Free Webinars and Training P.16
TIMES
MAGAZINE
Exceptional
What's Going ON?
From the Executive Director, Mary Jacob ALL STUDENTS ARE GENERAL EDUCATION STUDENTS P.4
Sensory Equipment for Home P.6
Occupational Therapy
ISSUE 15
MAY 2019
Sisters dream comeS true: college bound, together P.21
COVER STORY
EXCLUSIVE
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 Mary Jacob, Executive Director mjacob@fhfofgno.org - Ext. 207 Sharon Blackmon, Community Outreach Specialist sblackmon@fhfofgno.org - Ext. 208 Bebe Bode, Director of Public Relations bbode@fhfofgno.org - Ext. 226 Nicole Desroche, Information & Training Specialist ndesroche@fhfofgno.org - Ext.218 Liz Dumas, Administrative Assistant ldumas@fhfofgno.org - Ext. 202 Minerva Flores, Intake Specialist mflores@fhfofgno.org - Ext. 217 Laura S. Nata, Director of Peer to Peer Support lsnata@fhfofgno.org - Ext. 209 Thuy Nguyen, CSHS Parent Liaison tnguyen@fhfofgno.org 504.896.1340 phone | 504.896.1360 fax Steven Nguyen, CSHS Youth Liaison snguyen@fhfofgno.org 504.896.1340 phone | 504.896.1360 fax Jessica Rodrigue, Director of Training jrodrigue@fhfofgno.org - Ext. 204 Denise Sweatman, Director of Administrative Services dsweatman@fhfofgno.org - Ext. 203 Paul LeBlanc, Property Manager
BOARD OF DIRECTORS Gregory Brenan, CPA, CCIFP, CGMA Lisa Gennusa Ledet Jo Ann D. LoRusso, Ph.D. Denise Barrera, MPH, MSW Judith Otto, LOTR, CDRS Debra Dixon M.Ed.+30 Jedidiah Jackson Ashley Bourg
OFFICE HOURS Monday: 9:00 AM - 12:00 PM, 12:30 PM - 4:00 PM Tuesday: AFTER HOURS 9:00 AM - 12:00 PM, 12:30 PM - 8:00 PM Wednesday: 9:00 AM - 12:00 PM, 12:30 PM - 4:00 PM Thursday: 9:00 AM - 12:00 PM, 12:30 PM - 4:00 PM Friday: 9:00 AM - 12:00 PM
700 Hickory Avenue Harahan, LA 70123 504.888.9111 800.766.7736 504.353.2350 fax info@fhfofgno.org fhfofgno.org
COVER STORY - P.21 Pictured are sisters Megan and Hannah Lacour
May 2019
Exceptional Times
04 ALL Students are General Education Students 06 Sensory Equipment for Home 08 Success Story - Kayson Woodland 09 FREE FUN: Year-Round Opportunities in Your Neighborhood 11 Workplace Safety for Employees with Disabilities 15 Are You Ready for Self-Direction? 16 What's Going On? 18 Tricord Club 19 GiveNOLA Day 20 May Awareness 21 Cover Story: Sisters Dream Comes True: College Bound, Together 24 Milestones Photo & Video Library 26 Resources for Families & Educators 28 Shower of Knowledge 29 Operation Spark 30 Louisiana School Finder
CONTENTS
I continuously think about how to convince educators and others that students with disabilities are general education students with special needs. Lately, I feel like a hamster on a wheel, going around and around and hoping for a different outcome. I have been obsessed with ways to convince educators that students with disabilities, regardless of the severity, are entitled to learn in a general education classroom. Forty-four years after the passage of the Individuals with Disabilities Education Act and a preponderance of studies providing undeniable evidence, we are still hitting roadblocks in accessing general education for students with disabilities. In a field that seems to be driven by research and data, why is the research on the success of educating children with disabilities with their typical peers often ignored? Families are still regularly fighting for access to general education instruction. General education should be the norm for ALL students – but often it is not for students with disabilities. So after a lot of thought, it occurred to me the problem started with the passage of the Individuals with Disabilities Education Act. Now, I am not saying the law was not needed or is not a good law, but the law didn’t create enough oversight during implementation to ensure the spirit of the law was followed. Instead, we used the law to create a mechanism for just another way to exclude kiddos with disabilities. Is it possible for students with disabilities to get their needs met without using the term special education? It appears that the use of these terms is continuously reinforcing that children with disabilities are not general education students. What happens when we stop using the terms Special Education and Inclusion? MAYBE we take away much of the controversy around who is responsible for educating the child. You see, the one thing I repeatedly read and hear from special education experts is ALL STUDENTS ARE GENERAL EDUCATION STUDENTS. Think about that for a few minutes. All students are general education students. Imagine never ever hearing about sped classes anymore. Imagine never wondering what field trip your child is going on. Imagine your child just being one of the kids in Ms. Smith’s 4th grade class. Isn’t this what we all really want? Let’s talk about what Special Education is REALLY supposed to be. In the Individuals with Disabilities Education Act, Congress finds: Disability is a natural part of the human experience and in no way diminishes the right of individuals to participate in or contribute to society. Improving educational results for children with disabilities is an essential element of our national policy of ensuring equality of opportunity, full participation, independent living, and economic self-sufficiency for individuals with disabilities. The law further states: However, the implementation of this chapter has been impeded by low expectations, and an Insufficient focus on applying replicable research on proven methods of teaching and learning for children with disabilities. Almost 30 years of research and experience has demonstrated that the education of children with disabilities can be made more effective by: (A) having high expectations for such children and ensuring their access to the general education curriculum in regular classroom, to the maximum extent possible, in order to— (i)meet developmental goals and, to the maximum extent possible, the challenging expectations that have been established for all children; and (ii)be prepared to lead productive and independent adult lives, to the maximum extent possible; The law further states that the education of children with disabilities can be made more effective by: (D) providing appropriate special education and related services, and aids and supports in the regular classroom, to such children, whenever appropriate. For 99% of all kids with an IEP, Special Education should only be supports and services provided to them by a special education teacher or therapist in a regular education class. Yet, 44 years since the passage of the Individuals with Disabilities Education Act, we still haven’t figured this out or how to do it effectively. Yes, there is definitely some schools that are doing better at this than others – and as a state, we’ve seen some improvement, but overall, we are failing miserably. It is clearly written in the law and yet we continue to send kids with and without average IQ’s to a special education classes to learn how to read or do math. News flash – guess where the most qualified ELA and Reading Teachers teach? Louisiana, as well as many other states, still have many uncertified teachers and non-content expert generalist in special education classrooms. The most qualified teachers in ELA and Math are typically found in general education classrooms. So if your child has reading issues – why do you want them taught reading by someone that is not a reading specialist or even an ELA content expert? The reason why special education teachers aren’t content specialist is because they were never intended to be a primary teacher. They were supposed to support the general education teacher and make the necessary accommodations and modifications for students needing that support. Now I want to be perfectly clear here. I’m not saying special educators are less than or not capable of teaching. What I’m saying is special education is supposed to support general education. It’s supposed to be a supplement – not a replacement. However, way too often we are seeing it as a replacement. How do we get back to what special education is supposed to be? This reminds me of when Jefferson Parish Schools was under corrective action and Dr. Joe Olmi was contracted as a special master to oversee the corrective action plan. Dr. Olmi recognized that a huge part of the problem started with the School Building Level Committee (SBLC) and quickly realized it was going to be very difficult to retrain these committees on what their real role is supposed to be. Therefore, he proposed completely getting rid of the SBLC committees and he did. This elimination created the birth of the Academic Behavior Intervention Teams (ABIT) – which was just a new name for the dysfunctional SBLC committee. He trained them on the function of the ABIT (which was identical to SBLC function), which proved to be easier than to retrain them on the SBLC committee true functions. He proved that it was easier to teach someone a completely new process than to retrain them on an existing process that was not working. Knowing how difficult it is to change institutional culture and minds, should we just get rid of special education? No we really wouldn’t just throw it out – but is there a way to rewrap it and introduce it as a whole new service? I think we should seriously consider the possibilities and if this worked with our SBLC committees – could it potentially work with the way we think about special education supports and services. Over the years, I’ve heard good educators know how to differentiate instruction and make accommodations. They don’t need an IEP form to dictate how they do this, it’s just something that comes natural to good educators when students are struggling. If this is true, then why do we send children with IEP’s to a special education teacher for this? I believe the intent of the Individuals with Disabilities Education Act was for the special educator to support the general educator in how to differentiate instruction and determine the appropriate accommodations for students with disabilities. So where did it all go so terribly wrong? In my humble opinion, it all went wrong when implementation began after the passage of the Individuals with Disabilities Education Act. The law requires students with disabilities be educated to the greatest extent possible, with their non-disabled peers. Instead of moving the students in special schools into general education classrooms, we basically created micro-schools within an existing school. These special schools were literally moved onto campuses and given their own special hallway, wing, trailer, cottage or building. We really didn’t change the way we were educating the students, we just relocated their existing program into existing schools. The only change was their physical address and now 44 years later – sadly, this still holds true on many school campuses. Over the years, I’ve been called some unflattering names in regards to my views on inclusion. I’ll own every one of those remarks as I do believe ALL children need access to general education. However, I do not believe 100% of all students with disabilities need 100% general education. I do realize that some students do need different environments and some need to learn functional skills to prepare them to be as independent as possible. But, I NEVER think its okay to start in a more restrictive environment without first giving a child the opportunity to be successful in a general education classroom. Making pre-determined placement decisions based solely on a student’s disabilities is robbing a child from achieving their full potential. THIS is NEVER okay! In the words of Kathy Snow,”When you see, meet, or think about a person with a disability, PRESUME COMPETENCE.”
From the
Mary Jacob
ALL Students are General Education Students
Executive Director
continued on p.25
Sensory Equipment for Home
As I was treating a patient of mine with Autism last week, his Mom and I were talking “shop” and discussing the sensory items around her home that her son was currently using more than usual. During this conversation, she said these 7 beautiful words to me; “You know, Target sells sensory furniture now!” Target, already having my affection from selling a line of sensory friendly clothing, now sells crash pads, cocoon chairs, and rocking desk chairs. A “Sensory” state of mind has officially infiltrated mainstream stores and society. HOW AWESOME IS THAT! However, with great power comes great responsibility. Sensory furniture is only as good as those that know why, when and how to use it. As an occupational therapist, I am clearly a big believer in the benefits of sensory input for self regulation. But what does this “self regulation” jargon mean, after all? Self regulation is the ability to manage your own responses to your environment in order to maintain optimal arousal. Let’s break down both parts: For children, managing responses to their environment could mean getting through a stressful situation without having a tantrum, or conversely refraining from getting too wound up or “wild” when excited. Arousal is the state of being alert and attentive. Maintaining optimal arousal refers to a child being in the “just right” physiological state to be able to participate in an activity or complete a task. When explaining the concepts of self regulation to others, I like to open people’s eyes to their own sensory habits first. For example, do you run or exercise after a stressful day? Are you a pen clicker, gum chewer or foot tapper? Are you the sour candy, salty, crunchy-snack seekers that were late night study eaters in college? Do you like the soothing smell of a lavender bubble bath at night before bed? Enjoy cranking the air down and sleeping with a heavy comforter? When self regulation is challenging for children with sensory processing difficulties, occupational therapists can recommend certain sensory activities to provide your child the opportunity to learn how to regulate themselves. These activities are no different in nature than your self regulation strategies as mentioned above. Your running helps you decompress after a long day; running may help your child after a long school day. Your pen clicking or foot tapping serves to promote attentiveness in a long meeting; your child’s fidget item may do the same for a long class. A crunchy or sour snack helps you stay alert when studying; this may help your child concentrate before homework time. A soothing lavender bath or heavy blanket helps you sleep; these routines may also help your child at bed time. Our sensory needs are universal! As parents, it’s just a matter of discovering the activities that will help your child. When choosing sensory activities, parents should ask themselves if the activity affects their child’s arousal by being alerting (your child “wakes up”), or calming (your child “slows down”). Overall, what we want is the activity to be organizing (your child is better able to focus/pay attention after completing). Every child is different! What may be helpfully alerting and organizing for one child can be over the top and too alerting for another. Blanketly applying sensory activity without an arousal goal in mind can be frustrating to both you and your child. Recognizing the difference in your child following various sensory activities will help you further understand what activities can assist them in regulating their bodies. Below are some examples of inexpensive sensory equipment as well as ways for your child to use them in order to promote that “just right” state of arousal. Be a close observer during and after these activities to see how they affect your child. Remember- the goal is organization and self regulation. Alerting: to raise a child’s active attention Mini Trampoline: Provides alerting, proprioceptive input from the impact of the jump Therapy Ball: Provides alerting movement through the dynamic nature when sitting or bouncing Calming: to lower a child's activity level Tent/Fort: Provides a small, dark, quiet space for calming Weighted items: Blankets, lap pads, or wrist weights help with calming, deep pressure input Alerting or Calming depending on use Lycra hammock swing To alert: Complete spinning, fast bouncing, and rotational swinging To calm: Complete slow, back-and-forth, linear swinging and movement Crash Pad To alert: run and crash into it safely To calm: lay under the weight of it Rocking chair To alert: can provide movement to promote attentiveness when a child is completing a tabletop task To calm: provides consistent back and forth movement For more specific information about your child and sensory activities that may work for them, seek out an occupational therapist specializing in sensory integration.
Rebecca Connick is an occupational therapist at Crane Rehab Center- Pediatrics in New Orleans as well as an Early Steps provider. A certified user of The Sequential Oral Sensory (SOS) Approach to Feeding and a Mentored Clinician of the STAR Institutes's SPD Level 1 Advanced Intensive Mentorship program, Rebecca treats many children with sensory processing deficits and feeding disorders. For more educational articles by Rebecca, follow her blog at https://fingertips.home.blog/ or on Facebook @fingertipsblog.
Kayson Woodland
It all started for us in 2017 when I found out my son Kayson had ADHD. I had no clue what that meant. I was eventually given the phone number for Families Helping Families of Greater New Orleans, and I called. I was connected to Nicole, an Information and Training Specialist. She guided me through the steps to get Kayson a 504 plan for school, and she stayed with me through the whole process. Kayson continued having behavior issues in school the next year. So in 2018, when he was in second grade, we received the additional diagnosis of Autism Spectrum Disorder Level 2, along with Combined Type ADHD. I once again turned to Families Helping Families. Even with the diagnosis from Children’s Hospital, I couldn’t get the supports my son needed at school, but Nicole wouldn’t let me give up. With a lot of praying and help from Families Helping Families, I finally got Kayson’s Functional Behavior Assessment started, a re-evaluation paid for by the school district, and all the accommodations he needed while we waited on the results of his Independent Educational Evaluation (IEE). Families Helping Families of Greater New Orleans has been a blessing to me and my son, giving me the breakthrough I needed for my baby to be successful in life. Everything is working out, and I owe it all to Nicole for standing by our side and doing everything she could to get my son what he needed.
Success Story
By Antrenelle Taylor
As we approach summer (can I get a “hallelujah!”??), families will be looking for low-cost and no-cost activities that will break the monotonous cries of, “Mom, I’m bored!” while not breaking the bank. Families Helping Families publishes an annual “Guide to Summer Fun for Families.” It’s not completely exhaustive, but it gives a great overview of camps and other activities kids will love for the summer. As Bebe (the editor) and I were talking about all the things available, I started wondering how many people take advantage of the year-round opportunities that are probably right in their neighborhood. For example, have you been to your local library lately? The library is one of my “happy places,” and has been since I was a kid! But today’s library isn’t the same one I grew up enjoying: it’s even BETTER! I was just perusing the websites for the public libraries in Jefferson , Orleans, St. Bernard, and Plaquemines parishes. Besides the typical books, music, DVDs, and magazines, I found a whole host of exciting goodies. Here is a partial list of the gems I found—all FREE!! Tutoring help Language study—ESL included! Computer classes Ebooks Audiobooks Kids’ programs—arts and crafts, music, and more Teen programs—game nights, movie nights, arts and crafts, clubs—all part of the special teen area most libraries have now Test preparation assistance (ACT, SAT, GED) Job search assistance Adult education center/GED prep And during the summer, there is an almost daily calendar of special activities offered through children’s programming—everything from the mobile zoo or aquarium to magicians to theater productions to musical performances and storytellers—right at your local library, and completely free! Besides the public libraries, local recreation departments offer quite a few free activities for kids as well. New Orleans Recreation Development Commission, Jefferson Parish Recreation Department, Plaquemines Parish Recreation Department, and St. Bernard Parish Recreation Department all have calendars where residents can access events and activities going on that are free of charge. Several of the Orleans Parish playgrounds have free swimming pools as well and offer swim lessons for kids and adults for a nominal fee. You don’t have to reside in Orleans to access those areas, either. And don’t forget the benefit of just hauling the kids off to the nearest playground to swing and slide while you enjoy a cool beverage and a book in the shade! A little self-revelation before I go on: I LOVE CRAFTS! So when I happened upon the FREE Home Depot DIY Workshops, I did the happy dance! There are workshops specifically for home improvement; workshops for women only; and kids’ workshops! You can register in advance online (or just walk in), which is where you get the calendar of events and know when/where they are being offered. At the children’s workshops, the child gets a cute orange HD apron the first time they attend, and thereafter they get a pin for their apron at each workshop. At the event, usually monthly on a Saturday from 9-12, they get a kit to make a project. My daughter and I have made bug houses, treasure boxes, toy cars, piggy banks, and a bird house. The kids assemble the kit right there at the store, and paint/decorate it there as well. There are usually quite a few kids when we go, and tables are set up and all the supplies laid out. Check it out at www.homedepot.com. All of these outings are great ways for our kids with disabilities to get priceless opportunities to interact with typical peers, improve their social skills, and experience new activities that they may find they really enjoy. I encourage you to spread the word to your students’ families about upcoming events in your area, and also share with them our newly revised 2019 Guide to Summer Fun!
FREE FUN: Year-round opportunities in your neighborhood
By Sharon Blackmon
WORKPLACE SAFETY FOR EMPLOYEES WITH DISABILITIES
Emergency Plans at Work All employees should feel safe at work. Too often, however, the needs of people with disabilities are not considered in emergency planning. To help address this problem, the Office of Disability Employment Policy in the US Department of Labor (ODEP), has developed resources to help individuals, organizations, and employers create emergency preparedness plans that take the needs of people with disabilities into account. Here are some general considerations: Ensure that all phases of emergency management consider the needs of people with varying disabilities (e.g. vision, mobility, developmental, psychiatric, hearing). Obtain support and commitment from senior-level management. Involve building managers, safety and security personnel, first responders, managers, and the disability community. Work with adjacent businesses and agencies to avoid conflicts regarding evacuation routes and assembly areas. Define, agree upon, and communicate the steps for evaluating an emergency and taking subsequent action. Ensure that necessary procedures, equipment, signage, and supports are in place to safely evacuate (or get to safety) all employees. Consider the location of individuals with disabilities’ workspaces and the availability of accessible means of egress. Consider locating the workspaces of people with mobility or visual impairments on the first floor if possible. Determine appropriate situations for elevator use in an emergency. Develop a support network of several individuals without disabilities who are willing to assist employees with disabilities in an emergency. Practice! Each drill should be conducted as seriously as an actual emergency. Practice provides the opportunity to determine what works and what does not. Planning is an ongoing effort, and plans and associated documents should never be regarded as final or complete. They must be evaluated and updated on a regular basis. Want more? Read all the recommendations here. Personal Emergency Plans It is not enough to count on your employer to be ready to provide assistance in an emergency. Employees themselves must be ready. Here are some steps to help in the planning process: Create a support network. Keep a contact list in a watertight container in your go bag or emergency kit. Be ready to explain to first responders that you need to evacuate and choose to go to a shelter with your family, service animal, caregiver, personal assistant, and your assistive technology devices and supplies. Plan ahead for accessible transportation that you may need for evacuation or getting to a medical clinic. Work with local services, public transportation or paratransit to identify your local or private accessible transportation options. Inform your support network where you keep your emergency supplies; you may want to consider giving one member a key to your house or apartment. Contact your city or county government’s emergency management agency or office. Many local offices keep lists of people with disabilities so they can be helped quickly in a sudden emergency. If you are dependent on dialysis or other life-sustaining treatment, know the location and availability of more than one facility. If you use medical equipment in your home that requires electricity, talk to your doctor or health care provider about how you can prepare for its use during a power outage. Wear medical alert tags or bracelets. If you have a communication disability, make sure your emergency information notes the best way to communicate with you. If you use an augmentative communications device or other assistive technologies, plan how you will evacuate with the devices or how you will replace equipment if lost or destroyed. Keep model information and note where the equipment came from (Medicaid, Medicare, private insurance, etc.) If you use assistive technology devices, such as white canes, CCTV, text-to-speech software, keep information about model numbers and where you purchased the equipment, etc. Plan how you will communicate with others if your equipment is not working, including laminated cards with phrases, pictures or pictograms. Keep Braille/text communication cards, if used, for 2-way communication. Check out this resource for those with diabetes. The U.S. Department of Health and Human Services online tool helps people locate and access their electronic health records from a variety of sources. Visit HHS's HealthIt.gov website to learn more. Plan for children with disabilities and people who may have difficulty in unfamiliar or chaotic environments. Read more about individual planning at the at Ready.gov. Workplace Safety and the ADA We love this resource from EARN, Employer Assistance and Resource Network on Disability Inclusion. In this article, EARN outlines the interface between ADA and OSHA (Occupational Safety and Health Administration) rules and regulations. Did you know: Some OSHA-required tests for pre-employment could result in the discovery of a previously undisclosed disability, or to a claim of discrimination from people who feel they were excluded from employment opportunities based on a disability. The ADA places restrictions on the types and timing of testing allowed, which should be considered when engaging in required OSHA testing. Under the ADA: Pre-employment medical testing is prohibited. Post-offer testing is permissible, but only if the test is consistent with business necessity, and given to all employees in the same job category. Periodic testing of employees is also permissible, when necessary to ensure the safety and wellbeing of employees or the general public. Learn more about the ADA and workplace safety. Communicating with Your Boss From safe lifting techniques, to workplace bullying, to chemical exposure at work, to ergonomic considerations, and much more, staying safe takes skills. As part of transition planning, youth with disabilities need the skills to identify a problem or unsafe situation, know who to go to for help, and know how to communicate the problem in a way that invites action. Raising a workplace safety concern with your boss might seem like a daunting prospect. Not doing so, however, can mean a dangerous incident goes unresolved, potentially injuring you or your workmates. It could be something like a machine missing protective guards, poor housekeeping posing a trip hazard, or seeing someone being bullied. Or maybe you feel that your training for a particular task was inadequate, and that you need more help to do it safely. Whatever the issue, it’s important to remember that every worker has a right to work in fair, just and safe workplaces. Your employer is obligated (as far as is reasonably practicable) to provide such an environment, but you still have to do your part and speak up before it’s too late. In most workplaces, your first action should be telling a supervisor, health and safety officer, or union representative about your safety concern. You might feel intimidated or awkward, but the few minutes it takes to talk – and hopefully find a solution – is nothing compared to the impact of an injury. We turned to Safeworkwrap.com for these 7 tips for talking to your boss about safety. Before anything goes wrong, ask how a health and safety issue should be raised. Your boss may have a hazard reporting procedure in place. Be positive and speak out of concern for you and your co-workers’ safety. Be polite, respectful and avoid confrontational words. Try not to put the boss on the spot. Don’t blame your co-workers. Keep your body language in check – for example, don’t cross your arms or point your finger. If possible, suggest a potential solution for the problem you have raised. Remember it’s against the law to be fired for raising a work health and safety issue. Your boss may end up thanking you, as a safer and healthier workplace is one that is more profitable through reduced absenteeism, productivity and compensation claims. Learn more. Resources Training Workers with Intellectual Disabilities about Health and Safety on the Job We love this curriculum produced by University of California, Berkley and the Department of Health and Human Services designed to help workers with I/DD stay safe and healthy on the job. The six-lesson program is intended for supported employment agencies, community vocational rehabilitation programs, high-school transition programs, and other organizations that hire workers with disabilities. The curriculum can help teach the foundational job safety and health skills that all workers need. The curriculum uses highly interactive and fun learning activities to teach the following skills, which are general, transferable, and can apply across all jobs and industries. Chapters include: Introduction to Workplace Safety Looking for Hazards on the Job Making the Job Safer Staying Safe in an Emergency at Work Your Rights and Responsibilities on the Job Speaking Up When There Is a Problem The curriculum even includes workplace safety BINGO game boards to keep it fun. See a webinar on this topic.
Thirty five percent (35%) of employees report workplace bullying. Bullying on the job can make a workplace unsafe; it can cause depression, anxiety, stress, and physical harm. This video from the American Psychological Association describes how to spot and manage a bully at work.
Just how safe is your workplace? In 1970, Congress passed the Occupational Safety and Health Act to keep American workers safe. In spite of efforts to reduce work-related injuries, illnesses, and fatalities, employees are still getting hurt. In 2014, nearly 5,000 workers were killed on the job, and more than 3.7 million were injured or became ill; and the rate of workplace injury among employees in vocational rehabilitation programs is 60% higher than that of injured workers as a whole. Work place safety includes: Physical safety Emotional safety Emergency preparedness If you see a sharp box cutter, a chemical spill, or a tall ladder, you know the situation could be dangerous. But what happens when the unsafe condition is hard to spot? What happens when the unsafe condition is bullying?
The National Resources for Access, Independence, Self-determination and Employment (RAISE) Technical Assistance Center is a project of the SPAN Parent Advocacy Network and is funded by the U.S. Department of Education Rehabilitation Services Administration. The views expressed herein do not necessarily represent the positions or policies of the Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise mentioned on this website is intended or should be inferred. This product is public domain. Authorization to reproduce it in whole or in part is granted. While permission to reprint material from this website is not necessary, the citation should be: National RAISE Center@SPAN, (April 2019). RAISE The Standard Newsletter © 2019 RAISE Center
Free WEBINARS
What's Going On?
Related Services - Children with disabilities are entitled to special education and related services. The IEP must contain a statement of the special education, related services and supplementary aids and services to be provided to the child. Participants will learn several critical elements used to determine what related services a student needs. Co-Sponsor: Families Helping Families NOLA Date: Thursday, May 2, 2019 Time: 11:00 a.m. – 12:00 p.m. Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Introduction to Special Education - Do you suspect your child could benefit from special education and related services? Or, Is your child newly evaluated? If so, this training is perfect for you. This intro to special education will give you a strong foundation to build future knowledge. You will learn the very basics through the philosophy of special education, the laws, evaluation process, and ultimately an IEP. Co-Sponsor: Families Helping Families of Northeast Louisiana Date: Thursday, May 2, 2019 Time: 9:00 p.m. – 10:00 p.m. Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Basic Rights in Special Education - Whether you’re new to special education or involved for a while, this workshop is for you. This presentation provides families with an introduction to their rights and responsibilities as parents of children with special needs under the Individuals with Disabilities Education Act (IDEA). Parents begin to identify dreams and goals for their children, understand laws and learn advocacy strategies that will help them help their children reach those goals. Co-Sponsor: Families Helping Families of Northeast Louisiana Date: Tuesday, May 7, 2019 Time: 10:00 a.m. – 11:00 a.m. Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Anatomy of the IEP - Like a biology student, this presentation will dissect the parts of the IEP document and examine their functions individually, learning their meanings and application. It will provide constructive and practical tips to help create an IEP that supports all of the student's needs. We will explore the parent’s role in the IEP process and learn the basics of their child’s right to special education services, the process of developing special education plans, and the parent’s role. Co-Sponsor: Families Helping Families of Southwest Louisiana Date: Saturday, May 11, 2019 Time: 10:00 a.m. – 11:00 a.m. Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Advocacy 101 - As parents or advocates of individuals with disabilities, knowing how to advocate effectively is critical. Advocacy is defined as taking action in support or opposition of a cause or issue. Advocacy can be done through education, outreach, and grassroots organizing. This training will provide you the basics on how to become an effective advocate. Co-Sponsor: Bayou Land Families Helping Families Date: Monday, May 13, 2019 Time: 7:00 p.m. – 8:00 p.m. Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. 504, Title II & Students with Disabilities - Section 504 is a federal law designed to protect the rights of individuals with disabilities in programs and activities that receive Federal financial assistance from the U.S. Department of Education (ED). Section 504 provides "No otherwise qualified individual with a disability in the United States . . . shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance. Learn more about this civil rights law. Co-Sponsor: Families Helping Families of Acadiana Date: Tuesday, May 14, 2019 Time: 10:00 a.m. – 11:00 a.m. Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Section 504 & Transition - In this webinar, we will assist you to understand the ITP process as it pertains to postsecondary education and other related services. We will also provide an overview of programs and resources available to your child entering postsecondary education or employment. Co-Sponsor: Families Helping Families at the Crossroads Date: Tuesday, May 14, 2019 Time: 11:30 a.m. – 12:30 p.m. Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Importance of Inclusion - Why is inclusion of children with disabilities in schools, classrooms, and communities important? This webinar answers that question. It explores what inclusion is and is not, who are involved in making meaningful inclusion successful, and its underpinnings in federal law. Date: Tuesday, May 21, 2019 Time: 12:30 p.m. – 1:30 p.m. Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students Do You Know Your Rights if you Disagree? - Since the first federal law dealing with the education of students with disabilities in public schools passed, legal rights for parents has been an important part of the law. These legal rights for parents generally referred to as “procedural safeguards”, are a critical component to The Individuals with Disabilities Education Act. The purpose of this webinar is to let parents know they have legal rights and to help them understand these rights and what to do when you disagree with the school. Co-Sponsor: Families Helping Families NOLA Date: Thursday, May 23, 2019 Time: 11:00 a.m. – 12:00 p.m. Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students No More Summer Slide - Summer is the perfect time for students of all ages to relax, but it’s also a time when summer learning loss can occur. This learning loss is called the “summer slide,” and happens when children do not engage in educational activities during the summer months. This training will provide you with strategies and fun activities you can do over the summertime to help prevent the summer slide. Co-Sponsor: Families Helping Families of Southwest Louisiana Date: Thursday, May 23, 2019 Time: 12:30 p.m. – 1:30 p.m. Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students
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The goal of this 501(c) (3) organization is to help children and youth with Spina Bifida or acquired spinal cord injuries grow up to be confident, resilient, independent, and contributing members of society who have an intimate ongoing relationship with their peers and with the Triune God of scripture. To accomplish this, we will have twice monthly two hour meetings consisting of four components: a speaker, presentation, activity, or field trip to expose participants to a wide variety of interests conversational topics, skills, potential hobbies, leisure activities, vocations, community resources, and networking opportunities exploration of and provision of service to others a nondenominational Bible study pleasant carefree leisure The Tricord Club will begin with about seven to 10 three to six year olds with spina bifida or spinal cord injuries and an equal number of three to six year olds without disabilities. Eight to 10 core volunteers will assist the director with the children in the club meetings. After the initial year, the children will have the option to continue, and can remain in the age appropriate subcategory of the club until the age of 18. For more information about the Tricord Club, Please contact Sherry Richmond-Frank, Director at 504-473-7871, by email at sherry@tricord.club, or www.tricord.club.
Now in it's 6th year, GiveNOLA Day is a 24-hour event hosted by the Greater New Orleans Foundation to inspire people to give generously to nonprofits making our region stronger, creating a thriving community for all. Families Helping Families of Greater New Orleans (FHFGNO) asks for your support. On May 7th, you can use the following link to make your tax deductible donation to our organization. https://www.givenola.org/families-helping-families-of-GNO FHFGNO gives parents of children with disabilities knowledge, support and confidence, always free of charge. Your donation will help us continue providing support to the over 6,000 request we receive annually.
MAY 7th Join us for 24 hours of giving to benefit our local nonprofits and make a difference.
May Awareness
National Stroke Awareness Month Arthritis Awareness Month Better Hearing and Speech Month Clean Air Month Cystic Fibrosis Awareness Month Food Allergy Action Month Global Employee Health and Fitness Month Healthy Vision Month Hepatitis Awareness Month International Mediterranean Diet Month Lupus Awareness Month Melanoma/Skin Cancer Detection and Prevention Month Mental Health Month National Asthma and Allergy Awareness Month National Celiac Disease Awareness Month National High Blood Pressure Education Month National Osteoporosis Awareness and Prevention Month National Physical Fitness and Sports Month National Teen Pregnancy Prevention Month Ultraviolet Awareness Month National Physical Education and Sport Week (May 1–7) World Hand Hygiene Day (May 5) North American Occupational Safety and Health Week (May 5–11) National Stuttering Awareness Week (May 5–11) Cornelia de Lange Syndrome Awareness Day (May 11) National Women’s Health Week (May 12–18) National Alcohol- and Other Drug-Related Birth Defects Awareness Week (May 12–18) HIV Vaccine Awareness Day (May 18) National Asian and Pacific Islander HIV/AIDS Awareness Day (May 19) World Autoimmune Arthritis Day (May 20) Don’t Fry Day (May 24) National Senior Health Fitness Day (May 29) Children’s Mental Health Awareness Week (May 5-11) Food Allergy Awareness Week (TBA) National Hurricane Preparedness Week (May 5-11) National Neuropathy Awareness Week (TBA) World Preeclampsia Day (TBA)
National Children’s Mental Health Awareness Day
National Children’s Mental Health Awareness Day shines a national spotlight on the importance of caring for every child’s mental health and reinforces that positive mental health is essential to a child’s healthy development.
By Megan Lacour
College Bound, Together
By Bebe Bode
Dream Comes True:
I can remember the day my dad told me Hannah could not go to my school because she had Down syndrome. Being a young first grader I was devastated and did not understand. From that day on my dream was that one day Hannah and I could go to school together. However, the years went on and once I got to high school, I lost sight of that dream. Especially because, at the time, college was out of the question for Hannah because if certain grammar schools did not want her, why would colleges? Since I was a kid, as a family, we have attended the National Down Syndrome Conference. I remember learning about college opportunities and thought maybe Hannah could go to college, but these programs were few and far between. The college program we had first heard about at the conference was Clemson LIFE. My sister was maybe twelve at the time, and while college was a long ways off, I had hope that even if Hannah and I did not go to the same college, she could still have the college experience. Going to college away from home I knew would be hard. My sister and I have always been inseparable, and being two hours away from her for days on end was going to be a complete shock. Once I got to college, a faculty member that knew some of my family told me about the LIFE (Learning Is For Everyone) program, a college program for individuals with intellectual disabilities. I remembered how all those years ago I heard about the LIFE Program at Clemson, and I got excited thinking now we have one in our state! I immediately got involved and then told my parents that there was a college program in our state! College became more of a reality for my sister, but I still did not think we would be in school at the same time. About a year and a half before I graduated with my bachelors I came to the realization Hannah would be applying for college the same time I would be applying for my Masters. Hannah and I acquired an army of praying angels who knew it was our dream to go to college together. I knew the Lord’s plan would prevail, and I just hoped his plan and ours looked similar. If you asked Hannah two years ago, she would have told you her plan was to graduate high school and go to college with me. As much as I wanted to be able to say the same thing with such enthusiasm, it was hard. Applying to graduate school for Speech Pathology is quite competitive, and I knew that Hannah applying to the LIFE program was going to be competitive also. However, I knew Hannah and I would both be good contenders. Through lots of hard work, perseverance, dedication, and continuous prayers, our dreams came true. Hannah’s reaction to being accepted was hands down the most inspiring reaction I have ever seen. I know I have taken for granted my schooling and how easily I got into the schools I wanted, prior to graduate school. Growing up I never really thought how privileged I was to go to certain schools, and then get into college just by having a certain ACT score and good grades. Hannah had to fight to prove how worthy she was to just be in inclusive classrooms. She had to go to schools available for her to go to, she has never been able to pick. Now that she had the opportunity to pick her college, and fight to show her worth, acceptance day for her was greater than any other day she ever experienced before. For my parents and me, it was a day for the books. I know I started balling my eyes out the second my mom handed Hannah the envelope with her letter. I knew Hannah would be excited, but I did not expect it to bring her to tears. In that moment, I could just feel her accomplishment knowing how hard she worked to get here. I could feel her sense of joy and relief knowing that a school she wanted to go to wanted her back. I could feel her excitement knowing that her future is going to play out how she wanted to. In that moment, I could feel all those emotions for her and understand why she was compelled to tears. At several points in her life, she has been told she could not do something, she could not go somewhere, or she could not be a part of something because she has Down syndrome. She has had to deal with the pain of that, and so have we as a family. However, we know how grateful we are for the countless opportunities we have had because of Hannah having Down syndrome. Come the summer, I will be in graduate school, and Hannah will be having her final summer before being a college student. Hannah’s summer will consist of going shopping for her room essentials, getting her college class needs in place, and wrapping up her job for Centerplate at the Superdome. I look forward to nights spent cooking and watching movies together. I look forward to having countless hugs, especially when I am super stressed. I am looking forward to walking to class together in the mornings. But most importantly, I am looking forward to her experiencing college just like every other college student. All of this has been my dream since I was that little first grader.
Sisters
continued p.27
Editors Note ~ For additional information on post-secondary college programs for students with disABILITIES in Louisiana, please see below. Bridge to Independence: Nicholls State University Dr. Mary Breaud, Bridge Program Advisor P.O. Box 2053 Thibodaux, LA 70310 Phone: 985-448-4341 E-mail: Dr. Mary Breaud Two-Year Program for Students with Intellectual Disabilities The Bridge to Independence – Certificate program is designed to help students with intellectual disabilities gain the skills needed to become gainfully employed through college courses and job training. Traditional University Degree Program for Students with Autism Spectrum Disorder (ASD) Bridge to Independence – Degree program is designed to provide add-on services to help students with ASD successfully transition to college life and further develop their social skills and campus friendships. To qualify for the program, students will first need to apply and be accepted to Nicholls based on admission requirements (such as GPA, ACT scores and high school curriculum). To be eligible for financial aid, students will be required to submit the Free Application for Federal Student Aid (FAFSA). Lions Connected Southeastern Louisiana University Hammond, Louisiana 70402 Phone: 1-800-222-7358 E-mail: LionsConnected@southeastern.edu The Lions Connected program offers a 2-year and a 4-year curriculum. The curriculum incorporates functional, academic, communicative, social, and employment skills as well as goals for LC students. The current program fee for students is $3,000 per semester. As a comprehensive transition and post-secondary program approved by the United States Department of Education, Pell Grants and other scholarships are available to those who apply and are eligible. Post-Secondary Apprenticeship for Youth (Pay Check) LSU Health Human Development Center Sue Killam, E-mail: Skilla@lsuhsc.edu This program is for Jefferson and Orleans Parishes (or surrounding school districts) Student referrals are made by school personnel. For more information, please contact Sue Killam. The Postsecondary Apprenticeship Pilot for Youth (Pay Check) pilot is an innovative collaboration between the LSUHSC-Human Development Center (HDC), Louisiana Rehabilitation Services, Delgado Community College, public school systems, public Charter school associations, and the University Medical Center-New Orleans. Pay Check is a 3-5 semester program wherein students select courses at Delgado Community College related to UMC targeted apprenticeship areas, participate in professional career development activities, learn community and work skills, and gain employment experience through a paid apprenticeship at the University Medical Center. UL Life Program University of Louisiana-Lafayette UL Life Program - Lee Hall 109 P.O. Box 43687 Lafayette, LA 70504 Phone: 337-482-9022 Email: lifeprogram@louisiana.edu The UL LIFE (Learning Is For Everyone Program offers a basic 2-year program that incorporates functional academics, independent daily living skills, employment, social/leisure skills, and health/wellness skills in a public university setting with the goal of producing self-sufficient young adults. Acceptance to the UL LIFE Program is ultimately decided by the admissions team based on the individual's academic, social, communication, and career needs. In addition, the UL LIFE Program offers an advanced 4-year program for students who demonstrate the ability to safely navigate certain areas on campus independently, sustain employment, and socially integrate during the UL LIFE Basic Program. The UL LIFE Advanced Program progresses with an emphasis on workplace experience, community integration, and independent academic time with transitionally reduced supports. Baton Rouge Community College The Program for Successful Employment Derrick Wesley, Director of Program for Successful Employment 3250 N. Acadian Thruway E. Baton Rouge, LA 70805 Phone: 225-359-9205 The Program for Successful Employment (PSE) at Baton Rouge Community College (BRCC) is a two-year vocational training program for adults with autism and/or other intellectual disabilities. The program combines academic and job skills training with externship opportunities in regional businesses.
In English and Spanish | Useful family-focused organizations, and families for observing and tracking the development of young children. The Centers for Disease Control and Prevention (CDC) maintain a free online library of photos and videos that capture the milestones of development that young children might be expected to achieve at various ages–skills such as taking a first step, smiling for the first time, and waving “bye bye.” Children reach milestones in how they play, learn, speak, act, and move (crawling, walking, etc.). At CDC’s Milestones in Action site, parents of young children can: read fact sheets about development milestones for children; download age-specific checklists; keep track of their child’s development using the Milestone Tracker App (downloadable to mobile phone); and watch videos and photos that illustrate what each of the milestones looks like. Use the links below to access the main landing page of CDC’s Developmental Milestones suite in English or Spanish. From the main landing page, you’ll be able to select the resources of interest to you, which include: the video library showing the milestones of various ages (e.g., 2 months, 4 months, 6 months); fact sheets on developmental milestones and on developmental delay; the developmental checklist; the Milestone Tracker app; and much more. CDC’s Developmental Milestones (Main landing page) Main landing page in Spanish
These resources are offered as part of CDC’s Act Early campaign, which focuses on identifying young children with developmental delays or disabilities. Developmental disabilities are a group of conditions due to an impairment in physical, learning, language, or behavior areas. About 1 in 6 children in the U.S. have one or more developmental disabilities or other developmental delays. It’s very important to identify these and act early to address whatever delay(s) each child is experiencing.
Milestones Photo and Video Library
Center for Parent Training & Resources
continued from p.5
To keep you up to date on the latest happenings and implementation of the Every Student Succeeds Act (ESSA) and the Strengthening Career and Technical Education for the 21st Century Act (Perkins V), All4Ed has created a series of bite-sized materials – both print and video – that provide concise but comprehensive analyses of several key areas within ESSA and Perkins V. How Families Can Help Their Son or Daughter With Disabilities Find Work Families and friends can play an important role helping those with disabilities plan for employment and find a job that is a good fit. Employment Strategies and Supports for Youth with ASD This webinar, sponsored by NTACT, focuses on critical strategies and supports for youth with autism seeking and maintaining employment. Case studies are provided to show real life examples of the strategies and supports at work. There are multiple handouts, too. ApprenticeshipWorks Video Series (Also available in Spanish) This video series from ODEP features apprentices with and without disabilities (recruits) and their apprenticeship sponsors (sponsors) in high-growth industries like information technology, healthcare, and marine engineering. Videos are available in English and Spanish with full captioning and audio-introduced versions. Transition Planning: Let's Get Started By law, transition planning must begin no later than the student's 16th birthday. See what else is required, what services are available through the public school, what domains of adulthood to explore, other options a youth might consider (more education, say, or vocational training), and much more. Employment Connections Just updated as part of our spring cleaning! Want to know more about job coaches and reasonable accommodations? What about supported employment? Search EMPLOYMENT in the Hub library Explore these additional resources tagged "employment" in the Hub library.
Resources for FAMILIES & EDUCATORS
continued p.28
Editors note p.23
The following meetings will be held at Jefferson Parish Human Services Authority 1500 River Oaks Road, Suite 200, Harahan July 30, 2019
Editors note p.27
Parents and Caretakers of individuals with developmental disabilities, individuals with developmental disabilities, and concerned citizens are invited to attend these meetings. All guest will have the opportunity to make public comments about developmental disability topics.
Regional Advisory Committee (RAC) Meetings
The following meetings will be held at Jefferson Parish Human Services Authority 5001 West Bank Expy., Room 118, Marrero October 29, 2019
ADULT WORKFORCE Our 60-hour Introduction to Programming Bootcamp is a deep dive into JavaScript, functional programming, and basic web development. Bootcamp prepares students for entry into our three month Immersion program. Our Immersion program is more rigorous and time-consuming than most educational programs or full-time jobs. Over the course of 3 months, students learn how to think like a software engineer and gain all of the relevant skills needed to enter into a career as a full-stack engineer. Learn more.
OPERATION SPARK 2539 Columbus St, 3rd Floor New Orleans, Louisiana (504) 534-8277
HIGH SCHOOL The High School to High Wage program provides an introduction to computer programming and is designed for students with little to no prior experience in coding. It aims to teach students the core concepts of computer programming, basic front-end web development skills, and provides students with an understanding of the role computation can play in solving problems. Learn more.
Operation Spark is opening a new door to prosperity for low-opportunity individuals by presenting the fastest route to a career in software development.
A CAREER FOR EVERYONE The field of software development is quite wide. And so no matter your interests or apptitude, there's certainly a career for you in software development. You just need to build a few apps with an awesome team to start discovering all that software has to offer. The skills involved in building mobile video games and apps are quite varied, including application design, game mechanics and user experience, visual and sound design, computer engineering of various sorts, quality assurance, project, product and cost management, content management and public relations of all kinds. And each of these skills lead to careers, careers with futures - for example, an entry level quality assurance analyst is a well paying position, and can lead to management or a career as a UX designer. Working in teams, inherently a part of software development, also introduces youth to effective means of communication and conflict resolution. The Operation Spark model is simple: By introducing young adults to this wide set of skills and helping them apply these skills in building simple projects, something as engaging to today’s youth as a mobile video game or app, participants may just discover a very employable field about which they are passionate. And for youth, developing a passion is key to positive self development, encourages self learning and the pursuit of a path into college or the workforce!
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.
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.
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.
e-Learning Mini Modules are formatted for all devices so even if you are at a ball game, dance practice or waiting for your dinner to arrive in a restaurant, you can log onto our website and watch one of our e-Learning Mini Modules in approximately 10 minutes. That's right - you only need about 10 minutes! CLICK HERE to go to our website and learn more about the e-Learning Modules!
700 Hickory Avenue Harahan, LA 70123 504-888-9111 800-766-7736 504-353-2350 fax info@fhfofgno.org fhfofgno.org
The Office for Citizens with Developmental Disabilities (OCDD) has four developmental disability home and community-based waivers, New Opportunities Waiver (NOW), Residential Options Waiver (ROW), Supports Waiver, and Children's Choice Waiver have now been operationalized to a tiered waiver system of service delivery, which will allow for individuals to be supported in the most appropriate waiver. To learn more, click here.
