Free Webinars and Training P.17
TIMES
MAGAZINE
Exceptional
What's Going ON?
From the Executive Director, Mary Jacob Hooray for Summer, or NOT? P.4
Occupational Therapy
How to let your child messy play (and not make a huge mess) P.6
ISSUE 16
june 2019
FINDING MY VOICE YOU CAN FIND YOURS TOO 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 is Wilbert Johnson
JUNE 2019
Exceptional Times
04 Hooray for Summer, or NOT? 06 How to let your child have messy play (and not make a huge mess) 08 Emergency Preparedness 09 Summer Learning/Summer Fun 13 Significantly Able to Work: Employment for the Significantly Disabled 16 Financial Planning for Children with Special Needs 17 What's Going On? 19 Bullying Prevention is a Community-Wide Effort 20 Consent and Children with Disabilities 21 Cover Story: Finding My Voice: You Can Find Yours Too 24 June Awareness 25 Resources for Families & Educators 26 Welcome to the Wonderful World of Family Fun! 27 Autism Data Visualization Tool 28 Heal NOLA Fest 29 Healthy Blue Back to School Giveaway 30 Operation Spark 31 Louisiana School Finder
CONTENTS
From the
Congratulations parents – you have officially survived another school year! Take a moment and breathe a sigh of relief that one more year is in the books! If you are anything like me, summers were my time to chill. Give me a glorious hot humid frizzy hair day anytime over an IEP meeting day. No homework. No projects. No worrying. Should school really be this tough on parents? No. It should not be. Some of you are probably asking yourself or even screaming while you read this and thinking – WHAT THE HECK IS SHE TALKING ABOUT?
Mary Jacob
Hooray for Summer, or NOT?
Executive Director
Yes, this is a mirage. This might have been summer of yesteryear for many and probably still exists – but for very few today. Summers aren’t what they use to be when I was a child. The carefree days of sleeping in late are now rushing kids off to camp. The no homework weeks are now summer reading lists. The playing in the hoses are now pricey swim clubs. Families vacation less due to cost and other commitments that prevent them from really chilling out. I know a few of you are probably still shaking your head saying, I still don’t get it. You would love nothing more than camp, reading list and pricey swim clubs. However, your reality is completely different. I refer to it as the real injustice of summer. It’s not carefree days or days filled with commitments of fun activities. It’s the exact opposite and often isolation and loneliness is how you’d describe your summertime. How many parents are having panic attacks on May 1st because they still don’t know what their child will be doing over the summer? Even though children with disabilities have access to education – we still see way too many summer programs discriminating against children with disabilities. Children are suddenly supposed to be toilet trained and independent in order to participate in most summer programs. Parents are supposed to magically be off work all summer to take care of their children. As a community, we have done a terrible job at providing summer programs and care to our most vulnerable population – children with disabilities. Louisiana as a state, have pockets of “special needs†camps that are available to children with disabilities. These camps aren’t in all communities and have limited slots. Louisiana also has an abundance of camps that are not considered “special needsâ€. But how many are these camps open to children with disabilities? According to the Americans with Disabilities Act (ADA) summer camp, like many other public and private entities, are subject to ADA. This also includes childcare centers and before and after school programs. The ADA states that reasonable accommodations must be provided and this is defined as an accommodation that does not fundamentally alter the nature of the program or services provided by the camp. Summer camps are not obligated to enroll children that wouldn’t otherwise qualify. So, if a school runs a summer camp just for their students and your child does not attend that school, then they are not obligated to accept your child. The ADA also states that summer camps can’t mandate unfair rules such as telling parents they can enroll their child, but they will need to stay or provide or pay for extra staffing. They can’t tell parents they need to come to camp to administer medication or attend field trips. The unfair practices are against ADA. So, are you ready to fight for your child’s right to attend summer camp? In April of 2015, the Department of Justice issued a letter and brochure specific to summer camps. For a copy of the brochure, you can go to https://www.justice.gov/file/413891/download. Remember, as recent as 1975 many children with disabilities did not have the right to go to school. It was not until parents, just like you and me, decided to challenge that. If your child is still being discriminated against in the summer, now is the time to challenge this. Demand for equal access to summer camp and programs for your child! Stop the summer injustice!
According to the Americans with Disabilities Act (ADA) summer camp, like many other public and private entities, are subject to ADA. This also includes childcare centers and before and after school programs.
How to let your child have MESSY play (and not make a huge mess!)
Exploring a variety of textures and getting messy is an important part of a child’s sensory, motor, cognitive and social development. The sensory input your child receives from participating in messy play provides valuable information to their growing brains. Children learn about textures while exploring the properties of different materials; soft, hard, wet, cold, and more. They are developing motor skills as they use their hands together to build, create, and manipulate, as well as social emotional skills as they interact and bring ideas to life with self-confidence. Children are often most engaged in activities that incorporate multisensory components, so the opportunities for learning are exceptional. Toys are often designed to have only a few purposes. With messy play, the open ended, imaginative possibilities are endless! During my occupational therapy evaluations, there are many instances in which I recommend a child participate in messy play as part of their routine at home. When I do, I often see subtle hesitation behind a parent’s eyes as they think, “Did she just recommend for my kids to make a huge mess at home that takes tons of time to clean up?†However, I am here to tell you, the clean up part of messy play doesn’t have to be time consuming! Below are some recommendations on how to provide multisensory experiences for your child with an easy clean up aftermath. Washing the car 
Have your children put on their bathing suits to use lots of water, suds and sponges with a purposeful result! Clean up for the kids is just a quick rinse off and towel dry. Sidewalk chalk
Children love the freedom of being able to draw on huge canvases such as driveways and sidewalks. Let the rain do the clean up. Trays or cookie sheets
Use cookie sheets, crawfish trays, or builder’s trays to contain the use of moon sand, play doh, or slime! Old bed sheets
Laying down an old bed sheet underneath any messy play allows excess mess to be shaken out or absorbed and thrown in the washer. Bath time play
Contain the mess in the place where the clean up can happen right after! The bathtub is a great place for using bath crayons or washable finger paint on the easy to clean tub walls. Birdseed
Using birdseed as a medium to dig, scoop and bury toys means that any remaining mess is safe to leave outside for our feathered friends. Washing windows
Children love a good dollar store spray bottle with water in it. Have them spray the water and wipe off with a towel to “clean†the windows, remembering to line the floor underneath with towels as well. Inflatable pool 
Instead of filling with water, fill an inflatable pool with other items and textures to explore such as leaves, washable paint, shaving cream, or sand. For more ideas or information on messy play and its benefits for your children, feel free to reach out to me at rconnick@cranerehab.com. 
 

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.
Individuals with disabilities should feel as safe and secure in their communities and work environments as individuals without disabilities. Too often, however, the needs of people with disabilities are not considered in emergency planning, despite the fact that the need for such planning has received an increased focus due to recent disasters, both natural and man-made. To help address this disparity, ODEP — through its leadership on the Interagency Coordinating Council on Emergency Preparedness and Individuals with Disabilities — helped develop several resources to assist individuals, organizations, and employers create emergency preparedness plans that take into account the needs of people with disabilities. The following provide more information about emergency preparedness and people with disabilities: Tools and Guidelines Preparing the Workplace for Everyone: Accounting for the Needs of People with Disabilities — Practical guidelines to help emergency managers and employees plan for workplace emergencies. Developed by a committee of Federal agencies, this framework has had several updates. Addenda — Serving individuals with disabilities during an emergency Stairwell Use During an Emergency Service Animals Visitors with Disabilities Effective Emergency Preparedness Planning: Addressing the Needs of Employees with Disabilities — Fact sheet that provides overview of how to effectively take into account the needs and perspectives of people with disabilities in workplace emergency preparedness plans. Additional Resources The Job Accommodation Network Emergency Evacuation Resources List of State Emergency Management Agencies — Contact information on FEMA's website for each state's emergency management agencies and offices. 9-1-1 and Emergency Communications Services — Explains the basics about what the Americans with Disabilities Act (ADA) requires for 9-1-1 and other emergency communications services operated by or for state or local governments. Effective Communications for People with Disabilities: Before, During, and After Emergencies — A report from the National Council on Disability that looks at barriers, facilitators, and successful practices in providing effective emergency-related communications. Ready.gov Information for Individuals with Disabilities — Information from FEMA about creating an emergency preparedness plan that takes into consideration the needs of people with disabilities, including people who are deaf or blind or who have speech or mobility disabilities.
US Department of Labor Office of Disability Employment Policy
Emergency Preparedness
By Sharon Blackmon
Once upon a time, when my son was younger and I had summers off, he and I did what we affectionately referred to as, “Mama School.†I was determined that he was not only NOT going to regress during those weeks off, but he would actually learn something NEW! I set up countless binders in different subjects; handwriting, cutting, choosing and tracing activities; orientation tasks; math and reading; you get the idea. I would love to tell you that it was the highlight of his summer vacation, that he came racing to the dining room table every morning just to get an early start on the day’s tasks. But no, sadly, Mama School was a total flop!
Studies show that there are five things that are important to do every day to prevent the summer slide: READ. For some children reading may be a pleasure, but for others it can be a struggle. Making a habit of going to the library and browsing through the books and letting them choose one THEY want to read is helpful if your child falls into the latter category. What are their interests? If they like trains, find books from the nonfiction section on trains. If they’re fascinated by weather, or monthly cycles of the moon, go check out those sections in the library and let them choose what they want to read. Most public libraries also have summer reading programs; some children may be motivated to read more just to win prizes from the library. Some libraries also have a Reading to Rover kind of program, where kids get to come and read to therapy dogs. (Of course, they could also read to their own pet at home!) The library also offers a wide assortment of audio books that kids may enjoy listening to while they play or ride in the car. Getting them into stories that are read to them may motivate them to read more on their own. Remember, too, that there are things around us to read almost all the time. When you’re out in the community, make a game out of reading signs or store names. Make a grocery list and have your child read it as you go through the store. Play “I Spy†in the car and see if they can find a word that you name using signs or store names around you. USE MATH. Do you know how much academic mileage you can get by making a dish from a recipe? Well, of course there is the math. My six-year-old LOVES to bake. So while we go through the recipe and use measuring spoons and cups to add our ingredients, we talk about how many ¼ cups of flour she would need to equal 1 cup of flour. And I’ll sometimes purposely use a ¼ measure to get ¾ cup of sugar, or something similar, and ask her beforehand how many we will need. Even at six she is starting to get a basic grasp of fractions, which is half the battle won for later on! Recipes involve reading, measuring, following directions, sorting, using gross and fine motor skills, planning, observing safety rules, performing tasks in a given order, the list goes on. You might also half or double a recipe, if they are ready to get a little more into fractions. And if the child is involved in the meal planning from the start, they can choose the recipe and assist with making a list and purchasing the groceries (which involves reading, writing, and math). And navigating a grocery store uses a whole other list of skills! See, math really CAN be fun! GET OUTSIDE AND PLAY. “It’s hot.†“I’m thirsty!†“There’s nothing to do.†“I’m bored.†“There’s a spider on the swing!†“An ant bit me!†Those are just my husband’s complaints; you should hear the kids! And not everyone has a playground in the back yard or even in the neighborhood where kids can safely play and get away from air conditioning and electronics. Also, most parents work all day and don’t necessarily have the time to take kids outside or to a local park. But if it’s feasible, TAKE your kids outside and play with them. A dollar store Frisbee, some water guns, bubbles, sidewalk chalk, a cheap inflatable pool, a hula hoop, or a plastic bat and ball can provide endless hours of summer fun. Kids are more apt to play when mom and/or dad is available for the fun as well. You don’t need a long, expensive vacation trip to make memories that last. And let’s face it: ALL of us can benefit from more exercise and sunshine! I think when I was a kid I spent about 92% of my summer sitting at the edge of our yard, playing in the dirt. I made dirt forts, dirt Barbie cities, dirt volcanoes, dirt houses, dirt swimming pools (yikes)…you get the idea. Kids benefit from being outdoors in so many ways. WRITE. We’ve already looked at some ways to incorporate writing into daily activities. Think about making a summer scrapbook; keeping a daily journal; writing a story, either about an actual event or something imagined; making a list of things you want to do, either on a particular day or during the summer break; writing a friend or relative a letter or card and mailing it; co-writing a story where you take turns writing one sentence to add to the story; writing down interesting things you see as you ride in the car on a road trip. Think outside the box! DO A GOOD DEED. While baking cookies to take to your local fire station or police precinct is a truly wonderful idea, a “good deed†doesn’t have to be a pre-planned, all-day affair. Looking for little ways to simply make someone else’s day better can build a child’s self-esteem, foster empathy, evoke feelings of gratitude, encourage leadership skills, aid in improving communication/language, and cause friendships to grow! Something as simple as bringing in an older neighbor’s newspaper or mail could brighten their day and lead to an ongoing relationship. Consider making a list of opportunities a child could look for to benefit another person, or keeping a daily journal of good deeds, along with the effects they had, to look back on at the end of the summer. (I know, there I go with the reading and writing again! And if you count the deeds, there’s the math…) A recent Families Helping Families webinar called, “No More Summer Slide,†gave some great examples of summer learning activities broken down according to a child’s age. Early Childhood Use wordless books to encourage language. Ask questions about each page; talk about what the child sees. Read story books with your child. Ask questions about each page, such as, “Can you find the blue flower?†“How many trees do you see?†Build communication by simply talking with your child and asking them questions that require more than a one-word answer. A simple conversation with your child while you’re driving across town or on a road trip can be a boredom-buster and a language-builder. Elementary school Do some of the cooking activities described earlier. Elementary school is a great time to begin learning those kitchen skills! Use a standard deck of playing cards to keep numbers on your child’s mind during the summer. The classic card game War is great for younger kids to practice basic greater than/less than and number line thinking. For older children, play Double War. In this game, each player turns over two cards and must add them together to find out who wins that hand. You can try this using subtraction or multiplication as well for a bigger challenge. Visit places like public parks, zoos, aquariums, and museums and just talk about what you see. In New Orleans, NOMA and the Audubon sites have free days for some residents! Check their websites for more information. Play school, with your child as the teacher. Get them to teach you something that they know (you know, like how to reprogram a computer or open a SnapChat account…). Teaching someone else requires higher levels of thinking than just being told or taught. Middle school Take cell phone pictures every day and arrange the printed pictures in a scrapbook or photo album. Actual scrapbooking supplies can be found at almost any department or craft store, or you can just use stickers or construction paper on hand to decorate the pages. Scrapbooks can also be done digitally through photo companies like Snapfish, or even Walgreens and Walmart. Start a passion project. Let your child choose something she is interested in, then use all the resources available to learn as much as possible about it. I know a young man who LOVES lawn work. A great passion project for him might be finding out how to start a lawn business of his own. How much does the equipment cost? How would he advertise, and what is the cost? How would he get to customers to do their lawn? How many lawns could he cut in a weekend? Is there a license of some sort needed? What about paying taxes? There are loads of things to learn and research, and a good passion project might take the whole summer to complete. Take a virtual vacation. Has your child taken an interest in traveling? If they have a place they’d love to visit, have them go online and find out everything they can about the people, the culture, the special events, the costs of different things, how much it would cost to get there and where they would stay. They might even create a virtual scrapbook of all their virtual journeys! High school Summer time is an excellent time for high school students to start thinking about what they’re going to do after graduation. Is there a certain passion they want to follow, such as starting a lawn care business like the young man mentioned earlier? Start considering what would be needed for that venture. Is there a trade they might be interested in that would take some training? Look into schools who offer the training: what does it cost? How long does it take? Is there financial aid available? Perhaps a college degree is the goal. Consider some campus visits over the summer, or at least a virtual visit online. Find out about degree programs, cost, financial aid, transportation to and from. Get a job! It doesn’t even have to be paid work. Does your child love animals? Encourage her to volunteer at the local animal shelter, or get a position with a vet or pet grooming business. Valuable information can be obtained with a regular position, be it volunteer or paid. Skills like appropriate interactions with a supervisor, being on time, dressing appropriately for the job, following rules and directions, and communicating effectively in social or professional situations are all excellent skills to learn early. Get ready for driving. If your child doesn’t already have a driver’s license, and they plan to get one, take the summer to study and learn as much about rules of the road as possible. Go for local drives and talk about right-of-way, signage, signals, safety, pedestrian crosswalks, etc. Even if the child isn’t ready to actually drive yet, there can still be a lot to learn and think about. I know I’ve covered a lot of ideas and information; hopefully there are a few things here that can work for your family. Some main things to keep in mind as you try to minimize the summer slide are to minimize screen time and increase stimulation. Take opportunities as they present themselves. Enjoy your family, and above all, HAVE FUN!
I was relieved of that duty once my husband completed his teaching certification in Special Education. When he implemented “Daddy School,†there was an iPad with a cool learning program, music, and a few of the same kinds of activities I’d tried. There was also a little sister who was DYING to get in on the fun also sitting at the table coloring and working on ABCs. Needless to say, Daddy School had a much higher success rate than Mama School. But I’m not bitter…. So how do we keep our kids from sliding backward during the carefree days of summer without stressing ourselves out and boring them to tears? That’s the age-old question for parents of ANY child, but especially those who have a child with some type of learning differences or difficulties. And there really are many non-traditional ways to “teach†or engage in educational outings or activities without sitting at the dining room table practicing your multiplication tables.
Summer Learning Summer Fun
continued on p.15
Significantly Able to Work: Employment for the Significantly Disabled
"For me, the most difficult part of my job is not the actual work, but figuring out how to work without losing my life-sustaining services."
As an individual with a significant physical disability—requiring the use of a ventilator, power wheelchair, and 24-hour care—it was difficult to identify a career where I could maintain my physical health while being employed full time. In relatively recent history, individuals with more significant physical disabilities are surviving and thriving. Although many of us will need a substantial amount of care and support throughout our lives, we are able to be employed and successful. The only barrier to our success is many of the outdated policies that did not account for this new, potentially successful population. In order to find employment that allowed me to earn enough for survival and be able to work from home when necessary, I decided I needed to obtain my doctorate. After completing my doctoral program, I founded “J Badger Consulting Inc.†of which I am now president. By having my own business, I am able to be contacted by multiple organizations, work from home, pay for any accommodations that I might need, work when I am feeling healthy enough to do so, and manage my salary in order to continue receiving medical assistance for workers with disabilities (Medicaid buy-in under the Ticket-to-Work program). My company provides disability and transition consulting services in the state of Pennsylvania and nationally. Because I am the president of this corporation, my job varies greatly day to day and provides me with the opportunity to present throughout the world, develop materials, lead trainings, write curriculums, and develop employment political campaigns. Anybody who wants to work should be able to work. For me, the most difficult part of my job is not the actual work, but figuring out how to work without losing my life-sustaining services. Obtaining and maintaining services can take as much time as a part-time or full-time job. Between the paperwork, research, doctors’ appointments, and phone calls, it can be quite daunting to pursue employment. Through my business I am able to purchase the accommodations that I need: a laptop computer, speech-to-text software, a tape recorder, and a microphone for the computer. But the real accommodations are built into the structure of my work, such as flexible hours and working from home. These building accommodations do not cost any money but allow me to do all of my work during the time that I am strong enough to do it. I can use my disability supports at home, and I do not need to worry about finding transportation to my job. Before pursuing competitive employment, consider what accommodations you might need and what barriers may occur that would prevent you from doing your best work. Also understand your current benefits and talk to a benefits counselor who can help you employment incentives and ways to protect your life-sustaining benefits.
Dr. Josie Badger DHCE, CRC 331 Mt Vernon Dr. Ellwood City, PA 16117 Cell: (724) 944-0429 josiebadger@hotmail.com Dr. Josie Badger received her Bachelor’s degree in Disability Law and Advocacy from Geneva College, a Master’s in Rehabilitation Counseling from the University of Pittsburgh, and a Doctorate in Healthcare Ethics from Duquesne University. In 2014, Josie founded “J Badger Consulting Inc.†where she provides youth development and disability consulting services for organizations on transition and leadership development. She is the Co-Director of the national RSA-Parent Training and Information Center technical assistance center (RAISE). She is also the Campaign Manager of the #IWantToWork Campaign, to improve the employment of people with disabilities and is a Field Organizer for Denny Civic Solutions for a bill supporting paid family leave. She serves as a board member of the United Way of Southwestern Pennsylvania, The Woodlands Foundation, and FISA. In 2012, Dr. Badger was crowned Ms. Wheelchair America.
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). Significantly Able to Work: Employment for the Significantly Disabled, Newark, NJ, Dr. Josie Badger DHCE, CRC. © 2019 RAISE Center
Summer p.12
Free WEBINARS
What's Going On?
Fun Summer Activities for All Kids - We’ve taken some of our favorite things in our 2019 Guide to Summer Fun for Children with Disabilities and highlighted them in this training. The goal is to give families and caregivers ideas of fun things they can do over the summer that doesn’t need to cost a lot. Many things are either free or low cost. Part of this is specific to the Greater New Orleans area. Co-Sponsor: FHF of Southwest Louisiana Date: Tuesday, June 4, 2019 Time: 10:00 am – 11:00 am 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: FHF of Northeast Louisiana Date: Tuesday, June 4, 2019 Time: 11:30 a.m. – 12:30 p.m. Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Getting and Keeping Your First Job - Getting and then keeping a job for someone with a disability can be tough. This training will go over why work is important, challenges for youth, the labor market, disability disclosure, accommodations and more. Co-Sponsor: Bayou Land FHF Date: Thursday, June 6, 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: FHF of Northeast Louisiana Date: Thursday, June 6, 2019 Time: 9:00 p.m. – 10:00 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: Bayou Land FHF Date: Saturday, June 8, 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: FHF of Acadiana Date: Wednesday, June 12, 2019 Time: 12:00 p.m. – 1:00 p.m. Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Who Needs a Surrogate Parent? – The Individuals with Disabilities Education Act (IDEA) gives parents of children with disabilities an active role in planning their child’s educational programs and decision-making. However, sometimes the parent is not available and IDEA allows a surrogate parent to fill this very important role. This training will go over the children eligible for a surrogate parent, who can be a surrogate parent and most importantly, who cannot be a surrogate parent. Co-Sponsor: FHF of Southwest Louisiana Date: Wednesday, June 12, 2019 Time: 7:00 p.m. – 8:00 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 safeguardsâ€, 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: FHF of Greater Baton Rouge Date: Tuesday, June 18, 2019 Time: 11:00 a.m. – 12:00 p.m. Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Importance of Inclusion – Why is the 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. Co-Sponsor: FHF at the Crossroads Date: Thursday, June 20, 2019 Time: 11:00 a.m. – 12:00 p.m. Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. How to Introduce Your Child to New Providers? - Parents rave about our in-house publications “All About Me†and “My Portfolio†and the usefulness in introducing their children to a variety of new service providers such as teachers, DSP’s, Therapists and more. Join us for this webinar where we will provide you access to these publications, instructions on how to personalize them for your child, and things you need to think about including in your personalized publication. If you do not have access to a printer, email us your publication, and we’ll be happy to print them out for you. Co-Sponsor: FHF of Southwest Louisiana Date: Thursday, June 20, 2019 Time: 12:30 p.m. – 1:30 p.m. Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students.
J U N E 2 0 1 9
Bullying Prevention is a Community-Wide Effort
Bullying can happen anywhere, not just at school. When the power of a community is brought together to address it, bullying can be prevented. Community-wide strategies can help identify and support children who are bullied, redirect the behavior of children who bully, and change the attitudes of adults and youth who tolerate bullying behaviors.
 Community partners such as mental health specialists, law enforcement officers, neighborhood associations, service groups, faith-based organizations, youth sports and recreation groups, and businesses all have a role to play in bullying prevention. Mental health specialists who understand the consequences of bullying can better identify it in children whom they treat. Law enforcement and school resource officers can work with schools and parents to help them implement bullying prevention strategies. Schools and communities can work together to improve the school climate.
 Community members can use their unique strengths and skills to prevent bullying wherever it occurs. For example, youth sports groups may train coaches to prevent bullying by being role models and encouraging positive feedback from team members. Faith-based leaders may conduct activities that promote moral engagement and help youth build empathy and foster healthy relationships. Hearing anti-bullying messages from the different adults in their lives can reinforce the message for children that bullying is unacceptable.
Every individual serves as a role model for how to treat others with respect, tolerance, and inclusion. Bystanders to bullying can make a positive difference in bullying situations by intervening when bullying occurs. They can also reach out and extend support to the person being bullied. Every person in a community can have a positive impact by preventing or addressing bullying. StopBullying.gov has a training center with resources and user guides for Early Education and Child Care Providers, Faith Leaders, Law Enforcement Officers, and Young Professionals and Mentors. Latest Bullying Research Highlights Does parental involvement matter for students’ mental health in middle school? Report: Youth Mental Health In America: Understanding Resource Availability And Preferences Bullying Victimization and Suicide Attempt Among Adolescents Aged 12-15 years From 48 Countries Cyberbullying victimization and perpetration among African American youth In the News Cyber-bullying Bill Passes North Dakota Legislature How Wyoming schools are stopping bullying, school shootings and suicide Colorado town uses pot sales taxes to fund anti-bullying program - and it's working
StopBullying.gov
Consent and Kids with Disabilities
Are you the parent of a kid with a disability? Wondering if you need to be talking to your child about consent (the answer is yes.)? Looking for some advice on how to start the conversation?

Check out this video of Daisy and their mom talking about how parents can use consent to create physical empowerment in their children!
FINDING MY VOICE
"Titanium" David Guetta ft. Sia, Cover singing by Madilyn Bailey. Model for Transition Employment Outcomes in High Demand Jobs.
Hi, my name is Wilbert Johnson. I am a man with a disability and I'm not afraid to say it. I am a 2016 graduate of Alfred Bonnabel Magnet Academy High School and ever since I left I've been successful in everything I have been working towards in making my dreams coming true. Prior to exiting high school, I was introduced to a transition program through Louisiana Rehabilitation Services called, Postsecondary Apprenticeship Pilot for Youth (Pay Check). After I graduated, I attended this program during 2016 - 2017. Through this transition program, I worked at University Medical Center. My position was patient access and I helped the patients sign in for their appointments. I really loved working there because I made the patients feel welcome and not nervous. After, I attended a local university job fair and met the guest service manager at the Audubon Zoo. The manager loved my personality and saw something special in me. I was interviewed a couple days later and I got hired right on the spot! I have been working at Audubon Zoo for over a year now. I love my job so much because they accept me for who I am. That's why I believe a person with a disability should have the opportunity to work. It feels amazing to have a job and make your own money. My entire life has changed in so many ways working at Audubon Zoo. I also have inspired so many other people at work as well. If I can do it, I know you can do it too. There may be those people out there who call you retarded, slow, or stupid. Yes, I know how this feels because I've been called these things. I just didn't let those words stop me from achieving my dreams. Actually, those words motivate me to push harder and harder every day and prove them wrong. I didn't do it alone, I did it with God, my parents, family, friends, and people who knew I could achieve my dreams. They are my support system and have encouraged, inspired, and taught me some amazing things these past years. What I'm saying is, just because you have a disability or someone told you that you won’t be able to do anything because of your disability it is not true. I believe God has poured down His blessings on me. Don't let others dim your light. You are not alone! I'm on your side CHEERING you on, encouraging you, inspiring you and pushing you. PROVE THEM WRONG in everything you do. Don't let your disability or nobody hold you back. This is for all of you in high school or college, or ANYONE with a disability. YOU GOT THIS! Keep going, keep grinding and go and get that diploma. God will not give up on you and he will be there every step of the way. I see myself in a couple of years being a supervisor. In addition to working my dream job at the Audubon Zoo, I am an advocate for people with disabilities. I am a member of the LSU Health Human Development Center Consumer Advocacy Committee where I provide input on emerging needs and use my platform to increase authentic representation of people with disabilities, cultivate emerging creators and activities, and I promote social media video as a form of activism. I was featured by the National Disability Rights Network for National Disability Employment Awareness month and have shared my employment journey as a person with an intellectual disability through various community presentations. I was recently accepted into the Louisiana Developmental Disability Council's Partners in Policymaking a national leadership program designed to teach people with developmental disabilities and parents of children with developmental disabilities the skills necessary to influence public policy at all levels of government. I believe anyone with a disability can have a job and that with hard work and a never give up attitude, it is possible to achieve your dreams!
You Can Find Yours Too
LSUHDC PAY Check Video
By Wilbert Johnson
Willing to Work
It’s a jungle out there for job-seekers with disabilities! Wilbert Johnson tells us how he was able to get his dream job and provides tips for fellow job-seekers.
Presenting to Peers "Finding My Voice"
Partners in Policymaking
June Awareness
Alzheimer’s and Brain Awareness Month Cataract Awareness Month Hernia Awareness Month Men’s Health Month Myasthenia Gravis Awareness Month National Aphasia Awareness Month National Congenital Cytomegalovirus Awareness Month National Safety Month National Scleroderma Awareness Month Scoliosis Awareness Month National Cancer Survivors Day (June 2) Men’s Health Week (June 10–16) World Sickle Cell Day (June 19) Helen Keller Deaf-Blind Awareness Week (June 23–29) PTSD Awareness Day (June 27)
Alzheimer's and Dementia Worldwide, 50 million people are living with Alzheimer's and other dementias. Alzheimer’s disease is a degenerative brain disease and the most common form of dementia. Dementia is not a specific disease. It's an overall term that describes a group of symptoms. Learn the signs. Aphasia Aphasia is an impairment of language, affecting the production or comprehension of speech and the ability to read or write. Aphasia is always due to injury to the brain-most commonly from a stroke, particularly in older individuals. But brain injuries resulting in aphasia may also arise from head trauma, from brain tumors, or from infections. Congenital Cytomegalovirus (CMV) is the most common infectious cause of birth defects in the United States. About one out of every 200 babies is born with congenital CMV infection. Of these babies, around 1 in 5 will have long-term health problems such as: Hearing loss Developmental and motor delay Vision loss Microcephaly Seizures About 15% of babies with congenital CMV will not have signs at birth but will later develop hearing loss. These children do not appear to have other long-term health problems. Deaf-Blind In 1984, President Ronald Reagan issued a proclamation designating the last week of June as “Helen Keller Deaf-Blind Awareness Week.†Every year since, the Helen Keller National Center for Deaf-Blind Youths & Adults (HKNC) has commemorated the week with a national advocacy campaign in recognition of the achievements and capabilities of people who are deaf-blind. Links to General Information on deaf-blindness: American Association of the Deaf-Blind Helen Keller National Center for Deaf-Blind Youths & Adults National Center on Deaf-Blindness World Federation of the Deaf Blind
New Webinar: Recommendations and Resources for Preparing Educators in the Endrew Era On May 8, Drs. Mitch Yell, David Bateman, Tessie Bailey, and Teri Marx presented a webinar titled, Recommendations and Resources for Preparing Educators in the Endrew Era. In this webinar, Drs. Yell and Bateman draw from their recent article, “Free Appropriate Public Education and Endrew F. v. Douglas County School System (2017): Implications for Personnel Preparation†in Teacher Education and Special Education. They provide an overview of Endrew’s impact on individualized instruction for students with disabilities and share six recommendations for preparing educators to meet the clarified requirements under Endrew. Drs. Bailey and Marx, experts from the National Center on Intensive Intervention, illustrate how NCII resources and technical assistance supports can assist states, local agencies, and educators to address these recommendations and improve design and delivery of individualized instruction in academics and behavior. New IRIS Center Online Learning Module The IRIS Center has developed a new interactive learning module titled, IEPs: Developing High-Quality Individualized Education Programs. This module details the process of developing high-quality IEPs for students with disabilities. It also discusses the requirements for IEPs as outlined in IDEA with implications of the Supreme Court’s ruling in Endrew F. v. Douglas County School District. Regardless of your prior knowledge, this self-paced module allows you to start with the IEP basics or delve deeper into many of the related areas. A professional development certificate is available for this module, which has an estimated completion time of 3 hours. Access the online learning module here. New Resource: Parent and Educator Guide to School Climate Resources The U.S. Department of Education recently released the Parent and Educator Guide to School Climate Resources. Produced jointly by the Department’s Office of Elementary and Secondary Education and Office for Special Education and Rehabilitative Services, this guide provides general information about the concept of school climate improvement, suggestions for leading an effective school climate improvement effort, and additional resources for those interested in more information. To help parents and educators better understand school climate, the guide includes frequently asked questions, a research discussion on restorative practices, a program spotlight on school climate transformation grants, and a school illustrating of integrating PBIS to improve school climate. Hands-On Activity to Identify Your Child’s Strengths For this hands-on activity, parents and child will need some markers or crayons, scissors, and tape. The activity sheet guides families in identifying the child's personal strengths using simple statements such as "I am curious and creative" and "I can ask for help when I need it." Parents and child can also explore the child's strengths in academics, social skills, language, literacy, and math and logic. 5 Ways to Support Siblings in Special Needs Families When one child in the family has needs that consume a lot of attention, restrict family activities, or generate a lot of concern, other children in the family feel an impact. Here are 5 steps parents can take to help children handle the challenges that come with having a sibling with a disability. There's also a companion article, Advice From Siblings of Special-Needs Kids. Coping With Incarceration | Sesame Street in Communities The incarceration of a loved one can be overwhelming for both children and caregivers. It takes special effort to start important conversations and answer kids’ questions. With love and support, the family can cope with the challenges of incarceration together. This resource page includes multiple articles and short videos featuring Sesame Street characters.
Resources for FAMILIES & EDUCATORS
Louisiana is a wonderful place to live. All year long, there are so many attractions, festivals, parades, arts, museums, and events going on around our beautiful state. There’s never a dull moment! Inside this guide you will find special needs summer camps and many ideas for things to do and places to visit with your family throughout the summer. From museums, nature centers, and theaters… to activities at home. You will find endless possibilities for enjoyment, learning, and relaxation. This Guide is meant to be an Internet resource. Please review these offerings to determine if they suit the needs of your family.
Family Fun!
Welcome to the Wonderful World of
The following meeting will be held at JPHSA 1500 River Oaks Road, Suite 200, Harahan, LA July 30, 2019
The Centers for Disease Control and Prevention (CDC) launched an interactive, web-based Autism Data Visualization tool that gives users the opportunity to explore data on the prevalence of autism spectrum disorder (ASD) among children in the United States. The data presented through the online tool, which come from four different federal data sources, highlight changes over time in reported ASD prevalence estimates and in the characteristics of children identified with ASD. These data can be used to plan for services, guide research, and inform policies to help children with ASD. The federal data sources included in the data visualization tool are ED’s IDEA Section 618 data collection, the National Survey of Children’s Health, Medicaid, and CDC’s Autism and Developmental Disabilities Monitoring Network.
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 meeting will be held at JPHSA 5001 West Bank Expy., Room 118, Marrero, LA October 29, 2019
Autism Data Visualization Tool to Improve Access to Data
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.
