Free Webinars and Training P.13
TIMES
MAGAZINE
Exceptional
What's Going ON?
From the Executive Director, Mary Jacob TOGETHER WE CAN CREATE A WORLD WITHOUT BULLYING P.4
ISSUE 08
OCTOBER 2018
Greater Expectations: Raising the bar in special education P.10
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.
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: 8:30 AM - 12:00 PM, 12:30 PM - 4:00 PM Tuesday: AFTER HOURS 8:30 AM - 12:00 PM, 12:30 PM - 8:00 PM Wednesday: 8:30 AM - 12:00 PM, 12:30 PM - 4:00 PM Thursday: 8:30 AM - 12:00 PM, 12:30 PM - 4:00 PM Friday: 8:30 AM - 12:00 PM
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 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 Denise Sweatman, Director of Administrative Services dsweatman@fhfofgno.org Ext. 203 Minerva Flores, Outreach Assistant mflores@fhfofgno.org Jessica Rodrigue, Lead Training Specialist jrodrigue@fhfofgno.org Paul LeBlanc, Property Manager
700 Hickory Avenue Harahan, LA 70123 504.888.9111 800.766.7736 504.353.2350 fax info@fhfofgno.org fhfofgno.org
October 2018
Contents
04 From the Director - Together WE Can Create a World WITHOUT BULLYING 05 Hi, I'm an OT, and I put chicken nuggets on my head 06 Success Story - The Kaough Family 07 Don't Be Scared - Just Be Prepared 09 Success Comes in Trying! 10 COVER STORY: Greater Expectations: Raising the Bar in Special Education 12 Jefferson Parish Community Resource Fair 13 What's Going On? 15 Autism Society of GNO 2018 Mini-Grant Program 18 Bullying Resources for FAMILIES & EDUCATORS 19 Recreation Therapy: “Therapeutic Activities as a Related Service for Students with Disabilities” 20 Look for FHF of GNO at these events 23 St. Bernard Autism Awareness Krewe Resource Classes 24 JPHSA - Regional Advisory Committee
Have you ever felt like an inadequate parent? Occasionally, I think we all question our parenting abilities. After all, these tiny humans we get blessed to call our own, don’t come with any type of instruction manual. At some point, before they start school, you’ve probably sat back and admired the fact that you’ve all survived. We send our kids off to school with great expectations. We want them to learn lots of new things, make new friends, and most importantly – be accepted by all. Unfortunately, this doesn’t always happen. Some kids get up every morning with great anxiety, get dressed, and go off to school wondering, “What will happen to me today.” Imagine for a moment; you get bullied at school. Every. Single. Day. This is the reality for many students – every single day. This was my daughter Brooke’s reality. I can honestly say, I don’t even know how long it was going on before it really occurred to me she was really being bullied. When she finally opened up to me about her daily experience, in one particular class, I was mortified. I was furious. I felt like such a terrible mom. It was mommy fail times 1,000. The day it finally all bubbled to the top was when she came home with gum in her hair and in the hood of her sweatshirt. The story went something like this, “During English, the teacher doesn’t care what anyone does. She just sits at her desk, and everyone says she’s a drunk. Anyway, this one kid came and pulled my shoes off and started throwing them around the room. When I asked for them back, they refused and then some other kid took gum out of her mouth and stuck it in my hair. I was so embarrassed I just pulled up my hood on my sweatshirt so nobody would see the gum. I had to beg for my shoes.” The next day I went to the office and demanded a meeting with the principal. This was not a time to use the chain of command. I was going straight to the top of the food chain. I explained everything to the principal and demanded that another adult gets assigned to that class. If they couldn’t find another adult, I was fully prepared to be there every day and volunteer to be the second adult in that class. The principal assured me it would be handled and she would have someone else spend time in the class. I left there feeling pretty satisfied – until I got home. I come home to learn that the assistant principal was sent to the class and proceeded to announce that Brooke’s mom has reported……… So the target that is already on my daughter’s tiny body has now tripled in size. According to the National Center for Educational Statistics 20.8% of all school-age children have experienced bullying at school. This included being called names, insulted, made fun of, subject to rumors, pushed, shoved, tripped, spit on, and being excluded. While bullying happens all over the school – hallways, stairwells, lunchrooms, libraries, playgrounds, and schoolyards – the most alarming statistic is 34% of reported bullying occurs in the classroom. The reasons for being bullied reported most often by students include physical appearance, race/ethnicity, gender, disability, religion, or sexual orientation. Children with disabilities are teased at a rate of 2-3 times higher than students without disabilities. Some of the effects of bullying include increased risk for poor school adjustment, sleep difficulties, anxiety, mental health problems, behavior problems, poor self-esteem, poor relationships with their peers and family, headaches, stomachaches, and absenteeism from school. Some of the worst cases reported included suicide. The U.S. Department of Education and Office of Civil Rights decided to take a lead on bullying after receiving an ever-increasing number of complaints about students with disabilities being bullied. These agencies ultimately provided written guidance to states about disability discrimination and violations of FAPE through a series of Dear Colleague letters. Ultimately, Louisiana passed Act 861 that required the Louisiana Department of Education (LDOE), in collaboration with the Board of Elementary and Secondary Education (BESE), to develop procedures and regulations about the proper reporting and investigating of an incident of bullying. These procedures include but are not limited to the adoption of BESE–approved forms for reporting and investigating incidences of alleged bullying, proper parental notification, and mandatory orientation provided to faculty/staff/students/volunteers. It also provides parents/legal guardians the right to appeal when a timely and effective investigation has not been conducted. National Bullying Prevention Month October is National Bullying Prevention Month, but I would ask you to consider every day, National Bullying Prevention Day. All children should be able to attend school without fear of being teased, harassed, or humiliated. Also, I ask you to consider, when someone says, “kids will be kids,” to recognize that doesn’t make it right. When I think back to my own daughter’s experience being bullied, it still angers me that a teacher was in the classroom observing this behavior and yet doing nothing about it. It still angers me that administration went into the classroom and blamed her, the victim, for having to sit in the class now. As a mother, I also still blame myself for not recognizing the seriousness of what was going on until it got completely out of hand. Bullying is something that we can eliminate – without a single penny. It just requires everyone to take a pledge to be nice. It really could be that simple. However, many people have created resources to help eliminate bullying. You can find these at: PACER's National Bullying Prevention Center Stomp Out Bullying Stopbullying.gov The Louisiana Department of Education provides guidance on Act 861. Here you can find policies, forms, notifications and training resources. Finally, we have resources on our website at https://fhfofgno.org/bullying. Recently I had the opportunity to meet Melissa Licali with the Anti-Defamation League (ADL). ADL offers a free program all schools can access called, No Place for Hate. The No Place for Hate initiative provides educators and students with the resources to ensure that anti-bias and diversity education are an integral part of the school classroom and campus. This program helps to improve school climate while giving students the voice and empowerment to become an ally rather than simply “standing by.” To learn more about No Place for Hate, you can contact Melissa at mlicali@adl.org. Together we can create a world without bullying. Are you ready to do your part?
From the
Mary Jacob
Executive Director
Together WE Can Create a World WITHOUT BULLYING
continued on p. 8
Hi, I'm an OT, and i put
In my time as a pediatric occupational therapist, I’ve come to learn that fun is everything. My success rate in getting therapeutic benefit out of an activity is directly correlated to how fun I make it. If I am a kid- will I sit still and complete 10 reps with an arm weight? No. Will I complete a challenge on the rock wall to climb to the top? Absolutely. It’s our job every day to make therapeutic activity the most fun thing on earth, and when it comes to feeding therapy, it’s no different. Each of us has a very unique sensory system with different thresholds of what our body is able to tolerate. It is biologically advantageous for us to go into protective mode in response to a toxic smell (we leave the area), a loud noise in the house late at night (our heart beats fast ready for “fight or flight”), or a taste of spoiled milk (we gag and spit it out instantly). However, input not normally offensive for the average person can be very insulting to someone with sensory processing difficulties. This is where our picky eaters come in. Eating is one of the only activities in which we use all of our senses at once, so naturally children with sensory processing difficulties are going to have a harder time. If I’m a child with an oversensitive sensory system, food may look, sound, smell, feel, or taste offensive. Imagine - if the touch, smell or even the sight of different textures enters my overly sensitive sensory system - my body might respond to a chicken nugget like yours would to spoiled milk! Gagging, spitting it out, throwing it, altogether refusing to interact with it. The behavioral responses you may see are responses such as refusal, crying, throwing the food, or running away. But if you were a child who had an over responsive sensory system causing certain foods to be too much for your body to handle, wouldn’t you try to get out of mealtime too? When we understand that our children have legitimate sensory processing difficulties that they are working against at meal time, we can start moving forward in helping them become more comfortable with food. We have to change their assaulter into their friend. We have to make food fun. Herein lies the most important part of feeding therapy, the best piece of advice I have to offer; if you want to teach your picky eater to eat, we must decrease the anxiety around food and mealtime first. We have to PLAY. Eating is not the first goal, positive interaction with food is. I put the chicken nugget on my head. Uh oh, it’s about to fall, here it goes! Ahhhhhh! Crashhh! Instantly, according to this two year old I am the most fun person in the world with the source of the fun being the food they won’t eat. But they’ll play with it. They’ll put the chicken nugget on my head, touching it, feeling it, getting crumbs on their fingers, smelling it, waiting for it to fall. They’ll squish it to see what it would do in their mouth; they’ll learn all about it. But more importantly they will laugh, play, and enjoy themselves. Suddenly this food isn’t so scary! Feeding therapy is a slow progression but it absolutely has to revolve around play. We need to explore, play, get messy, and learn about our food before we can ever eat it. Only when we are comfortable and our body has gotten desensitized to the novelty or to the threatening texture will we ever gain any ground in starting to expand our diet. So, that is why as an OT, I have had a chicken nugget: in a ball tower; in the bed of a toy truck; in a toy dinosaur’s mouth; on a fire truck’s ladder; in a dog’s food bowl; in a racecar; on top of a block tower; and on my head.
CHICKEN NUGGETS on my head!
I am the mother of three children, Riley 7, Grace 5, and Ian 2. All of my children have exceptionalities. By the time my third child was diagnosed, I was at the point of literally breaking down and did not know what to do. My oldest two children are still in pull-ups and it was becoming such a financial drain. I called Families Helping Families of Greater New Orleans to see if there were any funding sources to help with this cost. I spoke to Nicole and she helped me find the right agency with my insurance to get help with pull-ups.. Whenever I have any questions, and I have a lot, Nicole and the staff at Families Helping Families is there to help and answer them without hesitation. Even after hours, Nicole responds to my emails or returns my calls. It really gives me peace of mind knowing that Families Helping Families is there. All my questions about IEP’s or with anything I have no problems asking. They always make me feel welcomed and are so knowledgeable and helpful. Because of them, I will have someone to turn to and get on the right track for the future. I am on every list for anything possible. I am applying for anything I can apply for just for the time being until we get on our feet. Therapy is expensive and my husband works 24/7 but sometimes you have to do what you have to do. Families Helping Families makes me feel like its okay to ask for help and to apply for financial resources that will help my children. This will only benefit them in the future. Everything is still a day to day waiting game, but with the help of Families Helping Families, we are on the right track.
Success Story
Thanks, Katie Kaough
Bullying - continued from p. 4
OT - continued from p. 5
*There are many sensory, motor, and medical reasons that a child may have a limited diet. If you are concerned about your child’s eating, please reach out to your pediatrician and look for an occupational therapist in your area who is trained in feeding therapy to help.*
continued on p. 16
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 Institute's SPD Level 1 Advanced Intensive Mentorship program, Rebecca treats many children with sensory processing deficits and feeding disorders. For questions, comments, or more information contact Rebecca at rconnick@cranerehab.com.
comes in
~ Craig Blackburn
Trying!
Pictured are Craig Blackburn & Caleb Indovina
Success
Expectations:
continued on P.11
"Special Education is a service - not a destination."
Pictured are Danelle & Caleb Indovina.
Raising the Bar in Special Education
Caleb Indovina’s mom isn’t looking for miracles – but she is expecting what so many parents want for their child receiving special education services, a free appropriate public education also known as FAPE. FAPE is the cornerstone of the Individuals with Disabilities Education Act (IDEA), the federal law that requires students with disabilities to have access to an educational program that allows them to make academic progress, in the least restricted environment. She doesn’t want a special education class – she wants a program that supports Caleb in a regular education class. We like to say, Special Education is a service - not a destination. Caleb is a happy go lucky kindergartener that lives life to the fullest. His mom, Danelle, doesn’t allow his Down syndrome diagnosis to lower her educational expectations for him. She knows that the only way he will be a productive adult is for his educational team of teachers and therapist to have high expectations for him. She is more than convinced this is true and why not – Caleb has a great role model that has done just that in Craig Blackburn. Craig’s mom, Pat Ehrle started advocating for Craig at a very early age. Pat wanted Craig to have every opportunity to be a successful adult, regardless of his diagnosis of Down syndrome. Pat intuitively knew Craig would graduate from high school and live a meaningful life, but also knew it would take a lot of advocacy on her part. Children with Down syndrome are often viewed as having intellectual disabilities and unable to learn what other students are learning without disabilities. Craig shattered the expectation ceiling when he earned a regular high school diploma from Hahnville High School. Today, Craig owns his own home, has a beautiful wife Heather, and a great job with the New Orleans Pelicans. Craig gives Danelle all the hope in the world that Caleb can be just as successful. Craig is truly a great inspiration for so many people with and without disabilities. In the past few years the Elementary and Secondary Education Act has been reauthorized and is now known as the Every Student Succeeds Act (ESSA), which strengthens the requirements of high expectations for all students – including students with disabilities. Additionally, the U.S. Supreme Court made a landmark decision in the Endrew F. Case that forces school districts to expect more than de minimis progress for students with disabilities. Chief Justice John G. Roberts rejected the school district’s de minimis standard. He wrote that IDEA aims for “grade level advancement for children with disabilities who can be educated in the regular classroom.” Therefore, a de minimis standard makes no sense: Between IDEA, ESSA and the Endrew F. Case, Caleb should be able to reach his mom’s expectation of not only having access to the same educational opportunities as his non-disabled peers, but to make progress and like Craig, one day walk across the stage and be handed a high school diploma he worked hard to achieve. In the meantime, Danelle and Caleb have a long way to go. Before graduating from high school, Caleb still has a lot of playing, laughing and memories to make. Danelle knows she can count on Families Helping Families of GNO's continued support along the way. She also knows that when Craig shattered the ceiling for students with Down syndrome, it was her duty to make sure that ceiling was never lowered again. High school graduation should be a goal for ALL students, including students with intellectual disabilities. To learn more about your rights and how to advocate for your child to reach their full potential, check out our calendar of events at www.fhfofgno.org for a list of our free monthly training opportunities.
Greater
By Mary Jacob
Pictured here and below are Pat Ehrle & Craig Blackburn.
continued on p. 17
The Jefferson Parish Community Resource Fair will provide information and resources for parents of and individuals with disabilities, their families, and interested community professionals. It aims to assist individuals of all ages and abilities. It is like one-stop shopping for families facing the challenges of daily living with a disability. There will be exhibitor tables scattered throughout the mall that address such topics as vocational rehabilitation, education, independent living, employment, early intervention, recreation, and much more. Come and learn more about the services and supports that can help people with disabilities to work, play, and live in their communities. Visitors can register at any of the exhibitors’ tables to win door prizes. Free and open to the public.
Free WEBINARS
What's Going On?
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 Families Helping Families Date: Wednesday, October 10, 2018 Time: 10:00 a.m. – 11:00 a.m. Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Basic Rights in Special Education - Whether you are 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: Bayou Land Families Helping Families Date: Wednesday, October 10, 2018 Time: 7:00 p.m. – 8:00 p.m. Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Understanding the 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’s involved in making meaningful inclusion successful, and its underpinnings in federal law. Co-Sponsor: Families Helping Families of Southwest LA Date: Friday, October 12, 2018 Time: 10:00 a.m. – 11:00 a.m. Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Anatomy of an 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 Northeast LA Date: Saturday, October 13, 2018 Time: 11:00 a.m. – 12:00 p.m. Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Accommodations vs. Modifications - Meeting after meeting, parents and teachers use the words “accommodation” and “modification” almost interchangeably when discussing IEPs and student needs. If understood and used correctly, these words can greatly impact the success of a child’s educational program. Get answers to these questions and more: How can accommodations and modifications help my child in the general education classroom? How are accommodations and modifications included in IEP? Which accommodations are provided for state testing? Accommodations and Modifications can be a game changer for your child. Co-Sponsor: Families Helping Families of Greater Baton Rouge Date: Monday, October 15, 2018 Time: 10:00 a.m. -11:00 a.m. Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. IEP Tips and Pointers - This webinar features tried and true tips on how to positively advocate for your children, strengthen the relationships between parents and service agencies, and help create the appropriate IEP program. This webinar is perfect for families looking for ways to make the IEP meeting a more positive experience for everyone involved. Date: Monday, October 15, 2018 Time: 9:00 p.m. – 10:00 p.m. Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. 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 at the Crossroads Date: Tuesday, October 23, 2018 Time: 10:00 a.m. – 11:00 a.m. Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Exercising Your Right to Vote - Voting is a powerful tool to get your voice heard. Did you know that people with disabilities exercise their right to vote at a significantly lower rate than those without disabilities? This training will go over the various types of voting accommodations that can be made for individuals with disabilities. If you are not taking advantage of your right to vote, don't miss out on this training. Guest Presenter: Ashley Volion, Advocacy Center Date: Tuesday, October 23, 2018 Time: 6:00 p.m. - 8:00 p.m. Audience: Adults with Disabilities, Parents, Caregivers, and Professionals of Transition-Aged Students and Adults with Disabilities. 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: Families Helping Families of Acadiana Date: Tuesday, October 23, 2018 Time: 11:30 a.m. – 12:30 p.m. Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Section 504, Title 11 and 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. Date: Thursday, October 25, 2018 Time: 11:00 a.m. – 12:00 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 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 of Southwest Louisiana Date: Thursday, October 25, 2018 Time: 12:30 p.m. – 1:30 p.m. Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students.
O C T O B E R 2 0 1 8
The Autism Society of Greater New Orleans is pleased to announce its 2018 Mini-Grant Program for teachers and families. Our Mini-Grant Program has been a huge success with many families and teachers from across the Greater New Orleans area receiving grants to help students with autism in their classrooms and children and adults with autism in their community. Qualified families living in and teachers working in Jefferson, Orleans, Plaquemines, St. Bernard, and St. Tammany Parishes may submit only one grant application proposal per year. Awards may not exceed $300.00 and may be awarded less than the requested amount. Grant applications will be accepted beginning October 1, 2018 through October 31, 2018. Applications must be received or postmarked no later than October 31, 2018.
Under Act 861 enacted in 2012, school employees are required to participate in four hours of training to learn how to detect, prevent and end bullying. Teachers or other school personnel who receive a complaint about bullying must verbally notify the principal on the day of the incident and in writing within two days of the incident. The principal must notify parents and launch an investigation on the day of the incident. The investigation must be completed with ten days.
Bullying - continued from p. 8
Pictured here and third are Craig Blackburn & Caleb Indovina. Pictured in the center are Danelle & Caleb Indovina.
REGISTER HERE
Cover Story - continued from p. 11
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October is National Down Syndrome Awareness Month and the Down Syndrome Association of Greater New Orleans invites everyone to participate in the Buddy Walk at the Shrine on Airline on Saturday, October 6, 2018, from 9 am to 3 pm. The event will be held in the Baby Cakes parking lot at 6000 Airline Drive in Metairie. The walk starts promptly at 11 am. Come out and hear The Top Cats, check out the great auction items in the silent auction, and lots of great food, fun and games.
Cyberbullying Prevention Summit Held on August 20, 2018 The Federal Partners in Bullying Prevention Steering Committee held a Cyberbullying Prevention Summit on August 20, 2018. First Lady Melania Trump spoke to the attendees about the importance of providing children with information and tools for online safety. Researchers shared insights from research and evaluation on cyberbullying and aggression. Social media executives from Twitter, Facebook, and Google participated in a panel discussion on cyberbullying and how their platforms address it. New and Updated Resources Kindness is one of the most significant contributors to a positive school climate. Download, link to, and share the new Kindness Works! infographic. Having special health needs can add to the challenges children and young people face as they learn to navigate social situations in school and in life. Children with special healthcare needs are at a greater risk for being targeted for bullying by their peers. Schools can implement strategies to address student's special needs that foster peer relationships and help prevent bullying, creating positive outcomes for all students. Latest Bullying Research Highlights View the recorded webinar: How Social Emotional Learning Can Help Prevent Bullying Bullying Victimization Amongst U.S. Youth Bullying a Pervasive Problem for Majority of Young People: U.N. In the News Report calls for national strategy to help schools prevent suicide, substance abuse The More Obscure Forms of Bullying That Need to Be Talked About Two states are making teachers talk about mental health. Could this be a model? The effects of severe childhood trauma can be felt for generations, new study finds Resource: stopbullying.gov News and Information
Bullying Resources for FAMILIES & EDUCATORS
Recreation Therapy: “Therapeutic Activities as a Related Service for Students with Disabilities”
continued on p. 22
Did you know that there is a specific type of therapy for students with disabilities to help them learn new skills and decrease negative behaviors using fun recreation games and leisure activities as a related service? Did you know this specific type of therapy can be a related service as part of your child IEP? If not, let me educate you on the great benefits of Recreation Therapy, also known as Therapeutic Recreation, for students with disabilities! Therapeutic Recreation is a person-centered process that utilizes recreation and activity-based interventions to address the needs of individuals with illness or disabling condition (ATRA, 2015). Students with the following disabilities in elementary, middle, or high school can benefit from Therapeutic Recreation: Autism ADHD Deafness Blindness Down syndrome Emotional/Behavior issues Epilepsy Reading and learning disabilities Intellectual and developmental disabilities Physical Disabilities Purpose: The purpose of Therapeutic Recreation is to help students with disabilities develop and enhance necessary skills for successful participation in the school setting as well as to help students transition from the school setting into the community setting, especially high school students. IDEA Facts: The Individuals with Disabilities Education Act (IDEA) is a federal regulation that ensures that all students with disabilities are provided with interventions, special education, and related services. IDEA specifically identifies “recreation” including “therapeutic recreation” as part of a student’s related services (IDEA, 2004, {34 CFR 300.34}). To meet IDEA’s requirement for a highly qualified teacher in the related service of Recreation Therapy/Therapeutic Recreation, a Certified Therapeutic Recreation Specialist (CTRS) is needed. A CTRS is a Recreation Therapist who has passed the national board test for certification by the National Council for Therapeutic Recreation Certification (NCTRC). Recreation Therapist Education and Training: A Recreation Therapist who is a CTRS has attained education and training in areas such as theories and practices of recreation, leisure and play, psychology; abnormal psychology, human growth and development, coping strategies and interventions, group therapy, positive social interactions, activity modifications and conducts standardized assessments in a school environment. A CTRS has a bachelor’s degree from an accredited university or college in Recreation Therapy or Therapeutic Recreation studies. Part of the IEP Team: Students in special education programs in schools often require Individualized Education Plans (IEP) and a team of related service professionals to assist students with skills necessary for successful functioning and social participation in the educational setting. A CTRS functions as a member of a student’s IEP team with other allied health professionals such as Speech, Physical, and Occupational Therapist. The CTRS assess, plan, implement, and evaluate evidenced-based services for students including person-centered goals and objectives using therapeutic activities, monitoring that progress on level of success performance. A CTRS can coordinate service delivery between schools, community recreation programs, and community organizations for transition purposes when needed. Use of Assessments: A CTRS will utilize a standardized assessment of students’ skills, abilities, and attitudes in areas of physical, cognitive, behavioral, social/emotional and leisure functioning. Summary of Related Service as Recreation As a related service under IDEA, Therapeutic Recreation improves the functioning and independence for lifelong skills needed to enhance a student’s quality of life and participation inside and outside of the education setting. Through the use of therapeutic activities, rather individual or group therapy within schools, Recreation Therapists are an essential part of the well-being of students with disabilities! Reference: Recreation therapy and school systems. (2015). The American Therapeutic Recreation Association Information Sheet. Hattiesburg, MS, USA.
Look for FHF of GNO at these events
SBGNO's Family Conference Saturday, October 6, 2018 12:00 pm - 8:00 pm Crowne Plaza New Orleans-Airport 2829 Williams Blvd, Kenner, LA 70062 Spina Bifida of Greater New Orleans is excited to announce our first family conference! This conference will be for adults with spina bifida and parents of children with spina bifida. We will have Kids'Camp for children. Both children with spina bifida and their siblings can attend Kids'Camp. For more information, visit our conference web page: www.sbgno.org/conference Buddy Walk 2018 Saturday, October 6, 2018 9:00 am - 3:00 pm The Shrine on Airline 6000 Airline Drive, Metairie The Buddy Walk is a family fun event and fundraiser designed to celebrate individuals with Down syndrome. Join us for a jambalaya cook-off, live music, dozens of games, an awesome silent auction, crafts, snacks, and so much more. To register or donate go to http://dsagno.ezeventsolutions.com/BuddyWalk /page/Home The 2018 SCHOOL FAIR and Kindergarten Readiness Forum Wednesday, October 24, 2018 6:00 pm – 8:00 pm New Orleans JCC Mintz Auditorium 5342 St Charles Ave, New Orleans Free and open to the community Meet representatives from local schools and get your questions answered at the Parenting Center's annual School Fair held for the second year at the Uptown JCC. Hear from panelists at the Kindergarten Readiness Forum, which is once again being sponsored by the JCC, Jewish Community Day School and the Parenting Center. For more information, please call Adrienne Shulman 504.897.0143 or adrienne@nojcc.org Louisiana Children’s Museum Sensory Friendly Sundays Sunday, October 21, 2018 10:30 am – 12:00 pm 420 Julia Street, New Orleans Free admission, reservation preferred: E-mail akirk@lcm.org with subject line e.g. ‘Attending Sensory Friendly September 30th, detailing your name and the number of children & adults attending. Sensory Friendly Sundays offer an opportunity for families with children with disabilities or sensory processing differences to explore the museum in a comfortable and accepting setting! This monthly program is held in partnership with LSU Health Sciences Center’s Occupational Therapy Department. Representatives from LSU Health and Health Sciences will be on hand to answer questions, deliver activities, and provide resources to parents and families. Quiet spaces, noise-canceling headphones, visual schedules, and sensory toys are available (limited number, please ask!) For more information, please contact Amy Kirk at akirk@lcm.org or Grace Abrahams at gabrahams@lcm.org
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Graduation Pathways for Students with Disabilities
TRUNK OR TREAT is now FREE for all little goblins to attend thanks to some generous donations. It will be so much FUN! Don't miss out.
FREE
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.
FHFofGNO - continued from p. 20
While most students with disabilities in Louisiana will pursue a traditional pathway to a high school diploma, certain students with disabilities who have an IEP have alternative pathways to a diploma available to them. Students at the high school level who are eligible under Act 833 (2014) can pursue a standard high school diploma by meeting standard graduation requirements through alternate means. Students at the high school level who are assessed on Louisiana Alternate Assessment Level 1 (LAA 1) can pursue a diploma pathway by meeting alternate requirements. Resources are available which can assist both educators and families in planning and implementing a successful high school experience for students with disabilities who have Individualized Education Programs (IEPs).
Social/Emotional Benefits Through the implementation of therapeutic activities, students can aspect improve social/group interactions, boundaries, self-expression, communication, and positive coping skills.
Behavior Benefits The positive behavior benefits of a student engaging in Recreation Therapy include better anger/frustration control, respect for others and self, overcoming trust issues, assertiveness training, stress management, and positive peer interactions.
Leisure Education A CTRS can help students develop the skills necessary for independent recreation opportunities, knowledge of how to engage with certain recreation games, and identify recreation resources at home, school, or within the community.
Transition Planning Provisions of Recreation Therapy for transitioning students with disabilities into the community by providing activities to help with social skills training, educating on the use of local transportation access, money management, life skills, and help identify leisure resources and events in the community setting.
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Recreation - continued from p.19
Physical Benefits The physical benefits of a student engaging in Recreation Therapy include developing better fine and gross motor skills, balance, hand-eye coordination, strength, object control, and increase in group participation in Physical Education (Adaptive PE programs).
Recreation Therapy Benefits for Students with Disabilities as a Related Service
Cognitive Benefits The cognitive benefits of a student engaging in Recreation Therapy include improvement in attention span, problem-solving skills, appropriate decision-making skills, and creative expression.
Recreation - continued from p.22
ST. BERNARD AUTISM AWARENESS KREWE RESOURCE CLASSES
Contact Wesley Cornelius, CTRS by phone at 985-590-0859 or by email at w.cornelius@chopehealthservices.com to connect and learn more about how your child can start receiving Recreation Therapy services and possibly invite Wesley to your child’s IEP meeting to advocate for Recreation Therapy as a related service within your school special education program.
The St. Bernard Autism Awareness Krewe are having five (5) weeks of resource classes for parents of children with special needs. From the meeting some our parents had with the LSU representative, Michael Norman, has decided to have resource classes to inform our parents on how to help their child(ren). The classes will take place at Docville Farms, 5124 East St. Bernard Hwy., Violet, LA. 70092, AMROC Building 2nd floor (building next to levee), each Wednesday for five (5) weeks. The times are from 6 PM to 9 PM each Wednesday. THESE ARE THE CLASSES, DATES,AND TIMES: WEDNESDAY, SEPTEMBER 26,2018, from 6 pm - 9 pm LAWS & REGULATIONS GOVERNING DISABILITIES WEDNESDAY, OCTOBER 3, 2018, from 6 pm - 9 pm FAMILY SUPPORT & ADVOCACY & FINANCIAL & LEGAL ISSUES WEDNESDAY, OCTOBER 10, 2018, from 6 pm - 9pm PUPIL APPRAISAL SERVICES WEDNESDAY, OCTOBER 17, 2018, from 6 pm - 9 pm SYSTEM CHANGE - AUTISM SPECTRUM DISORDERS WEDNESDAY, OCTOBER 24, 2018, from 6 pm - 9 pm TRANSITIONS - PART C TO PART B & SCHOOL TO POST - SECONDARY ACTIVITIES These classes are for all special needs children, so if you know of any family who have a child(ren) with special needs please share this information. We ask any parent to text, email, or call me for each of the classes you will be attending ,Cheryl Lay, phone number is (504) 432-8771 or robandcheryl_lay@bellsouth.net. The St. Bernard Autism Awareness Krewe is hoping to see all of you at the classes.
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.
The following meetings will be held at Jefferson Parish Human Services Authority 1500 River Oaks Road, Suite 200, Harahan January 29, 2019 July 30, 2019
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!
Any information provided by Families Helping Families of Greater New Orleans (FHF) and/or Louisiana Parent Training and Information Center (LaPTIC), its staff, and/or its volunteers is intended for informational and educational purposes only. Any information expressed or implied is not intended nor should be construed as legal, medical, or other professional advice. FHF and/or LaPTIC does not render legal, medical, or professional advice or recommendations; nor is legal, medical, or other professional advice implied by any information given. Any information provided should not replace consultations with qualified legal, educational, healthcare, or other professionals to meet individual or professional needs. Reference to any program, service, therapy, or treatment option does not imply endorsement by FHF and/or LaPTIC or by its organizational staff/members and should not be construed as such.
The 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.
Regional Advisory Committee (RAC) Meetings
700 Hickory Avenue Harahan, LA 70123 504-888-9111 800-766-7736 504-353-2350 fax info@fhfofgno.org fhfofgno.org
Parents and Caretakers of individuals with developmental disabilities, individuals with developmental disabilities, and concerned citizens are invited to attend this meeting. All guest will have the opportunity to make public comments about developmental disability topics.
The following meetings will be held at Jefferson Parish Human Services Authority 5001 West Bank Expy., Room 118, Marrero October 30, 2018 April 30, 2019 October 29, 2019