Free Webinars and Training P.16
TIMES
MAGAZINE
Exceptional
What's Going ON?
From the Executive Director, Mary Jacob 2018, It's a Wrap! P.4
ISSUE 11
JANUARY 2019
where we are supposed to be P.18
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: 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
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
Executive Director, Mary Jacob P.4
January 2019
Exceptional Times
04 2019 New Year Resolutions 05 An OT, a Mom, and a Picky Toddler walk into a… Feeding Therapy session; A Quick Guide to Structuring Mealtime 08 JPHSA - Regional Advisory Committee 09 Success Story - Harley Labure 10 Online Learning for Students with disABILITIES 11 Iniko Nick - Hidden from Life 13 Technology for Independence 15 Jefferson Parish Community Resource Fair 16 What's Going On? 17 Special Needs Trust, Able Act, Legal Status 18 Cover Story - Where we are supposed to be! 20 Giving Thanks! 21 Resources for Families & Educators 22 2019 Legislative Roundtable 23 Louisiana School Finder
CONTENTS
ON THE COVER Bridget Simpson, Melvin Lacrouts, and Rivers Lacrouts. p.17
From the
Mary Jacob
Executive Director
As I prepare to write this article, I decided to go back and read some of my past New Year articles. Some were enlightening, some were inspiring, and some were disappointing. The disappointment was because I could write the same articles year after year. Some things never change and getting people’s behavior to change is very difficult. But, here I sit searching for the right words to use to inspire you and yet, they evade me. Therefore, for 2019 I am going to go back in time and remind you of some of my previous requests. Sadly, our New Year resolution success rate is still dismal. Only 8% of us will have a resolution that survives past week 2 of 2019. I hope that you will be in that 8% survival number. One of the things I frequently write and talk about is the power of the parent. As parents, we must make sure our child is getting what they need to be the most successful in life. This is our personal obligation that we cannot assign to anyone else. It is critical that we own that power and become the best advocate we can be for our child. Over the years I always met parents that tell me, “but I didn’t go to school to do this” or “I’m scared and don’t have faith in my ability.” Well, I am here to tell you that NO ONE was more scared and had less faith than I had. I did not go to school to become an advocate. I was no different from YOU. One day my world was turned upside down, and I had to learn a completely new language and system. I was scared to death, but what I intuitively knew, NO ONE would ever care about my daughter's successes as much as me, and if I cared, I would make it my mission to learn as much as I could. So throughout 2018 we purposely featured articles in Exceptional Times about parents that made things happen. Parents like you and me that didn’t go to school to do this but recognized someone needed to do this. To date, the single most important thing you can do for your child is to educate yourself on your rights and services available. This is why we offer so many training opportunities. In 2015 I challenged you to practice tolerance for people that are not like yourself. This has never been more important in our political environment today. We also need to accept people for who they are and not try to change them. In 2016 I challenged you to join LaCAN. Have you done this yet? Louisiana Council’s Advocacy Network is our grassroots, boots on the ground group that keeps us informed of all legislative activities affecting individuals with disabilities. If you have not joined yet, you should stop and do that now! In 2017 I reprinted a very passionate plea from Bambi Polotzola, Executive Director of Louisiana Governor's Office of Disability Affairs and mom of a young man with autism about how we keep riding on the coattails of past advocates. I know we all are busy people and parenting kids with disabilities isn’t for sissies, but we must STOP riding on these coattails, or we’ll never be successful in keeping services for those in need. When was the last time you did something to make an impact? Have you spoken to a legislator? Have you been to Baton Rouge during a legislative session? Have you ever attended a local school board meeting? Stop making excuses and expecting others to do what YOU should be doing for your family. So instead of creating new New Year Resolutions, maybe it’s time to revisit some past ones. Did you get beyond week 2? If you are in the 8% that did, congratulations. If you are in the 92% that didn’t, you still have time for redemption. Happy 2019 to all!
2019 New Year Resolutions
continued on p. 8
A
An OT, a Mom, and a Picky Toddler walk into a… Feeding Therapy session;
to Structuring Mealtime
Quick Guide
A toddler, his mother, and I are sitting around the table in feeding therapy, playing with crackers. The crackers were a new food we were introducing to the toddler. From the second we placed the crackers on the table, I could tell that he was interested in them. My work begins- the cracker turns into a train, a rocket, and a puppy dog; the toddler is giggling and loving it. He starts to participate with me, touching the cracker, pretending that it’s different vehicles and animals, successfully exploring the touch and smell of it. Naturally, his mom gets excited; she sees as I do that he is starting to like this new food. I see my chance, and I begin to nonchalantly eat the cracker. As I’m eating, I’m exclaiming “mmmmm,” commenting that this cracker is “yummy, crunchy, and tastes salty. I see the toddler look at the cracker, contemplate bringing it to his mouth, and start to move it closer to his lips. He stops, looks to his mom and hands it to her instead. It’s as if he’s saying, “Mom, I just want to make sure this is okay, what do you think about it? Do you like it? Is it safe?” His mother takes the cracker, takes a bite, and exclaims how delicious it is. He smiles; he knows it’s safe to try. The mother, thinking that the child is finally in a state to taste the cracker, abruptly presses the cracker against the child’s lips stating “here, take a bite!” The toddler, in a fit of desperation, puts his hands up in front of his mouth, turns his head, and starts crying. He screams, “All done! AAALLL DONEEEEE!” and gets down from his chair, no longer interested in eating. Now, imagine that there was an alternative scenario where the mother, instead of trying to feed the child the cracker herself, placed that cracker back on her toddler’s tray after she described how delicious it was…. … The toddler picks the cracker up, looks at it again, and brings it towards his mouth. Upon touching it to his lips, his mother smiles and puts her own cracker to her lips, telling him “great job! I love how you’re touching that cracker with your lips! We can kiss it!” The toddler smiles and continues to interact with the cracker, making kiss noises along with his mother and me, each time we bring the cracker to our lips. The mother then models putting the cracker between her teeth, which the toddler easily follows and imitates. Next, we are sharks holding the cracker between our big strong teeth, getting ready to crunch our prey. This progression continues until the toddler takes a singular, small bite of the cracker, his mother and I right there with him. In the first example, the toddler is wary of this new cracker but is participating in play and positive interaction with people he trusts. The mother misread her son’s cues and thought he was ready to eat the cracker, leading to her attempt to put a bite in his mouth. Picky eaters like the toddler in this example are often very sensitive to smells, textures, and tastes. New foods bring new sensory properties that may require acclimation before a child will initiate trying a food. When this time for acclimation does not happen, controlling what goes in their mouth is how a picky eater might attempt to “survive;“ they are protecting themselves from something they see as potentially offensive. When the toddler’s mother moved the cracker towards his mouth, he felt out of control and as a result was defensive. He lacked sufficient positive interaction in order to feel comfortable moving forward, resulting in the tearful conclusion. In the second example, the mother let the toddler lead the way, modeling and providing opportunities for the toddler to make small and meaningful steps forward. Though he was cautious, he interacted with the food for an extended period of time with his mother. He was always in control of when and how he interacted with the cracker. When he was ready to try it, he placed the cracker in his own mouth. The end result was a safe, positive and fun interaction with a new food. My feeding therapy sessions very intentionally provide an atmosphere where the child is ultimately in control of their own progression. The goal is to establish a trusting environment in which a child can succeed and to educate parents on how to do the same. There’s an art to making a child feel safe while providing them with opportunities to move out of their food-based comfort zone. When parents use these same techniques at home in the child’s natural environment, I see a higher occurrence of successful diet expansion. There are a host of additional considerations for each individual child. Picky eating can be compounded by medical conditions, motor deficits, and sensory processing deficits that require physician care and individualized therapy services. However, the examples I have outlined below are practical ways to help foster more mealtime success. 1. Relate the food to something they know: Describe the food. Use phrases that familiarize your child with the new food and that help them draw on past experiences. “This cracker is crunchy,” “this food tastes salty; like the chips you like,” or “these mashed potatoes are soft and smooth.” This way, your picky eater knows a little more of what to expect and can connect it to positive food experiences they’ve had in the past. They may think “oh, I like chips that are crunchy and salty, so this cracker might be good like that.” 2. Make the child feel safe: Allow the child to feed themselves whenever possible. Like the example above, giving your child control over what goes in their mouth is an important part of making them feel safe when presented new or challenging foods. Force feeding a child has never been successful in my experience. Parents, of course, can choose what goes on their child’s plate, but the child should be the one in control of bringing it to their mouth. Suggest something they can do, instead of commanding it. Instead of “take a bite,” try phrases that include “you can” or “I like to.” For example, “you can lick this piece of chicken to see what it tastes like,” or “I like to put it on my teeth to find out if it’s crunchy or soft.” Presenting them with options of what they can do and modeling it can provide much-needed confidence that is more likely to lead to forward progression. Never hide food. Hiding a new food in a food that a child already likes in order to “sneak” it in can ruin the established trust between the parent and the picky eater. A trusting relationship is necessary if the child is going to move forward in trying new foods. In addition, hiding foods can cause the child to stop eating a previously tolerated food, as they may then associate it as now being unsafe. 3. Guide positive interaction: Provide choices. “Do you want to take a big bite or a small bite?” “Would you like cheese on your noodles or just plain?” Do you want these chicken nuggets cut in small pieces or strips?” Providing children with choices keeps children in control. The choices you give should ultimately end up with the result you want, which is eating the food, but giving kids control of how they get there can go a long way. Set an example. There is nothing more powerful than a child seeing his parents and family enjoy eating. If each family member has the same food on their plate, the child can see his/her parents enjoying the same foods they are hesitant of. Children are sponges that notice your reactions to foods and often imitate what they see, so providing them with good models is important. 4. Reinforce positive interaction: Praise. Praise every positive interaction the child has with the food, even if it’s not eating it. “Great job touching the broccoli with your fork,” “I like how you brought that piece up to smell it.” Children love to please their parents and receive praise, and it helps direct the behavior you want to see. Letting your child know when you are proud of them for making a positive step forward can motivate them to do more. When children feel safe, encouraged, and motivated to explore new foods in such an environment, mealtime can be transformed into a more positive experience for parents and children alike. These suggestions take time, energy, and patience, but the effects of structuring mealtime in this way are significant and longer lasting results for your picky eater. If you are concerned about your child’s nutritional intake, please consult with your pediatrician and inquire about a feeding therapist in your area. Parents- I am enjoying sharing my OT brain with Exceptional Times! If you have any other topics you would like me to cover, please reach out to me at rconnick@cranerehab.com
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
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.
2019 - continued from p. 4
Regional Advisory Committee (RAC) Meetings
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.
The following meetings will be held at Jefferson Parish Human Services Authority 5001 West Bank Expy., Room 118, Marrero April 30, 2019 | October 29, 2019
Success Story
Harley Labure
By Mr. & Mrs Labure
Out of desperation, we searched for help to clear our son from some serious accusation that could affect his education, future, and possible legal action. Thankfully, our family was referred to Ms. Laura Nata with Families Helping Families of Greater New Orleans. We met with Ms. Nata in person, and told her how long Harley had been out of school. She explained to us that because Harley has an IEP he cannot be suspended for more than 10 total days in a school year without the IEP team meeting to decide if the behavior was related to his disability. We then addressed this with the school and they corrected this immediately. We then provided her with all the information as to what happened to our son and she quickly began to work with us since we were on a time crunch. She gave us a list of things to take care of to prepare for Harley’s MDR. She also explained what “MDR” means (Manifestation Determination Review) and what to expect at the meeting. Thanks to Laura guiding us and clearly explaining to us what we needed to know, I was amazed how smoothly the MDR went. It made all the difference in the world how she explained the process to us compared to what the school committee communicated to us. We never thought we would ever face something like this and the whole encounter was a learning experience for us. I now know where to locate educational information and when in doubt I know whom to call. Not only did she handle our emergency, but she also took the time to address other areas that we needed to consider regarding transitioning to high school and provided us with resources to help us prepare. No one will ever know what a relief mentally and physically her help and support has done for us. Because of what FHF mission stands for we have decided to donate monthly to our newly favorite nonprofit FHF of GNO. It is so reassuring to know FHF will be there for us if any problems arise, thanks to Ms. Nata. It is a good thing this type of help is available to parents and individual with disabilities. With sincere appreciation, Mr. & Mrs. Labure
College and university are hard enough without the added challenges faced by those with disabilities, be they learning, mental health, or physical. To assist students, especially those off campus in online learning situations, TheBestSchools.org has released these Disability Guides: • Learning Accommodations for Online College Students • Laws Impacting Students with Disabilities • Disability Advocacy for Students Online • Physical Disabilities and Online College • Learning Disabilities and Online College • Visually Impaired Students and Online College • Hearing Impaired Students and Online College • Autism Spectrum and Online College • Disabled Veterans and Online College • Mental Health Resources for Online College Students • Online Learning News for Students with Disabilities How These Guides Help The guides pack legal rights information, support organization links, productivity enhancement tips, degree choice advice, and the latest disability-specific computer and assistive-technology tool suggestions to meet the unique needs of a variety of disabled students. In addition, at a time when students in online degree programs report the highest level of satisfaction with their college experience, TheBestSchools.org offers reasons why online college is perfectly suited for students with disabilities. “No obstacles should stand in the way of students’ dreams for their education,” says Dan Edelen, marketing director for TheBestSchools.org. “While colleges continue to improve accessibility, we’re working to bring all those positive services and improvements to the attention of those who need them most. Our Disability Guides meet a student’s particular needs and does so in a way that delivers valuable information succinctly, while integrating a wide range of resources for simplified access.” Who We Are TheBestSchools.org is the authoritative source for school rankings — secondary, college & university, postgraduate, online, and on-campus — providing millions of prospective students with the information they need to find the right school for them. TheBestSchools.org is an educational website whose staff and advisory board believe learning transforms lives for the better and should be a lifelong pursuit.
Resource: Janice Johnson, Marketing & Communications Outreach TheBestSchool.org
Online Learning for Students with disABILITIES
Iniko Nick
By Iniko Nick
I believe that somethings change and cannot fixed, but you can try to correct them. Throughout my life, I felt like I never belonged. Now I feel that more than ever. From age 11, I’ve been told I had ADHD. It made me different from others, and it was always hard to make friends. I would try but would mostly fail. Even if I were able to make friends with them, I would usually have to move away around the very next day. I would forget them, and they would forget me. The dark shadow of loneliness surrounded me again. But at the age of 12, I was tested for autism (ASD or Asperger’s). I wished it wouldn’t be true, that I won’t have it. Yet once the results came out, I knew that my life would change forever. I acted differently around the people around me. I wouldn’t understand certain jokes or know certain people. I showed my emotions less, and friends started to disappear one after another. My shadow of loneliness soon started to come more and more. Every day, Every month, Every Year. Whenever I would talk to someone, I would always look at their face to tell how they were feeling. Almost like my own super power, I would keep constant watch on their face to make sure I was saying the right things so that I wouldn’t upset them. At this point in time, I only have a few friends, but I would like to make more. Whenever I do or am about to do something, I look in a person’s eyes and try to see how they are in that moment. It may seem rude, but I usually don’t mean it. I also get distracted easily and get off task. I try to run away from my problems and hate my feelings. I feel like if I let my feelings show no one would care and won’t accept me for who I am. If I cry, people judge and ignore me. If I’m angry or upset, no one will help or comfort me. No one understands. And if they did….I might actually know what it feels like to be really happy. But for now, I don’t tell anyone because they might treat me differently, abandon me, and tell others, then repeat. I would be back in the shadow of loneliness again with no one to bring me back out. When you go home ask your parents what autism is or do your own research. Because you should be careful of who you are hurting, judging, and breaking. Someone you are close to could be the same, and you wouldn’t know it.
Hidden From Life Itself
“ Any sufficiently advanced technology is indistinguishable from magic. ” ~ Arthur C. Clarke
We love this NBC news story , Smart Homes Are Game Changer for People With Disabilities | NBC News, about how smart homes have ‘opened doors’ for Todd Stabelfeldt. 'Smart home' is the term commonly used to define a residence that has appliances, lighting, heating, air conditioning, TVs, computers, entertainment audio & video systems, security, and camera systems that are capable of communicating with one another and can be controlled remotely by a time schedule, from any room in the home, as well as remotely from any location in the world by phone or internet. Installation of smart products give the home and its occupants convenience and savings of time, money and energy. For those with a disability, it can also mean increased independence. Using his iPhone, Siri, garage door opener, voice texts, switch controls and other household technology, Todd’s life as a husband and business owner is independent and rich.
I encouraged Iniko to learn early on and she was speaking in full sentences by three, introducing herself to other children and their parents at the park. I thought this behavior was a bit odd, but everyone kept attributing it to my great parenting and my teaching her early. However in pre-K at about five, she began throwing things, crying, and seemingly not listening to her teachers. Her father and I couldn’t figure out what was going on. At home she was a completely different child than what her teachers were describing. I was attending Xavier University at the time and told my professor about her behavior. I showed him a video Iniko's teachers had taken of her in class. He mentioned that he has a son with Asperger's and her behavior was a lot like his son's. I began researching Autism Spectrum Disorders and was sure this was what was going on with my daughter. We had her professionally evaluated and she was diagnosed with Impulsive ADD. We did not agree with this diagnosis and were assured that she did not have Asperger's. When I shared my feeling with other professionals and educators I was always told that she did not have Asperger's. But, a mother knows when something is going on with their child. I decided to have her evaluated at Children's Hospital and at the age of 11 my daughter received a diagnoses of an Autism Spectrum Disorder. I was relieved, but also nervous about what this meant for her life. It taught me a great lesson about advocating for my child and trusting my intuition above all else. ~ Britany Holmes-Nick Iniko is an 8th grade French Immersion student at Edward Hynes Charter School. "Hidden from Life" was one of her class projects at school that she received accolades for.
RAISE The Standard, takes a look at the role of technology in opening doors to jobs, mobility, communication and independent living.
https://www.raisecenter.org/
TECHNOLOGY FOR INDEPENDENCE
Free WEBINARS
What's Going On?
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. Date: Friday, January 4, 2019 Time: 10:00 a.m. – 11:00 a.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: Bayou Land Families Helping Families Date: Monday, January 7, 2019 Time: 10:00 a.m. – 11:00 a.m. Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Introduction to Special Education - Do you suspect your child could benefit from special education and related services? or, Is your child newly evaluated? If so, this training is perfect for you. This intro to special education will give you a strong foundation to build future knowledge. You will learn the very basics through the philosophy of special education, the laws, evaluation process, and ultimately an IEP. Co-Sponsor: Families Helping Families of Southwest LA Date: Monday, January 7, 2019 Time: 9:00 p.m. – 10:00 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 Acadiana Date: Tuesday, January 8, 2019 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. Co-Sponsor: Families Helping Families of Southwest LA Date: Tuesday, January 8, 2019 Time: 11:30 a.m. – 12:30 p.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. Date: Tuesday, January 15, 2019 Time: 11:00 a.m. – 12:00 p.m. Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Extended School Year (ESY) Services - Summer IEP Services – Did you know that data collected during the holidays often determine if your child will qualify for ESY Services? This training provides an overview of the ESY process for children with disabilities including how children qualify and why in many circumstances the school uses the holiday breaks in determining if a child will qualify for ESY. Co-Sponsor: Families Helping Families of Southwest LA Date: Thursday, January 17, 2019 Time: 7:00 p.m. – 8:00 p.m. Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. IEP versus 504 Plans - Students with disabilities will usually qualify for either an IEP or a 504 Plan – but what is the difference and is one better than the other? This training will take you through the eligibility process of both plans, the laws that regulate both, the differences in the plans and parental rights. Date: Saturday, January 19, 2019 Time: 10:00 a.m. – 11:00 a.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 Greater Baton Rouge Date: Tuesday, January 22, 2019 Time: 11:00 a.m. – 12:00 p.m. Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Advocacy 101 - As parents or advocates of individuals with disabilities, knowing how to advocate effectively is critical. Advocacy is defined as taking action in support or opposition of a cause or issue. Advocacy can be done through education, outreach, and grassroots organizing. This training will provide you the basics on how to become an effective advocate. Co-Sponsor: Bayou Land Families Helping Families Date: Tuesday, January 22, 2019 Time: 12:30 p.m. – 1:30 p.m. Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students.
J A N U A R Y 2 0 1 9
By Bridget Simpson
we are supposed to be!
I wanted to take a moment to share my gratitude for Rummel and what it means to me to be a proud Raider mom. I’ve always told Rivers, God is good and He puts you exactly where you are supposed to be. That was never truer than on our first visit to 1901 Severn Avenue in the fall of 2015 for open house. The genuine welcome was evident and one of the best parts was, everyone saw the potential new student, not the “kid in the chair” which you can imagine goes a long way to a 12-year-old just wanting to fit in. Well, the sense of family and raider pride was palpable that night, he was totally hooked and wanted so badly to stay to see every nook and cranny, his chair battery died and I had to end up pushing him to the car. Needless to say, I (we) were never so happy and blessed to get that big red envelope the following February. I’m thankful and proud Rummel is so in tune to not only giving our boys the best spiritually and academically but how they allow our boys to find the best way for each of them to share and grow in their own particular strengths. They foster a home for a special and diverse brotherhood. Which only enriches what each of these young men can lend to not only one another but to what they’ll end up lending to the world. What a wonderful blessing that every single one of our boys will leave with a support and special feeling of belonging that they can hold in their hearts forever. As a mother of an only child, I cherish how this brotherhood and friendships have forged bonds these boys will have for the rest of their lives. That was initially most evident to me from Rummel’s big brother program that allowed Rivers to have someone who was an instant brotherly support, he and Armand Cox hit it off so well, they still continue to keep in touch and see each other when he comes home from college. What a great testament and blessing. I’m proud Rummel has given my son the opportunity to grow in student government and as an ambassador, experiencing the unique character building platforms each of those groups have had to offer. But mostly, Rummel has allowed him to follow his passion for sports where he lends his special talents and at times “very mouthy opinions” (some of y’all know exactly what I mean”) to the football and baseball teams as a manager. When he hits that field, he is a proud team-member and just like everyone else. Now - He’s probably going to kill me for what I’m going to say next, but he came home after practice a couple of weeks ago and said “Someone, who shall remain nameless” punched me in the arm today mom, how awesome is that? – made me feel like I was like just one of the guys.” One brother punching another, a simple gesture to one, immeasurable to the other. Rivers is an ambassador for the Muscular Dystrophy Association and recently did an interview with Channel 4 to promote the local firefighters boot shake for support for MDA and told them, and I quote “my team is like my family and I’m proud of my team.” In closing that interview the reporter asked Rivers if he had any last thing he wanted to say, and before he could even think about it, he spits out “Go Raiders” - not so great for the MDA interview, but the most natural and heartfelt thing that came to mind. I tell Rivers, “It’s not what you have, but what you have to give” and I’m so thankful for what he has been able to give each of his brothers - but mostly, for what Rummel and each of his brothers have given him. I’m forever blessed, grateful and very thankful to God Almighty my son’s a Raider.
Where
Giving Thanks!
Archbishop Rummel High School students and their moms gathered at the Chateau Estates Country Club in November to celebrate the annual Mother/Son mass and lunch. The morning began with mass and included special reflections to highlight the occasion. My son is a senior at ARHS and we attended this very special day. We were both in awe of the special reflection speech given by Bridget Simpson regarding her son Rivers Lacrouts and how the faculty and students have embraced him at ARHS. So many times we hear negative stories regarding inclusion in parochial and private schools it was a joy to hear something so positive. It was a privilege to witness Rivers as he watched and listened to his mother's speech. The loving relationship between a mother and son and the love and pride they have for their school left not a dry eye in the house. The pictures taken by Romaguera Photography captured these moments most beautifully. Kudos to Archbishop Rummel High School, its faculty, and students. ~ Bebe Bode
Mrs. Smith is an awesome special education teacher, she listens to suggestions and does everything in her power to keep kids included in their regular class. We have incorporated many fidget items and reward systems for behavior. She is open to any idea we can come up with and is more than willing to observe any area where my child has trouble to come up with a solution. She is kind and genuine. We love Mrs. Lillian Smith. ~ Jennifer Oberfell
In November Families Helping Families of Greater New Orleans reached out to families in Jefferson, Orleans, Plaquemines, and St. Bernard Parishes asking them to nominate their favorite school-based professional that demonstrates their commitment to inclusive practices. We randomly picked the lucky winner at 1pm on Monday, December 3, 2018, to win our beautiful gift basket. Congratulations to Lillian Smith at Hynes Charter School in New Orleans on winning our "Giving Thanks" contest. On Friday, December 7th, we surprised her with a beautiful gift basket in honor of National Inclusive Schools Week. Thanks to Jennifer Oberfell for the nomination.
Strategies to Prevent Bullying of Youth at High Risk No single factor puts a child at risk of being bullied or bullying others. Bullying can happen anywhere - at school, parks, in after school programs, or online. Depending on the environment, some youth are at higher risk for bullying. Lesbian, gay, bisexual, transgender, or questioning (LGBTQ) youth, youth with disabilities, children who are overweight or underweight, and youth from a minority race, ethnicity, or religion may be at an increased risk of being bullied. Because they are often perceived as being different by their peers, children with special health care needs are also at higher risk of being targeted. For example, results from the 2017 Youth Risk Behavior Survey show that nationwide, more U.S. high school students who self-identify as lesbian, gay or bisexual (LGB) report having been bullied on school property (33%) and cyberbullied (27.1%) in the past year than their heterosexual peers (17% and 13.3% respectively). To help make schools safe and more inclusive for all students, teachers can implement social emotional learning. Activities that foster peer relationships and help build understanding and empathy contribute to a positive school climate. They can engage students in developing high-interest activities where everyone has a role to play in designing, executing, or participating. Conducting team-based learning activities that rotate student groupings can help to link students with peers outside their social group. Implementing buddy systems for children with special needs will connect them with supportive peers. Parents can role model and teach moral engagement to foster empathy, kindness, and inclusion of others by their children. StopBullying.gov has resources for teachers, parents, and youth on bullying prevention. The Bystanders are Essential to Preventing Bullying Fact Sheet has tips for bullying intervention. Teachers and parents can use Preventing Bullying Through Moral Engagement to help foster empathy in youth. Latest Bullying Research Highlights Understanding the relationship between cyber-victimization and cyber-bullying on Social Network Sites: The role of moderating factors School and Family Factors Predicting Adolescent Cognition Regarding Bystander Intervention in Response to Bullying and Victim Retaliation Bullying 'follows' LGB people from school to work Racial and Ethnic Differences in the Relationship Between School Climate and Disorder In the News When it comes to school safety for LGBTQ students, progress has slowed, survey finds On social media, bullying takes on a new form for today’s kids Family, School Support Makes Kids More Likely to Stand Up to Bullying Yes, there’s an app for that: Schools in Greene are using technology to combat bullying
Sexuality Education for Students with Disabilities In the natural course of life, we humans can be expected to grow and change. We develop and mature over time–our brains, our bodies, the sense of who we are and who we want to be. Development is a beautiful thing, really, exciting and creative, and it makes parents, friends, and teachers look on in awe. This resource page addresses one aspect of development that’s important not to ignore with children with or without disabilities—the development of sexuality. There’s so much to know and consider on this subject–what sexuality is, its meaning in adolescent and adult life, and the responsibilities that go along with exploring and experiencing one’s own sexuality.
Helping Youth with Disabilities Transition to Employment - Resources Guide Policymakers in Selecting Interventions for Youth Receiving Supplemental Security Income Youth with disabilities, especially youth receiving Supplemental Security Income (SSI), face unique challenges that affect their employment prospects as they become adults. This is a singular time in their lives when better interventions could make longstanding impacts on outcomes for youth with disabilities. A new series of reports and webinars by Mathematica for the U.S. Department of Labor provides practical advice to policymakers about how to select and test promising strategies that could help youth with disabilities achieve sustained and gainful employment. In the latest blog post for Evidence in Action, project director Todd Honeycutt shares his insights on the need for better solutions to address the hurdles that youth receiving SSI encounter in their transitions to adulthood. He also writes about five strategies policymakers can pursue to ensure transition programs make a difference.
Resources for FAMILIES & EDUCATORS
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.
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.
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.
700 Hickory Avenue Harahan, LA 70123 504-888-9111 800-766-7736 504-353-2350 fax info@fhfofgno.org fhfofgno.org
