S. Department of Education if a student is being discriminated against. The guide also gives examples of unfair treatment and how students can stand up for their rights with the help of the Office for Civil Rights. Here’s an outline of the important information contained in the Title VI Complaint How-To Guide: What is Title VI? Title VI is a law that stops schools from treating students unfairly because of their race, color, or where they are from. Types of Discrimination Schools can’t treat students differently, bully them, or have unfair policies that affect students of certain races more than others. How to File a Complaint Anyone can file a complaint if they see discrimination. Complaints should be filed within 180 days of the event. Include details like names, dates, and descriptions of the unfair treatment. What Happens Next? The U.S. Department of Education looks into the complaint. Schools may have to make changes if they find the law was broken. Using Title VI to Make Change Students and parents can work together to push schools to fix problems like unfair treatment or harassment. Read the guide in its entirety: How-To Guide-Filing a Title VI Complaint with the U.S. Department of Education.
New Resources Available for Social Security Income Eligible Youth
In the event of an emergency, ensuring that assistive technology (AT) and medical devices remain powered and functional is crucial for individuals with disabilities. The “Emergency Power Planning for People Who Use Electricity and Battery Dependent Assistive Technology and Medical Devices” document, created by the Pacific ADA Center, serves as a comprehensive tool to help individuals and families plan effectively for potential power outages. Here’s an overview of the key points covered in the document, emphasizing its usefulness as an essential resource.
Emergency Power Planning for Assistive Technology and Medical Devices: A Vital Guide for Individuals with Disabilities
Why Emergency Power Planning Is Important Many individuals with disabilities rely on devices such as ventilators, oxygen concentrators, power wheelchairs, and communication aids that require a constant supply of electricity. A power outage during a disaster can pose serious health and safety risks. Having a detailed emergency power plan ensures that these critical devices continue to function even when the power goes out. Key Steps in Emergency Power Planning The guide outlines several crucial steps to ensure that individuals who depend on electricity for AT and medical devices are prepared for emergencies: Identify Your Devices and Power Needs Make a list of all assistive technology and medical devices that require power, and determine their wattage or voltage requirements. Prioritize which devices are most critical for survival and functioning during an emergency. Explore Backup Power Options Consider different backup power sources, such as generators, batteries, solar chargers, or car adapters. Understand the limitations of each power source and ensure you have a sufficient backup for the duration of potential outages. Contact Utility Providers Notify your utility provider about your reliance on electricity for medical needs. Many companies maintain a priority list for customers with critical power needs. Learn about programs and resources your utility provider may offer, such as priority restoration services or rebates for backup generators. Create a Backup Plan Work with your healthcare provider, equipment supplier, and local emergency management offices to create a backup plan for accessing power during an extended outage. Identify locations such as shelters, hospitals, or community centers where power might be available, and ensure you have transportation plans in place if you need to relocate. Maintain Your Equipment Regularly check the condition of your devices and backup power supplies to ensure they are in good working order. Keep spare batteries, and consider storing portable chargers or additional equipment in case of emergency. Plan for Communication Ensure you have a way to communicate if your AT or devices rely on power for communication functions. Consider non-electric backups like paper and pen, or pre-programmed messages on a portable communication device. Register with emergency alert systems that can provide timely information on local power outages and recovery efforts. Preparing a Personal Emergency Power Plan The document also includes a helpful worksheet designed to assist individuals in creating a personalized emergency power plan. This worksheet allows users to: Document essential devices and their power needs. List important contacts, including healthcare providers and equipment suppliers. Identify potential sources of backup power. Outline key steps to take before, during, and after an emergency to ensure continued access to essential devices. Tips for Effective Emergency Power Planning Test your plan: Regularly review and test your emergency power plan to ensure that it’s effective and meets your needs. Stay informed: Keep up with weather forecasts and emergency announcements, and sign up for local alert systems. Be proactive: Don’t wait for an emergency to start planning. Create your plan well in advance to avoid the stress of last-minute preparations. Conclusion The "Emergency Power Planning" document is a valuable tool for individuals with disabilities who rely on assistive technology or medical devices. By following the steps and recommendations outlined in this guide, you can ensure that you are prepared for potential power outages and that your critical devices remain functional when you need them most. Planning ahead can make all the difference in maintaining independence and staying safe during an emergency. This resource, available through the Pacific ADA Center, serves as an essential planning tool for individuals and families looking to secure their health and well-being in times of disaster.
Our calendar is packed with interesting and informative training opportunities this quarter!
Families Helping Families of Greater New Orleans provides parents/caregivers, individuals with disabilities and professionals many training opportunities every month of the year. Below are some of the highlighted training for October. In School-Based Anxiety: Helping Kids Cope, Chessie Brittain, a Graduate Student in Clinical Mental Health Counseling, will discuss the basics of school-based anxiety, go over some coping mechanisms, and offer some practical tools to help your child work through anxious emotions. The Right to Make My Own Choices: Supported Decision Making (SDM) - Ashley McDaniels & Melanie Bray with The Arc of Louisiana will cover the legal options that are available to individuals with intellectual and developmental disabilities, including the newest option, Supported Decision Making. Our presenters will explain SDM and how to implement it. School Discipline & MDRs is a very hot topic. In this webinar, Hector Linares & Sara Godchaux with Loyola University New Orleans College of Law will go over school discipline and the Manifestation Determination Review (MDR) for students with disabilities as outlined in the federal special education law, the Individuals with Disabilities Education Act (IDEA).
In addition to the highlighted training opportunities, we offer several more. All classes are FREE and relevant for parents, caregivers, and professionals working with school-aged children. For dates, times, and registration links to any of our online classes, visit the Training Calendar on our website. Louisiana families needing accessibility accommodations to attend one of our webinars, please contact our Director of Training, Sharon Blackmon at sblackmon@fhfofgno.org.
The primary purpose of the Independent Futures That Work project is to build the competence and confidence of young adults with disabilities to access independent living and employment services so they can more successfully transition from the youth entitlement system to the adult eligibility system. Our Resource Center will also help family members and professionals improve their capacity to support these young adults with disabilities on their journey. To learn more and find resources scan the QR Codes above or visit Families Helping Families of Greater New Orleans website.
"Students with disabilities must have an equal chance to take part in sports, counseling, clubs, health services, student jobs, transportation, and other school activities. "
Your Child with a Disability Can Participate in Extracurricular Activities
Extracurricular Activities are Important Schools do more than teach students to read and do math. Students also eat lunch together, go on field trips, and join school sponsored clubs and sports teams. These are called “nonacademic” or “extracurricular” activities. These activities are important for all children, including those with disabilities. Students with disabilities must have an equal chance to take part in sports, counseling, clubs, health services, student jobs, transportation, and other school activities. But how do you make sure your child has that chance? Working With Your Child's School If your child has special education services at school, your child also has an Individualized Education Program (IEP) team. That team makes an education plan for your child. As the parent, you are part of this IEP team. The team should talk about how your child can take part in extracurricular activities. Share with the team what activities your child enjoys. T he IEP team must follow the federal law about special education. This law is called the Individuals with Disabilities Education Act (IDEA). It has guidelines for including students with disabilities in extracurricular activities. The IEP team decides how much a child can do in an activity so the plan is just right for your child. Students with disabilities may need extra help so they can do an activity. They might need an interpreter, assistive technology, or an aide. These supports are called “accommodations” or “supplemental aids or services.” The team needs to write these services in the IEP. Here is Sally’s story: Sally is in ninth grade and is deaf. She likes to write and wants to work for the school paper. Sally and her parents share this with her IEP team. T he team decides that working on the paper would help Sally. Sally needs an interpreter to talk with the other students. They write that accommodation in the IEP to help Sally be a part of the newspaper staff. Some students with disabilities have a 504 Plan, not an IEP. If your child has a 504 Plan, you can ask that supports be included in the plan for nonacademic and extracurricular activities. The U. S. Department of Education recently published a document for schools about their responsibility to provide students with disabilities the opportunity to participate in extracurricular athletics. Here is one example: Alex is in fourth grade and wants to participate in his school’s gymnastics club after school. He has diabetes and a 504 Plan. Alex needs help testing his blood sugar and giving himself insulin shots. The school must provide this help during the after-school sports program so he can be in the gymnastics club like other students in his grade. Your Child Can Be Included The law says that all children with disabilities should have the same chance as other students to take part in school sponsored nonacademic and extracurricular activities. With the right help, your child can be included like other students! Source: PACER Center
Source: The National Resources for Advocacy, Independence, Self-determination and Employment (RAISE) Technical Assistance Center
Topic Areas: Child Find Procedures—Identify, locate, and evaluate children suspected of having a disability, Coordinated Early Intervening Services, Deafness and Hearing Impairment, Early Childhood, Part C. The letter emphasizes the importance of early identification and support for children with hearing loss. It explains that under Part C of IDEA, states must identify, locate, and evaluate infants and toddlers who may have hearing impairments. The goal is to ensure children with hearing loss receive the services they need to support their development, particularly through Early Hearing Detection and Intervention (EHDI) systems. For the full letter, you can visit the official website
My journey to a Job I Love, By: Rachel Shandler
Work Hard, Be Kind, Believe in Yourself and Amazing things will Happen
Graduating from college, the next step in many people’s lives is finding a job. For most people that is not always easy. It includes steps like building a resume, where to look for job, and interview preparations. For someone with a disability, it could include those things and many more that no one thinks about. I always say to people, for every five steps an able-bodied person takes, in my experience, it could take a person with a disability ten. I have Cerebral Palsy and use a motorized wheelchair. I also do not drive and need assistance throughout the day with personal care needs. Therefore, I had to think about all those things before even deciding to go on an interview. This can be daunting and frustrating, and it was, just that, for me. I have two wonderful sisters who I watched have interview after interview. To which I was very happy for them, but also a little jealous. I was going on many of the same websites such as Career Builder and Indeed but not getting many call backs. At one point in my employment journey, my dad suggested getting a volunteer job to show my employment capabilities. I began calling around to different organizations explaining that I would like to volunteer. Every volunteer job I had, I treated like a real job. Showing up on time, doing anything that was asked, and asking to be involved in as many activities or projects as I could. My thought process was always to show what I could do, because they may decide to hire me. I also was not looking to volunteer in the typical volunteer position. I looked and asked for positions that would contribute to my goal of wanting to work in the social services field or helping people in some capacity. A few places I volunteered were a nursing home and a rehab hospital. Volunteering can also help you meet new people, for networking purposes and future recommendations you may need. I eventually got a job as Therapeutic Staff Support Person or TSS. This was in a school setting with a student. I assisted in helping a student manage their behavior throughout the day. Every job comes with its challenges. For this job some of my challenges were navigating around the school and figuring out what is the best and easiest way for me to take my observation notes. One of the biggest obstacles for me, was making sure the organization I worked for knew about my disability. The organization I worked for knew about my disability from the time I first spoke with them. My philosophy on when and what to tell your employer about your disability is, telling them right way. They are going to find out. In my opinion It is best to be upfront. This is something to think about especially if your disability will impact the way you do your job. For me, as a Therapeutic Staff Support Person, my employer had to place me with a client that I could successfully assist. This was one reason why I needed to be open and upfront about my disability. The reason I named this as an obstacle is because it was one of the reasons I didn’t stay at the job for very long. This was a fee for service position, meaning I only made money when I worked with a client. Because it was difficult for them to find me a client who I could assist, I did not make much money or stay at the job very long. As I continued to look for job, talking to my neighbor one day, he suggested looking into the field of Medical Coding and Billing. He suggested this because you could do this from home. This was a positive for me because I don’t drive. After some thinking and calling my local community college, I registered for my first class. Medical Coding and Billing is a certification program of 10 classes. I decided to enroll because I am school-oriented person, this is something I feel I can excel at, and I love to learn new things. Doing this certification program also did not come without its challenges. The internship is where I struggled the most. After the internship interview, something did not feel right. After asking and being told by the internship supervisor that there were no other places to interview, I had to stick it out. I chose a placement that was close to my home. Because of this choice, I could take public transportation to or from the internship. The real difficulty came when I realized that my supervisor at the placement would not let me do anything. This is after asking him several different times about entering codes into the computer or completing other tasks that coders were expected to do. I was told, interns don’t do the coding. I didn’t learn anything and that is why I don’t have a job in coding. Why I think this part of my employment story is important is because I could have been a better advocate. This is because yes, I advocated for myself in the moment, constantly asking if I could do more and why I couldn’t do certain tasks. Also asking my supervisor for a different placement. Looking back, I should have and could have contacted the schools’ program supervisor to tell her about my experience at the placement. Not for my benefit, but for the benefit of other people with disabilities that come after me. I don’t want others to have the same horrible experience I did. While pursuing the Medical Coding and Billing Certification, I was also volunteering at Bucks County Center for Independent Living. I heard about this organization through my VR counselor. VR stands for Vocational Rehabilitation. VR is an organization that assists people with disabilities in finding employment. I started out as a volunteer with the Bucks County Center for Independent Living and have been employed since 2016. I love it! The Bucks County Center for Independent Living is an organization that works with people with disabilities. The organization offers many core services that assists in helping people to become as independent as they chose, empowering people with disabilities to reach their goals. Like I said, I feel like people with disabilities must take 10 steps to an able-bodied persons’ 5. I feel my journey to employment has proven that statement to be true. Through my challenges I have learned so much and I wouldn’t change it. Persevering through many obstacles. I started out volunteering with many organizations, wanting to find a job helping people. Now I work as a Person-Centered Counselor and Information and Referralist helping people with disabilities find resources.
Joint Dear Colleague Letter on Early Hearing Detection and Intervention and Part C Programs
LAURA
Welcome Dale Liuzza, FHF of GNO’s New Executive Director
Where I Began I didn’t know that I would be working in the early intervention field until I had my son Seth back in 2004. I wanted to be a news broadcaster or a talk show host actually! But everything changed in 2006 when I was dropping my son off at his first day of preschool in Uptown New Orleans. I was dressed in work out clothes and was walking my son to his classroom with the intent of going to pump some iron followed by the elliptical and to get a mental break from the exhaustion that came with being a stay at home Dad. Boy was my day flipped around! The director of the preschool saw me and Seth walking down the hallway and she flagged me down and said “Dale!! What are you doing right now? I had a toddler teacher not show up for their first day of work and I’ve seen you with you son and other children and you’re very well known in this community—so do you want to be a toddler teacher and work for me??!!” I sort of stared at her for a second to make sure I had processed what she said and then I replied “Um, Sure, I am in work out clothes so if you are OK with that, I will do it!”. And that’s where my interest in Early Childhood Education started. At the time I started working as a toddler teacher I was also a stay at home dad and founder and president of a local New Orleans non-profit that I created in late 2003 before my son was born. The non-profit served under-represented families in the greater New Orleans area and flourished for many, many years. In addition, I served on the board of directors for a national non-profit (COLAGE) for three years. Fast Forward Let’s fast forward a few years to 2009 or so which is when I went back to school to start my graduate degree. By that time I had given 4 or so years as an early childhood teacher and my son was starting at pre-school more full time so I decided to focus on just my grad school degree and stay at home dad role. Boy was I wrong! I had gotten a call from the same pre school I worked at by the director who wanted to know if I was interested in shadowing a two year old boy with Autism a few hours a week in the preschool setting. I had never shadowed anyone before and really didn’t know what I was getting into but I said “Yes, let’s do it!”. Well my shadowing of one child turned into almost a full time gig and I was shadowing several kids ages 2-10 at the same time in different settings (at home, their classrooms, ect.) Working with these kids diagnosed with developmental exceptionalities plus observing some developmental concerns with my own son sparked my interest even more so I began working under the direction and supervision of a board certified behavior analyst/child psychologist and a company called Autism Spectrum Therapies. I did this for many, many years and wound up working at behavior clinics and Early Intervention programs all over Dallas and finally as a pre-school assistant director and director for many, many years. When you lived it, you know Having a disability myself since I can remember also had given me the passion to work for those of us with any disability at all. I have a speech impediment and spent many, many decades working thru it. I had speech therapy from as early as I could remember and thankfully as a young adult was able to overcome most of the impediments in my speech by practicing over and over for decades the strategies taught to me as a young boy. The speech impediment is still there and you may notice it here and there when conversating with me. And I’m OK with it. I own it. It’s me! Having to advocate for myself, my son and my previous clients ( I call them all my previous kids) and seeing all of the positive impacts on all of our lives because of resources provided to those of us in the community with disabilities has made me so very passionate about making sure those resources are plentiful, available and effective for those of us still needing those services. My Future as Executive Director of FHF of GNO I look forward to doing the work that’s needed at FHF of GNO to ensure that we continue to provide the best possible service to absolutely any family needing a hand to hold to get the resources they need for their family member with any disability. My team at FHF of GNO is an amazing group of people who come to work every single day for those folks and your children and we love doing what we do! We are a strong team with many, many decades of years of experience and we are here to guide you in any way that you may need. I AM HERE FOR YOU Please never hesitate to contact me directly for any reason: dliuzza@fhfofgno.org Warmest regards, Dale Liuzza, Executive Director, Families Helping Families of Greater New Orleans
Dale Liuzza
Hello ! I am so excited to be introducing myself to the FHF community! And I am honored to have been chosen as the next leader of Families Helping Families of Greater New Orleans.
BEBE
When holidays roll around, children with disabilities often face a variety of sensory challenges—unfamiliar sounds, crowded spaces, bright lights, and shifts in routine. Parents can use a range of sensory strategies to help their children manage these holiday stressors. Below are some expert-recommended approaches that leverage principles from occupational therapy, speech therapy, and physical therapy, designed specifically to support children with special needs.
Sensory HOLIDAY Strategies
continued on p.42
1. Deep Pressure for Calming Many children with sensory processing challenges find deep pressure calming. This is often referred to as proprioceptive input and helps regulate the nervous system. During holidays, where there are a lot of overwhelming stimuli, deep pressure techniques can help: Weighted Blankets or Vests: Having your child use a weighted blanket during quiet time or transitions (like before a holiday meal) can provide a calming effect. Hugs and Gentle Squeezes: Physical touch like a bear hug or gentle squeezes on the arms or shoulders can also help with sensory regulation. Tight Clothing or Compression Garments: Some children feel calmer wearing snug, compression clothing or undergarments, which can help them tolerate more stimulating environments. 2. Create a Safe Sensory Retreat Designate a quiet space where your child can go if they feel overstimulated. This retreat should be filled with comforting items and sensory tools that help them regulate: Noise-Cancelling Headphones: These are a lifesaver when the environment gets too loud (e.g., at a family gathering or during fireworks). They help reduce auditory overload while still allowing your child to participate. Fidget Toys or Sensory Tools: Keep a box of sensory toys like stress balls, squishy toys, or even a tactile blanket nearby. These can help your child manage feelings of stress while providing sensory input that helps them stay grounded. Dim Lighting: Harsh, bright lights—common during holidays—can be overwhelming. Equip your retreat space with soft lighting, like fairy lights or a dimmable lamp, to offer a calm contrast. 3. Oral Sensory Strategies Children who seek oral sensory input often find it calming to chew or suck on objects. Incorporating oral motor strategies can help reduce stress, especially when holiday events run long: Chewing Gum or Chewy Snacks: Provide sugar-free gum, chewy candy, or healthy snacks like carrots or crunchy granola bars. The repetitive chewing helps organize and calm the nervous system. Straws or Sippy Cups: For children who need extra help regulating their sensory input, drinking from a straw or sippy cup offers proprioceptive input through the mouth. 4. Routine-Based Sensory Input Keeping parts of your child’s daily routine the same during the holidays can offer comfort and predictability. Incorporating sensory-based activities they already enjoy into the holiday schedule can be grounding: Movement Breaks: Physical therapy principles stress the importance of movement for sensory regulation. Encourage regular movement breaks, like jumping on a trampoline, swinging, or a simple walk outside, to help them release excess energy. Timed Quiet Periods: Incorporating regular quiet or downtime during holiday gatherings can help prevent sensory overload. Use visual timers or a consistent schedule to signal when it’s time for a break. 5. Visual Supports and Social Stories Children with developmental disabilities often benefit from visual cues to prepare for new or overwhelming situations. Using visual schedules, picture cues, or social stories can help them anticipate what will happen during holiday events: Visual Schedules: Create a visual timeline for the day’s activities so your child knows what to expect. Include breaks and sensory retreat times in the schedule. Social Stories: Social stories are a great way to help children understand upcoming events and reduce anxiety. Write a short story about what they will experience, using pictures if possible, and review it together ahead of time. 6. Controlled Sensory Input through Structured Activities For children who benefit from controlled sensory input, plan structured sensory activities to include in your holiday routine: Sensory Bins: Create a holiday-themed sensory bin (e.g., with fall leaves for Thanksgiving or pine cones and soft ornaments for Christmas) where your child can explore textures and objects at their own pace. Holiday Crafts: Engage your child in hands-on crafts that allow them to manipulate materials. Painting pumpkins, decorating cookies, or stringing beads offers sensory input through touch while giving them a sense of accomplishment. 7. Sensory Break Cards Empower your child to ask for sensory breaks using simple visual cue cards or a signal (such as raising their hand or showing a card with a break symbol). This promotes self-advocacy and allows them to manage their sensory needs before reaching a point of overwhelm. 8. Auditory Support for Noise Sensitivity Loud noises, such as holiday music or conversation at gatherings, can be particularly stressful for children with sensory sensitivities: Noise-Cancelling Headphones: These are invaluable for drowning out overstimulating sounds, allowing your child to remain in the environment without feeling overwhelmed. Create a Playlist of Calming Music: Create a playlist with your child’s favorite calming songs. Listening to familiar and soothing music through headphones can help manage stress when environmental noise becomes too much. 9. Vestibular Input for Calming or Alerting Vestibular input, which involves movement and balance, can help your child either calm down or become more alert depending on the type of movement provided: Rocking Chair or Swing: If your child enjoys rocking, provide access to a rocking chair, or if space allows, consider using an indoor swing. Gentle, rhythmic movements can help soothe overstimulation. Spinning or Bouncing: Some children benefit from fast-paced, repetitive movements like spinning in a chair or bouncing on a therapy ball. This can help “reset” their sensory system when they’re feeling overstimulated or sluggish. 10. Meal Preparation and Texture Sensitivity Children with sensory processing issues often have strong preferences regarding food textures or tastes. Holiday meals can be difficult if they involve unfamiliar or disliked foods: Familiar Foods: Bring along familiar foods or snacks that your child feels comfortable eating, and offer them alongside the holiday meal. Let Them Participate: Involving your child in food preparation, such as stirring ingredients or decorating cookies, can help them engage in holiday traditions while managing texture sensitivities. Sensory strategies tailored to your child’s individual needs can make holiday gatherings more enjoyable and less stressful. By planning ahead, creating structured activities, and providing sensory retreats, you can help your child navigate the holiday season with greater ease. Each child is unique, so it’s essential to observe what works best for them and adjust strategies accordingly. With a little preparation and flexibility, your family can embrace the holidays with less stress and more joy.
Michelle Bishop, a Voting Rights Specialist at the National Disability Rights Network, promotes voting rights for people with disabilities. She believes that the right to vote is crucial and that no other community is asked to stay home from the polls the way people with disabilities sometimes are. Often, issues with access arise because designers didn’t think about people with disabilities when selecting poll locations or creating voting procedures. This is a form of discrimination, not just a practical inconvenience. “People with disabilities, if they want to be at the polls, they should be at the polls. That is their right as an American.” - Michelle Bishop
Voting with a Disability
Democracies live and die by civic engagement and VOTING is crucial. Candidates keep track of how many people in which demographic groups vote, through polls and by looking at public enthusiasm. They tailor their political positions and strategies to the voter pool, hoping to keep their past voters’ support and attract new supporters. But in order to “count,” you must VOTE.
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Know Your Voting Rights Louisiana Updates That You Need To Be Aware Of As You Prepare To Vote After August 1, 2024: 1. If you need help filling out a voter registration form the new law says that the ONLY people who can help you register are: An immediate family member; A person who is not an immediate family member. Such as: a friend, neighbor, caregiver, or other person ONLY if they have not helped someone in this election cycle already; A registrar of voters or an employee from the registrar of voters; The secretary of state or an employee from their office who performs election duties; Any entity or individual that is required by law to perform voter registration activities; OR At a voter registration drive. 2. If you need help filling out the application for your absentee ballot the new law says you may ONLY get help from: An immediate family member; A person who is not an immediate family member. Such as: a friend, neighbor, caregiver, or other person ONLY if they have not helped someone in this election cycle already; An employee of the registrar of voters; OR An employee of the election division of the department of state. 3. If you need help filling out your absentee ballot that will be turned in by mail the new law says you may ONLY get help from: An immediate family member; A person who is not an immediate family member. Such as: a friend, neighbor, caregiver, or other person ONLY if they have not helped someone in this election cycle already; An employee of the registrar of voters; OR An employee of the election division of the department of state. 4. If you live in a nursing home and are enrolled in the nursing home early voting program: The new law gives you 2 more weeks before early voting begins to cast your vote during the election period. 5. If you are voting with an absentee ballot by mail, to deliver the ballot you must either: Deliver the ballot yourself by hand to the mailbox, postal service, or registrar’s office, Have an immediate family member deliver it to the mailbox, postal service, or registrar’s office for you (and they will have to give their name and address in a signed statement); OR A friend, neighbor, caregiver, or other person ONLY if they have not already helped someone else submit their ballot in the current election cycle. 6. A person, organization, or entity can only distribute an application form for an absentee ballot to a person who has directly requested one. Check with your local registrar’s office to verify if you are able to do so. After these laws go into effect, it will be a punishable criminal offense to help more than one person with any of the following actions if they are not an immediate member of your family. If you have questions or would like additional information, please contact Disability Rights LA at 800-960-7705 or email them at info@disabilityrightsla.org. Activism and How it Makes Change For people with disabilities who express that voting offers little hope of change, activism offers another route. Activism can strengthen a person’s sense of civic participation and, over time, create lasting change in a community, state, or country. Activism is the use of direct, non-electoral campaigning to create political change. It can mean many things: participating in protests and marches, speaking at public hearings, or publicizing information on social media. Disability activism fueled many improvements for people with disabilities. In 1977, disability rights activists demanded the expansion of regulations to implement the landmark Rehabilitation Act of 1973, succeeding with a campaign of sit-ins and forcing the implementation of regulations. Massive action by self-advocacy groups also hastened the 1990 Americans with Disabilities Act. Resources Louisiana Updates That You Need To Be Aware Of As You Prepare To Vote After August 1, 2024 Voting Rights for People with Mental Disabilities Disability History: The Disability Rights Movement The Americans with Disabilities Act and Other Federal Laws Protecting the Rights of Voters with Disabilities Barriers to Voting for People with Disabilities Disability and Voter Turnout in the 2020 Election Fact Sheet Federal Laws Protecting the Rights of Voters with Disabilities REV Up Voting Campaign Voting and Polling Places Sources: National RAISE Center@SPAN, Disability Rights Louisiana
Louisiana's New Guidebook for Assistive Technology in Schools
Here are the important things you should know about the guide: What is Assistive Technology (AT)? Assistive technology includes tools that help students with disabilities do things they might have trouble with, like reading, writing, or communicating. These can be simple tools like a pencil grip or more complex things like speech-to-text software. Why Use AT for Students? The guide explains how AT can help students succeed. For some students, AT can make learning easier by giving them ways to participate in school activities. The guidebook shows how AT can support learning in different subjects and help students be more independent. Common Myths and Facts About AT Many people think that using AT is too expensive or that students might rely on it too much. But the guide shares the truth: Myth: AT is only for students with severe disabilities. Fact: AT can help students with all kinds of disabilities. Myth: AT will make students lazy. Fact: AT actually helps students become more independent and confident. How to Use AT in the Classroom The guide provides tips for teachers on how to choose and use AT for students. It talks about different ways AT can be used to help students in reading, writing, math, and more. Teachers can work with parents to figure out which AT tools will work best for their child. AT in the IEP If your child has an Individualized Education Program (IEP), the use of AT should be included in the plan. The guide gives steps for how to add AT to an IEP and make sure it is used effectively. It’s important that everyone involved in the child’s education knows about the AT and how to use it. How Effective is AT? The guidebook talks about how to make sure AT is working well for students. Schools should check if the AT is helping the student learn and adjust if needed. It’s not just about getting the right tools—it’s about making sure those tools are working to help the student succeed. This new guide is available on the Louisiana Department of Education's website and can be a great resource for families and educators. By understanding and using assistive technology, students with disabilities can have a better chance of success in school and life.
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The Louisiana Department of Education has released a new guidebook that can help families, teachers, and schools better understand how to use assistive technology (AT) for students with disabilities. Assistive technology is any tool or device that helps students learn and communicate better.
September 20,2024 | by: Denise Marshall | General Statement | COPAA As the U.S. Congress, states and/or districts consider, develop, and finalize policies for K-12 schools regarding placing limits on computer screen time, accessing and using cellular phones or other electronic devices, the Council of Parent Attorneys and Advocates (COPAA) issued the following statement. Through the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act of 1973 (Section 504), students with disabilities are afforded the right and opportunity to use assistive technology (AT) and/or auxiliary aids and other accommodations to access a free, appropriate public education in the least restrictive environment (LRE). It is not uncommon for school team(s), which include the parent and/or student, to determine that a student with disability needs full-time, part-time, or specific allotted time to use a computer, tablet, cellular phone/its apps, or other device(s) as part of their Individualized Education Program (IEP) or 504 Plan. Recent advances in AT have allowed more students to participate and benefit from their education. At the same time, there has been a well-documented, significant increase in the use of electronic devices by students during the school day. Concerns about the impacts of this trend on students and their learning have spurred policy makers to enact new policies to curb or limit student access to these devices. However, when federal, state and/or local governments develop and finalize policies intending to limit student screen time on a computer or use of a cellular phone or other electronic devices, these entities must take care to ensure that no policy or its provisions directly conflict or interfere with a student’s rights and opportunities under IDEA, Section 504 and Title II of the Americans with Disabilities Act. All federal, state and local policies regarding the use of education technology that may also be deemed AT for a student with a disability must be supportive of each student's rights including their access to educational curricula, materials and/or instruction, or participation in the educational process with support from AT or other accommodation/auxiliary aid. Parents, as equal partners in the IEP and 504 Plan development and process, must be assured that the IEP/504 Plan includes the types of assistive technology and/or other auxiliary aids and accommodations that the student needs to access their education alongside their nondisabled peers. It is imperative that as new state or local laws and policies are developed and implemented, that existing IEPs and 504 Plans that provide for AT are honored and that the burden is not placed on parents to ensure that these existing plans are updated to account for any new policy. It should not be the parent’s responsibility to ensure that their child continues to receive legally recognized accommodations and that their child is not subjected to any discipline measures that may be related to new policies simply for using their approved AT. In no instance should a student who is otherwise participating in the general classroom be required to be segregated or separated from their nondisabled peers to access their education due to a policy that would limit their access to AT. If a computer, tablet or other device is required for that student, but may otherwise be prohibited to other students, the student with a disability must continue to have access to such device in their normally assigned classroom or LRE. COPAA and its members stand ready to help policymakers as they develop policies to support student learning, including students with disabilities. We encourage state, district, and local school leaders to work with families whose children are receiving education services, supports, and/or accommodations under IDEA and Section 504 to develop policies that support all children.
When School Policy Limits Access to Assistive Technology for Students with Disabilities
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.
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) Every year, 6 October is an opportunity to come together and celebrate the resilience, diversity and vibrancy of people with CP. This year, World CP Day is on a Sunday. It’s also a moment to campaign for meaningful, positive changes to accessibility and inclusion in society and recognise the contributions of family, carers and allies. In 2024, the global campaign theme for World CP Day is #UniquelyCP. Every member of the CP community is unique, with passions, pursuits and identities beyond just that of a person with disability. CP is often misunderstood in the wider community, and #UniquelyCP’s call to action is to overcome these stereotypes by celebrating the individuality and personality of our community. The 2024 campaign theme aims to empower people with CP, family members and supporters to share stories about their achievements and passions – how CP makes each of us unique.
October
awareness Calendar
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 10/6-12 - Mental Illness Awareness Week 10/5 - World Teacher Appreciation Day 10/6 - National Depression Screening Day 10/10 - World Mental Health Day 10/10 - World Blind Day / World Sight Day 10/15 - White Cane Safety Day 10/13 - Metastatic Breast Cancer Awareness Day 10/15 - National Latino AIDS Awareness Day 10/15-21 - International Infection Prevention Week 10/20-26 - Respiratory Care Week 10/21-25 - National Health Education Week 10/22 - International Stuttering Awareness Day
Source: LADOE
School District Leaders: Implementation Checklist School Leaders: About Reporting and Investigating Bullying Training Resources Principal / Designee Responsibilities Sample Policy Sample Letters and Forms: Bullying Report Form Parental notification about possible bullying Parental notification about confirmed bullying Parent notification about unconfirmed bullying Witness Statement Form School Stay Away Agreement
If you are a student, parent or school leader and need to report a case of bullying, you can fill out the Bullying Report Form PDF and submit to the principal or appropriate school leader. If you are a school leader who is investigating a report of bullying, you can use the Bullying Investigation Form PDF to document the investigation. If you feel the school did not take timely and effective action in conducting the bullying investigation, you may report this information to the LDOE using the LDOE Bullying Incident Monitoring Form. Under Act 861 enacted in 2012, school employees are required to participate in four hours of training to learn how to detect, prevent and end bullying. Teachers or other school personnel who receive a complaint about bullying must verbally notify the principal on the day of incident and in writing within two days of the incident. The principal must notify parents and launch an investigation on the day of the incident. The investigation must be completed with ten days. The Bullying Prevention Toolkit, developed by the Louisiana Department of Education, provides resources to assist school district prevent and end bullying.
October is National Bullying Prevention Month
Louisiana Bullying Resources
Create ground rules that encourage a culture of inclusion and respect. Use positive terms and give out rewards to reinforce the rules. Set a positive example for kids to follow. Even if it seems like they aren’t paying attention, kids are watching how adults manage stress and conflict, as well as how they treat the people around them. Teach students about stereotypes. Promote awareness and help students break down stereotypes. It is important to see each person as an individual and take time to understand where they come from. Make your classroom a safe space. These places help students feel more comfortable being themselves and make sure they have somewhere to go to receive support. Respond the right way to bullying situations. There are laws to prevent bullying and harassment based on any student’s identity. If the bullying is not resolved, you can consider notifying the superintendent and filing a claim. When school staff, parents, and caregivers are committed to creating a safe school environment for students of all backgrounds, it helps keep everyone feeling included and allows students to thrive. Besides, who couldn’t use more positive interactions in the classroom? Source: Bullying.gov
Did you know that the classroom environment can have a big impact on the likelihood of bullying? Educators who create an environment of respect can help prevent bullying and protect students from bullying behavior by appropriately responding. Students who are a part of diverse groups or appear “different” from their peers may be at increased risk of being bullied. It’s our job as adults to work together to create an environment that protects all students from bullying. 5 Ways to Prevent and Stop Bullying in Your Classroom All students should be able to feel safe at school and in the classroom. There are steps you can take to make sure your classroom promotes respect, positive behavior, and order to help prevent bullying, especially for those of different backgrounds, beliefs, or abilities, and students who identify as lesbian, gay, bisexual, transgender, queer, intersex, nonbinary or otherwise gender non-conforming (LGBTQI+). Here are five ways you can get started:
Your Classroom Environment Can Help All Students Thrive
October is National Disability Employment Awareness Month
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Every day, people with disabilities can and do add value to America’s workplaces and economy. Each October, during National Disability Employment Awareness Month, or “NDEAM,” we celebrate the contributions of these workers with disabilities. NDEAM also reaffirm their commitment to ensuring all Americans—including Americans with disabilities—can put their skills and talents to work. Reflecting the importance of ensuring all workers, including disabled workers, have the opportunity to prepare for and obtain good jobs and grow and advance in their careers, the theme for NDEAM 2024 is “Access to Good Jobs for All.” Indeed, a disability-inclusive workforce is a strong workforce, and today, more and more leading employers across the U.S. are realizing this—and reaping clear, bottom-line benefits as a result. Specifically, companies identified as leaders in disability inclusion had, on average: 1.6 times more revenue, 2.6 times more net income, and 2 times more economic profit than their counterparts. NDEAM is an annual opportunity to educate people about these benefits, celebrate progress made and—most importantly—commit to building a stronger, more equitable and inclusive workforce going forward. It is led by the U.S. Department of Labor’s Office of Disability Employment Policy, or ODEP. Each year, ODEP works closely with its partner organizations—including those representing employers, people with disabilities and their families, and government agencies—to develop a theme and assist organizations in participating. This includes developing and distributing an annual poster. But, the real spirit of NDEAM lies at the grassroots level, with activities and observances in workplaces and communities across the country. Employers of all sizes and in all industries are encouraged to take part—as are educators and youth service professionals, business associations, labor unions and disability advocacy organizations. How can YOUR organization take part? There are lots of ways! Visit dol.gov/ndeam for inspiration. There, you’ll find concrete ideas for event planning and resources to help you get started. And while on the site, be sure to order your free NDEAM poster, which is available in both English and Spanish. The ODEP-funded Campaign for Disability Employment also offers a variety of resources that can help in planning NDEAM activities, including videos and discussion guides. To access them, visit WhatCanYouDoCampaign.org. However YOU choose to participate, NDEAM is a great time to CELEBRATE and EDUCATE. It’s a time to REFLECT and REAFFIRM. It’s a time to emphasize the importance of ensuring ALL Americans can gain skills and put them to work—for the good of themselves, their families, their communities and our nation’s economy. It’s a time to commit to ensuring access to good jobs for all—every month, of every year.
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. Caregiving can be tedious, repetitive, physically challenging and emotionally straining. For many caregivers, they sacrifice their own well-being to take care of their loved one. Family caregivers provide an enormous value to society. Their services often make it possible for their loved ones to remain at home. It usually fills a gap that would be astronomically expensive otherwise.
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!
November is National Family Caregivers Month The 2022 National Family Caregiver Month presidential proclamation reads: “Family caregivers are the backbone of our Nation’s long-term care system, doing essential work with devotion, often at great emotional and financial cost. We owe them. It is time to bring their service out of the shadows and celebrate and support them in living their own happy, healthy, and fulfilling lives.”
NOVEMBER
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. 11/4-8 - International Stress Awareness Week 11/8 - Aicardi Syndrome Awareness Day 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 11/17 - World Prematurity Day 11/17-23 - GERD Awareness Week 11/18 - International Survivors of Suicide Day 11/20 – World COPD Day 11/21 - World Pancreatic Cancer Day 11/20 - Transgender Awareness Day 11/24 - Great American Smokeout 11/28 - National Family Health History Day
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.
DECEMBER
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. This year’s theme, “Every Voice Matters,” echoes the fundamental belief that every individual has a unique perspective and contributes to the rich tapestry of our school communities. Creating more inclusive learning environments, dismantling barriers to participation, and promoting equity and understanding among all members of the school community is crucial for several reasons. Inclusive environments ensure that all students have equal access to opportunities and resources regardless of their background or abilities. This helps to level the playing field and reduce disparities in academic achievement. By fostering inclusion, schools reflect the real world and prepare students to thrive in diverse workplaces and communities. Exposure to differing perspectives and experiences enhances critical thinking skills and broadens students’ understanding of the world. Inclusive environments promote a sense of belonging and acceptance essential for students’ social and emotional well-being. When students feel valued and supported, they are more likely to engage in learning and develop positive relationships with peers and educators. Inclusive schools create a culture of respect and empathy, reducing the likelihood of bullying and discrimination based on factors such as race, gender, sexual orientation, or disability. This contributes to a safer and more supportive learning environment for all students. When students feel comfortable expressing themselves and sharing their perspectives, they are more likely to actively participate in classroom discussions, collaborate with peers, and take ownership of their learning. This can lead to improved academic performance and overall learning outcomes. Inclusive schools teach students the importance of respecting and valuing the perspectives of others, essential skills for participating in society. By promoting empathy and understanding, schools empower students to become responsible and compassionate citizens who contribute positively to their communities. Throughout the week, we’ll honor the diverse backgrounds and experiences of students, educators, and families. From classroom activities to school and community events, we’ll highlight the importance of fostering inclusive environments where every voice is heard, valued, and respected. 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 characterized by their disabilities, but by their abilities; Action – where all people, organizations, agencies and charities not only show their support for International Day of People with Disabilities, but take on a commitment to create a world characterized 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.
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.
Families Helping Families Helping Families of Greater New Orleans office will be closed on the following dates: November November 11, 2024 - Veterans Day November 28, 29, 2024 - Thanksgiving December Winter Break December 19 - 31, 2024 Our team wishes you a very happy holiday season!
Voting p.29
FHF Holiday Schedule
The Louisiana Department of Education (LDOE) is expanding its tutoring options through the Steve Carter Tutoring Program, offering $1,500 digital vouchers for families needing additional support in reading and math. Previously limited to K-5 students and literacy, the program now includes more subjects and students. Families can register or learn more on the online portal or by visiting tutor.la.gov. There are currently 88 tutoring providers available in the Steve Carter program that have been approved by the LDOE to offer services to eligible students, virtually or in-person, and the LDOE is committed to continuing to grow that number. In addition, the LDOE's Accelerate High-Dosage Tutoring program offers support during the school day for K-5 students. To attract more tutors, the hourly rate for Steve Carter Program tutors has increased from $40 to $60. A statewide media campaign will begin soon to raise awareness among eligible families.
Sensory p.25
Louisiana Expands Tutoring Options for K-12 Students
Families of eligible students can now apply for digital vouchers worth $1500
The Center for Literacy & Learning proudly presents the inaugural Plain Talk About Dyslexia, a groundbreaking event set to take place in the vibrant city of Baton Rouge, Louisiana! Designed to illuminate and empower, this summit offers attendees an immersive learning experience unlike any other. The Summit will be held on October 4th & 5th, 2024 at the Baton Rouge Marriott, 5500 Hilton Avenue Baton Rouge, Louisiana 70808.
Partners in Policymaking Class of 2024, from bottom left, (Front Row) Rebecca Fruge (Partners in Policymaking Coordinator and 2019 Graduate), Dakota Miller, Kristie Curtis, Alaina Chachere, Chirita Brown, Andrew Chrestman, Hunter Reno, Cherelle Williams, Liz Gary (2008 Graduate), (Second Row) Jericha Sweetser, Grace Thompson, Jude Boynton, Angela Myles, Teassa Jackson, Cheryl Tessier, (Third Row) Graham Waller, Angel Magee, Robby Smith, Ashleigh Chassion. Kristine Monier (not pictured)
Families Helping Families of Greater New Orleans would like to extend our congratulations to Louisiana’s 33rd Partners in Policymaking’s graduating class of 2024. Partners in Policymaking is a national leadership training program for people with developmental disabilities and parents of young children with developmental disabilities. It provides the most current knowledge about disability issues, including best practices, policymaking and the legislative process. Participants develop the competencies necessary for effective advocacy to influence public policy at all levels of government. The Louisiana Developmental Disabilities Council is now recruiting motivated individuals with developmental disabilities and parents of young children with developmental disabilities to apply for the 2025 Partners in Policymaking leadership training program. Do you have a young child with a developmental disability or do you have a developmental disability? Are you interested in learning about the latest disability issues and how to shape policies that impact people with disabilities? Will you commit to attending six weekend long training sessions, one each month from January to June 2025 to learn from national experts? If you answered yes to these questions, please click HERE to apply for the 2025 Partners in Policymaking class in Louisiana! There is no cost to participate, but space is limited. The 2025 Partners sessions begin on each Friday at 11:30 AM and end on the following Saturday at 3:00 PM, with the exception of a single half-day orientation the Thursday before the first session. The 2025 dates are as follows: Session 1: January 9 - 11 Session 2: February 21 - 22 Session 3: March 14 - 15 Session 4: April 11 - 12 Session 5: May 9 - 10 Session 6: June 6 – 7. Additional information on Partners in Policymaking can be found HERE. For more information or assistance with applying, please contact Rebecca Fruge via email at pipcoordinator.la@gmail.com or call the DD Council at 800-450-8108 or 225-342-6804.
The 2024 Partners in Policymaking Graduates
Partners in Policymaking is Recruiting
To bring greater awareness of the importance of inclusion in today’s society, the Governor's Office of Disability Affairs (GODA) invites you to participate in the 2024 Inclusive Art Contest. GODA will accept entries that illustrate or describe ideas related to this year's theme "RADIATE YOUR COLOR" and accompanying definitions of inclusion of persons with disabilities. A medal and special recognition from Governor Jeff Landry will be presented to the winners. Winning entries will be publicly displayed. Open to ALL residents of Louisiana of any age. No group entry will be accepted. All entries must be received by Friday, November 1, 2024. All information and entry criteria can be found on the Inclusive Art Flyer below. A recognition ceremony will be held with Governor Landry at a date to be announced later. Contestants are encouraged to use art to share their vision, experiences, and talents to demonstrate “RADIATE YOUR COLOR.” All contestants are encouraged to conduct research and educate themselves of the importance of accessibility and inclusion. Mail entries to: Office of the Governor | Attn: GODA | 1051 N 3rd Street, Suite 129 | Baton Rouge, LA 70802
2024 GODA Inclusive Art Contest Announced
2024 Governor's Outstanding Leadership in Disabilities (GOLD Awards)
The Governor’s Office of Disability Affairs is excited to host the 2024 Governor’s Outstanding Leadership in Disabilities (GOLD) Awards. The GOLD Awards is an opportunity for Louisiana to pay tribute to the achievements and dedication of individuals in the disability community. Award categories: Distinguished Merit Award Ken Vince Memorial Award Patsy Barrett Memorial Award April Dunn Youth of the Year Educator of the Year Volunteer of the Year Family of the Year Service Provider of the Year Veteran of the Year Direct Support Professional of the Year Service Animal of the Year Employer of the Year Public Servant of the Year Elected Official of the Year The Governor’s Office of Disability Affairs strives to structure the awards ceremony to celebrate all Louisiana citizens who have inspired positive changes within the disability community. With your help, the 2024 GOLD Awards will honor the devotion and talents of those who have worked diligently to make Louisiana a better place for all people. Nominations of any person or group deserving of such recognition is encouraged. All nominations must: Include a completed nomination form, letter of recommendation describing the nominee’s achievements and contributions, and letters of support from others Submissions for nominations are due by Friday, November 1, 2024. Email to disability.affairs@la.gov Or mail to the Governor’s Office of Disability Affairs|1051 N 3rd St., Suite 136 | Baton Rouge, LA 70802 Nomination forms, supporting documents, and photographs will not be returned.
A description of each award with the criteria listed can be found HERE. The nomination packet can be found HERE. All questions should be directed to: disability.affairs@la.gov or 225-219-7553
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