Free Webinars and Training P.16
TIMES
MAGAZINE
Exceptional
What's Going ON?
From the Executive Director, Mary Jacob CAN I GET THAT IN WRITING? P.4
Occupational Therapy
THE BEST CRAYONS FOR FINE MOTOR DEVELOPMENT P.6
ISSUE 19
September 2019
It takes a village P.22
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
SEPTEMBER 2019
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 Michelle Archambault, CPA/PFS
Exceptional Times
04 Can I Please Get That in Writing? 06 The Best Crayons For Fine Motor Development 08 JPHSA Regional Advisory Committee Meeting 09 Other Events and Training 10 Supports, Modifications, and Accommodations for Students 14 Partners in Policymaking 2019 Graduates and Recruitment 15 Absurdities and Realities of Special Education 16 What's Going On? 18 Ms. Grishman or: How I Learned to Stop Worrying and Love My Disability 21 Homework Louisiana 22 Cover Story: It Takes A Village 25 Making the Most Out of Mealtime 26 Resources for Families & Educators 28 September Awareness 30 GODA's 2019 inclusive Art Contest 32 Transportation 34 Discovery Days 35 More Events from Others' 36 Louisiana School Finder
Cover Story - Victor & Ines Castillo
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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
CONTENTS
700 Hickory Avenue Harahan, LA 70123 504.888.9111 800.766.7736 504.353.2350 fax info@fhfofgno.org fhfofgno.org
In the past few months, I’ve been reading more and more about people using a rarely used IDEA right to get what they want for their child. This prompted me to want to write about it since I personally don’t hear of people taking advantage of this simple, yet effective safeguard. The Individuals with Disabilities Act (IDEA) is our country’s most comprehensive special education law. IDEA is filled with many sections and protections parents can use to ensure their child gets a Free Appropriate Public Education (FAPE). However, you rarely hear of people using one section. This often ignored piece of the law comes down to three little letters – PWN! Prior Written Notice (PWN) is one of the most basic protections given to parents and yet, most parents rarely get it or ask for it. What is PWN? Under IDEA, parents of children with disabilities are entitled to notification— (PWN)—any time the school district adds, changes, or refuses educational services for their child. As a 25+ year advocate I can honestly say I rarely see this happen. Schools are good about sending parents notice about upcoming IEP meetings, but rarely do they provide notice when they refuse to provide something requested. Examples of reasons you’d receive prior written notice include: When the school would like to conduct an initial evaluation on your child; When you’ve asked for your child to be evaluated and the school denies your request; When the school wants to begin or change your child’s identification as a “child with a disability”; When the school proposes or refuses a particular educational placement for your child; When the school wants to change your child’s educational placement; and When the school wants to change aspects of the special education or related services that your child is receiving. Prior Written Notice has some specific information that must be included in the notice. This includes. Description of the action that the school district proposes or refuses to take; Explanation of why the school district is proposing or refusing to take that action; Description of each evaluation procedure, assessment, record, or report the school district used in deciding to propose or refuse the action; Description of any other choices that the Individualized Education Program (IEP) Team considered and the reasons why those choices were rejected; Description of other reasons why the school district proposed or refused the action; Resources for the parents to contact for help in understanding Part B of the IDEA; and If this notice is not an initial referral for evaluation, how the parent can obtain a copy of a description of the procedural safeguards. The US Department of education provides a sample form for states and districts and can be found here. Why is this powerful? Parents have reported for years that their school district ignored their requests. PWN requires for them to acknowledge you and if they don’t plan on taking action, they must tell you why they are refusing action. They must provide valid reasons, not just blanket statements. If you ask for PWN and the school refuses to provide it, then you should put this in writing. An example of this would be: Dear Special Education Director, On (date) I requested Prior Written Notice on why the district refuses to ___________. As of this date, I have yet to receive PWN and believe you’ve had sufficient time to provide it. In accordance to Bulletin 1706, I believe I am entitled to Prior Written Notice. I look forward to receiving this within the next week. Sincerely, Sending this notice will hopefully trigger them to send you the notice you’ve requested. If they continue to refuse to send you your prior written notice, then you have the right to use your dispute resolution options to receive it. Ultimately, the resolution you are looking for is a legitimate reason as to why the district doesn’t want to do what you have requested. Decisions based on lack of data, financial reasons, or previous experiences with other students are not legitimate reasons to deny your requests. The evaluation and IEP process is supposed to be a team effort. Everyone, including the parent, has equal input into the process and IEP decisions should be based on data and best practices.
By Mary Jacob, Executive Director
If you’ve ever received support from my staff or I, you know first hand how much we preach about getting things in writing and putting things in writing. If it's not in writing, it basically didn't happen.
§504. Prior Notice by the Public Agency; Content of Notice A. Notice. Written notice that meets the requirements of Subsection B of this Section shall be given to the parents of a student with a disability a reasonable time before the public agency: proposes to initiate or change the identification, evaluation, or educational placement of the student or the provision of a free appropriate public education to the student; or refuses to initiate or change the identification, evaluation, or educational placement of the student or the provision of a free appropriate public education to the student. B. Content of Notice. The notice under Subsection A of this Section shall include: a description of the action proposed or refused by the agency; an explanation of why the agency proposes or refuses to take the action; a description of each evaluation procedure, assessment, record, or report the agency used as a basis for the proposed or refused action; a statement that the parents of a student with a disability have protection under the procedural safeguards of this chapter and, if this notice is not an initial referral for an evaluation, the means by which a copy of a description of the procedural safeguards can be obtained; sources for parents to contact to obtain assistance in understanding the provisions of this chapter; a description of other options that the IEP Team considered and the reasons why those options were rejected; and a description of other factors that are relevant to the agency's proposal or refusal. C. Notice in Understandable Language The notice required under paragraph A of this section shall be: a. written in language understandable to the general public; and b. provided in the native language of the parent or other mode of communication used by the parent, unless it is clearly not feasible to do so. 2. If the native language or other mode of communication of the parent is not a written language, the public agency shall take steps to ensure that: a. the notice is translated orally or by other means to the parent in his or her native language or other mode of communication; b. the parent understands the content of the notice; and c. there is written evidence that the requirements of Subparagraph C.2.a and b of this Section have been met. D. If the notice relates to an action proposed by the agency that also requires parental consent under §301, the LEA may give notice at the same time it requests parental consent. Copied from Louisiana Bulletin 1706.
Can I Please Get That in Writing?
2-3 years: Finger Crayons These crayons give young kiddos a nice round bulb to put in their palm and start to encourage fingers pointed towards the tip.
The Best Crayons for Fine Motor Development
3-4 years: Crayon Rocks The small size of these crayons encourage a nice pincer grasp and encourage a child to use their fingers instead of their whole hand. Broken Large Crayons The same concept of the crayon rocks; broken crayons encourage the fingers to have the most involvement when coloring, because the small size does not allow for a fisted grasp.
4-5 years: Large Triangle Crayons Triangle crayons help cue and teach the tripod grasp we’re looking for by naturally providing a space for each finger to rest on when grasping the crayon. I still break the triangle crayons at this age.
In the age of iPad and electronics, coloring books are not as prominent in children’s backpacks these days. There are huge benefits to sitting down and completing a coloring page with a pack of good old fashioned Crayola crayons. First, the practice of following through with a considerably monotonous task is a valuable means for a child to build sustained attention. It takes time and concentration to fill in an entire page, which is a great challenge for kids. Second, a child’s fine motor skills benefit greatly from coloring. Think of it as an endurance work out for your hand; using a crayon to color a complete page provides a great opportunity to build the strength of all the tiny muscles in your hand. When a child colors, they are having to control a tool with their fingers in order to stay in a boundary. A child’s fine motor control and handwriting will greatly benefit from this practice. There is absolutely a right way and a wrong way to color, and it’s all about grasp. Here is a great image that shows a child’s grasp development, and gives parents an idea of the progression that we want to see:
These are the shaped crayons I use for children of the corresponding age groups. Individual children’s needs may vary, so these are meant to be general guidelines. Try them with your child at home and get those coloring pages out!
If children color using an immature grasp, such as a cylindrical “fisted” grasp after 2 years of age, no real muscle work is getting done and bad habits are being built. As an OT that is often leading groups, I’ve discovered that providing the right crayons for children naturalistically encourages the grasp I want them to use. As a general rule, broken crayons are best! I tend to stay away from Markers and Jumbo Crayons; these are just large for little hands and encourage that fisted grasp, which is the opposite of what I want when building fine motor skill past 2 years of age.
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 or on Facebook @fingertipsblog.
5-6 years: Regular Crayons By this age, your child can hold the skinniest level of crayon and build up the endurance and musculature to fine tune their maturing grasp. You can still break them at this point if need be!
6-7 years and up: Colored pencils | Crayola Twistables Colored pencils are the highest level for coloring and are the same diameter as the pencils your child will be using for writing in school.
If you have any specific questions about your child’s grasp, feel free to reach out to your occupational therapist.
TUESDAY, OCTOBER 29th
The meeting will be held at JPHSA 5001 West Bank Exwy. Room 118 Marrero, LA
Regional Advisory Committee Meeting
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.
Supports, Modifications, and Accommodations for Students
A Quick Look at Terminology You might wonder if the terms supports, modifications, and adaptations all mean the same thing. The simple answer is: No, not completely, but yes, for the most part. (Don’t you love a clear answer?) People tend to use the terms interchangeably, to be sure, and we will do so here, for ease of reading, but distinctions can be made between the terms. Sometimes people get confused about what it means to have a modification and what it means to have an accommodation. Usually a modification means a change in what is being taught to or expected from the student. Making an assignment easier so the student is not doing the same level of work as other students is an example of a modification. An accommodation is a change that helps a student overcome or work around the disability. Allowing a student who has trouble writing to give his answers orally is an example of an accommodation. This student is still expected to know the same material and answer the same questions as fully as the other students, but he doesn’t have to write his answers to show that he knows the information. What is most important to know about modifications and accommodations is that both are meant to help a child to learn. Different Types of Supports Special Education By definition, special education is “specially designed instruction” (§300.39). And IDEA defines that term as follows: (3) Specially designed instruction means adapting, as appropriate to the needs of an eligible child under this part, the content, methodology, or delivery of instruction— (i) To address the unique needs of the child that result from the child’s disability; and (ii) To ensure access of the child to the general curriculum, so that the child can meet the educational standards within the jurisdiction of the public agency that apply to all children. [§300.39(b)(3)] Thus, special education involves adapting the “content, methodology, or delivery of instruction.” In fact, the special education field can take pride in the knowledge base and expertise it’s developed in the past 30-plus years of individualizing instruction to meet the needs of students with disabilities. It’s a pleasure to share some of that knowledge with you now. Adapting Instruction Sometimes a student may need to have changes made in class work or routines because of his or her disability. Modifications can be made to: what a child is taught, and/or how a child works at school. For example: Jack is an 8th grade student who has learning disabilities in reading and writing. He is in a regular 8th grade class that is team-taught by a general education teacher and a special education teacher. Modifications and accommodations provided for Jack’s daily school routine (and when he takes state or district-wide tests) include the following: Jack will have shorter reading and writing assignments. Jack’s textbooks will be based upon the 8th grade curriculum but at his independent reading level (4th grade). Jack will have test questions read/explained to him, when he asks. Jack will give his answers to essay-type questions by speaking, rather than writing them down. Modifications or accommodations are most often made in the following areas: Scheduling. For example, giving the student extra time to complete assignments or tests breaking up testing over several days Setting. For example, working in a small group working one-on-one with the teacher Materials. For example, providing audio-taped lectures or books giving copies of teacher’s lecture notes using large print books, Braille, or books on CD (digital text) Instruction. For example, reducing the difficulty of assignments reducing the reading level using a student/peer tutor Student Response. For example, allowing answers to be given orally or dictated using a word processor for written work using sign language, a communication device, Braille, or native language if it is not English. Because adapting the content, methodology, and/or delivery of instruction is an essential element in special education and an extremely valuable support for students, it’s equally essential to know as much as possible about how instruction can be adapted to address the needs of an individual student with a disability. The special education teacher who serves on the IEP team can contribute his or her expertise in this area, which is the essence of special education. Related Services One look at IDEA’s definition of related services at §300.34 and it’s clear that these services are supportive in nature, although not in the same way that adapting the curriculum is. Related services support children’s special education and are provided when necessary to help students benefit from special education. Thus, related services must be included in the treasure chest of accommodations and supports we’re exploring. That definition begins: §300.34 Related services. (a) General. Related services means transportation and such developmental, corrective, and other supportive services as are required to assist a child with a disability to benefit from special education, and includes… Here’s the list of related services in the law. speech-language pathology and audiology services interpreting services psychological services physical and occupational therapy recreation, including therapeutic recreation early identification and assessment of disabilities in children counseling services, including rehabilitation counseling orientation and mobility services medical services for diagnostic or evaluation purposes school health services and school nurse services social work services in schools This is not an exhaustive list of possible related services. There are others (not named here or in the law) that states and schools routinely make available under the umbrella of related services. The IEP team decides which related services a child needs and specifies them in the child’s IEP. Supplementary Aids and Services One of the most powerful types of supports available to children with disabilities are the other kinds of supports or services (other than special education and related services) that a child needs to be educated with non-disabled children to the maximum extent appropriate. Some examples of these additional services and supports, called supplementary aids and services in IDEA, are: adapted equipment—such as a special seat or a cut-out cup for drinking; assistive technology—such as a word processor, special software, or a communication system; training for staff, student, and/or parents; peer tutors; a one-on-one aide; adapted materials—such as books on tape, large print, or highlighted notes; and collaboration/consultation among staff, parents, and/or other professionals. The IEP team, which includes the parents, is the group that decides which supplementary aids and services a child needs to support his or her access to and participation in the school environment. The IEP team must really work together to make sure that a child gets the supplementary aids and services that he or she needs to be successful. Team members talk about the child’s needs, the curriculum, and school routine, and openly explore all options to make sure the right supports for the specific child are included. Program Modifications or Supports for School Staff If the IEP team decides that a child needs a particular modification or accommodation, this information must be included in the IEP. Supports are also available for those who work with the child, to help them help that child be successful. Supports for school staff must also be written into the IEP. Some of these supports might include: attending a conference or training related to the child’s needs, getting help from another staff member or administrative person, having an aide in the classroom, or getting special equipment or teaching materials. The issue of modifications and supports for school staff, so that they can then support the child across the range of school settings and tasks, is also addressed in our article on Program Modifications for School Personnel. Accommodations in Large Assessments IDEA requires that students with disabilities take part in state or district-wide assessments. These are tests that are periodically given to all students to measure achievement. It is one way that schools determine how well and how much students are learning. IDEA now states that students with disabilities should have as much involvement in the general curriculum as possible. This means that, if a child is receiving instruction in the general curriculum, he or she could take the same standardized test that the school district or state gives to non-disabled children. Accordingly, a child’s IEP must include all modifications or accommodations that the child needs so that he or she can participate in state or district-wide assessments. The IEP team can decide that a particular test is not appropriate for a child. In this case, the IEP must include: an explanation of why that test is not suitable for the child, and how the child will be assessed instead (often called alternate assessment). Ask your state and/or local school district for a copy of their guidelines on the types of accommodations, modifications, and alternate assessments available to students. Conclusion Even a child with many needs is to be involved with non-disabled peers to the maximum extent appropriate. Just because a child has severe disabilities or needs modifications to the general curriculum does not mean that he or she may be removed from the general education class. If a child is removed from the general education class for any part of the school day, the IEP team must include in the IEP an explanation for the child’s non-participation. Because accommodations can be so vital to helping children with disabilities access the general curriculum, participate in school (including extracurricular and nonacademic activities), and be educated alongside their peers without disabilities, IDEA reinforces their use again and again, in its requirements, in its definitions, and in its principles. The wealth of experience that the special education field has gained over the years since IDEA was first passed by Congress is the very resource you’ll want to tap for more information on what accommodations are appropriate for students, given their disability, and how to make those adaptations to support their learning.
For many students with disabilities—and for many without—the key to success in the classroom lies in having appropriate adaptations, accommodations, and modifications made to the instruction and other classroom activities. Some adaptations are as simple as moving a distractible student to the front of the class or away from the pencil sharpener or the window. Other modifications may involve changing the way that material is presented or the way that students respond to show their learning. Adaptations, accommodations, and modifications need to be individualized for students, based upon their needs and their personal learning styles and interests. It is not always obvious what adaptations, accommodations, or modifications would be beneficial for a particular student, or how changes to the curriculum, its presentation, the classroom setting, or student evaluation might be made. This page is intended to help teachers and others find information that can guide them in making appropriate changes in the classroom based on what their students need.
Center for Parent Information and Resources (Feb 2017). Supports, Accommodations & Modifications for Students, Newark, NJ Author
On June 15, 2019 in Baton Rouge, twenty-two individuals completed the coursework and requirements to become Louisiana's 28th graduating class of Partners in Policymaking. The Council would like to extend congratulations to each of the graduates! Partners in Policymaking is a national leadership training program for people with developmental disabilities and parents of young children with developmental disabilities. It provides the most current knowledge about disability issues, including best practices, policymaking and the legislative process.Participants develop the competencies necessary for effective advocacy to influence public policy at all levels of government. The Louisiana Developmental Disabilities Council is now recruiting motivated individuals with developmental disabilities and parents of young children with developmental disabilities to apply for the 2020 Partners in Policymaking leadership training program. Do you have a young child with a developmental disability or do you have a developmental disability? Are you interested in learning about the latest disability issues and how to shape policies that impact people with disabilities? Will you commit to attending six weekend-long training sessions, one each month from January to June 2020 to learn from national experts? If you answered yes to these questions, please click HERE to apply for the 2020 Partners in Policymaking class in Louisiana! There is no cost to participate, but space is limited. The 2020 Partners sessions begin on each Friday at noon and end on the following Saturday at 3:00 PM, with the exception of a single half-day orientation the Thursday before the first session. The 2020 dates are as follows: Session 1: January 9 - 11 Session 2: February 7 - 8 Session 3: March 6 - 7 Session 4: April 3 - 4 Session 5: May 8 - 9 Session 6: June 5 - 6 Additional information on Partners in Policymaking can be found HERE. For more information or assistance with applying, please contact Marilee Andrews via email at Marilee.Andrews@la.gov or call the DD Council at 800-450-8108 or 225-342-6804.
CONTACT US LaDDC News is the electronic newsletter for the LA Developmental Disabilities Council. If there are any questions about the information above, contact the Council by replying to this email, or calling the toll free number listed below: Phone: 1-800-450-8108 Email: info@laddc.org Website: www.laddc.org Facebook: www.facebook.com/LaDDCouncil Twitter: www.twitter.com/laddcouncil Click HERE to view all recent LaDDC News articles
Partners in Policymaking - Announcing 2019 Graduates and Recruitment for 2020 Class
Partners in Policymaking Class of 2019, from bottom left, (Front Row) Lauren Williams (Greenwell Springs), Chaney Guidry (Breaux Bridge), Kathryne Hart (Baton Rouge), Liz Gary, Partners in Policymaking Coordinator and 2008 Graduate (Mandeville), (Second Row) Stacey Dinnell (Baton Rouge), April Montgomery (Vacherie), Natalie LaRose (Prairieville), (Third Row) Deborah Fontenot (Port Barre), Jill Demeritt (Lake Charles), Kelly Usery (Metairie), Erin Federer (Slidell), Wilbert Johnson (Kenner), (Fourth Row) Travaughn Johnson (Bossier City), Crystal White (Prairieville), Jennifer Coats (Covington), Kellie D'Aunoy-Jones (Slidell), Amy Tresch (Covington), RaShad Bristo (Mansfield), (Fifth Row) B.J. Smith (Sunset), Sherri "Tuti" Nastasia (Bogalusa), Abbey Benjamin (Mangham), Kodi Wilson (Baton Rouge), Rebecca Fruge' (Lafayette/Ville Platte).
Absurdities & Realities of special education
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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. Co-Sponsor: FHF at the Crossroads Date: Thursday, September 5, 2019 Time: 10:00 am – 11:00 am Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Mapping Dreams (Transition to Adulthood) - The transition your child will make from being a child to becoming an adult member of the community is an important journey, and one that requires a plan. It's important to begin thinking about your child’s transition to adult life as early as possible. Your child will need to make many significant decisions during this journey to adult life. In this presentation, we will explore what families and youth can do to help plan for the student’s transition from high school to adult employment, postsecondary education or training, and independent living. Co-Sponsor: FHF of Southwest Louisiana Date: Thursday, September 5, 2019 Time: 11:30 am – 12:30 pm 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, September 7, 2019 Time: 10:00 am – 11:00 am 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: FHF of Southwest Louisiana Date: Tuesday, September 10, 2019 Time: 7:00 pm – 8:00 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Anatomy of the IEP - Like a biology student, this presentation will dissect the parts of the IEP document and examine their functions individually, learning their meanings and application. It will provide constructive and practical tips to help create an IEP that supports all of the student's needs. We will explore the parent’s role in the IEP process and learn the basics of their child’s right to special education services, the process of developing special education plans, and the parent’s role. Co-Sponsor: FHF at the Crossroads Date: Thursday, September 12, 2019 Time: 11:00 am – 12:00 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Extended School Year Services (ESY) - 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: FHF NOLA Date: Tuesday, September 17, 2019 Time: 11:00 am – 12:00 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Educational Plans: IEP’s vs. 504 Plan - 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. Co-Sponsor: FHF Northeast Louisiana Date: Tuesday, September 17, 2019 Time: 12:30 pm – 1:30 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. All About Test and Assessments - This webinar will talk All About Assessments and Testing. It will answer some frequently asked question regarding assessments and testing, when to have your child evaluated and interpreting those assessment results. Co-Sponsor: FHF of Greater Baton Rouge Date: Thursday, September 19, 2019 Time: 11:00 am – 12:00 pm 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 is it included in IEP and which accommodations are provided for state testing? Co-Sponsor: FHF of Northeast Louisiana Date: Thursday, September 19, 2019 Time: 9:00 pm – 10:00 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Importance of Inclusion - Why is inclusion of children with disabilities in schools, classrooms, and communities important? This webinar answers that question. It explores what inclusion is and is not, who are involved in making meaningful inclusion successful, and its underpinnings in federal law. Co-Sponsor: FHF of Acadiana Date: Thursday, September 26, 2019 Time: 10:00 am – 11:00 am Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students.
S E P T E M B E R 2 0 1 9
Hi. My name is Alisa Grishman. I’m 37 years old, I’m disabled, and I love it. Giving you a moment here to digest that… My disability is as beautiful to me as my storm cloud-grey eyes and my tattoos, and just as how I get annoyed at my hair for being frizzy or notice the little wrinkles playing around the corners of my mouth and the bridge of my nose, sometimes aspects of my disability can be frustrating. But I don’t love myself any less for having my birth mother’s beautiful halo of hair or wrinkly proof that I’ve spent much of my life smiling; why shouldn’t I also love all the ways in which my disability has made me the incredible human being I am today? Unfortunately, learning to love my disability was a long and arduous process full of pain, denial, self-recrimination, depression, hopelessness, doubt… You name it, I’ve felt it. One day, when I was 19 years old, the entire left side of my body became paralyzed over the course of about five minutes (hemiplegia). Panic ensued, chaos reigned, and by the end of the month I’d been brought to the doctor in case I was having a stroke, been told it was psychosomatic, gotten an MRI, been misdiagnosed with brain cancer, and finally been diagnosed with multiple sclerosis. It’s hard for me to remember too much about how I felt at that time, but I know it involved being angry. Really, really, unbelievably angry. Angry at my parents for not believing me about stuff. Angry at doctors for getting things wrong. Angry at doctors for getting things right. Angry at my body for not being perfect. Angry at the universe for being So. Freaking. Unfair. A journal entry I wrote in 2006 probably sums up everything I could possibly say about myself during those years: God, this sucks. I hate my body, I hate my immune system, I hate everything about myself. I just want to hole up and kill myself and end all of this stupidity. Why can’t anything go right for me? … I’m not even 25 yet. This is so unfair. This is so unfair. I walked with a cane for some of college, then spent the rest of the time both passing for physically abled and constantly aware that something about me was different, which made it hard for me to really relate to other people my age. They didn’t know what it was like to have an incurable disease. I was completely alone and isolated and lost. After college my brief time working was in a job substantially below my skill and education levels because I was so scared that someone would find out about my disease and I wanted to be able to work as long as possible before I deteriorated too much to continue. I know what you’re all thinking right here. That sounds kind of terrible, right? My diagnosis had made a horrible impact on my life. Wasn’t this supposed to be about loving my disability? When a traumatic event occurred that caused me to leave my job for good five years later, I took some time to recover mentally and fully immerse in working with my therapist. At the time it felt like my focus was entirely on work-related post-traumatic stress disorder but in truth what I was learning to do was, in the words of my therapist, “accept myself as I was in that moment.” Accept myself as I was in that moment. It sounds like a simple concept, accepting who I was rather than pining for who I thought I should have been or wanted to be. At first all of my therapeutic self-work related to the trauma of what happened at work; accepting that I was still having nightmares rather than striving to not have them anymore, being at peace with my need to have my phone with me at all times in order to feel safe rather than pushing myself to leave it at home in a forced effort to make myself “better.” Over time, however, this acceptance of myself started to leak into what I’ve now determined to be truly the trauma of my diagnosis. I realize now that for more than a decade after my diagnosis I’d fought as hard as possible to “not have MS” and that denial had really started to negatively impact my mental health and my view of myself. With that realization and a developing acceptance of my physical limitations I began to feel free to actually, well, be disabled. I got a walker. That was a huge step for me (no pun intended); after years of trying to hide anything “different” about myself I was suddenly exposed and unable to blend in. And after a short adjustment I was OK with that, and when my ego stopped getting in the way I found I had only one obstacle left to contend with: Sidewalks. Sidewalks, the bane of my existence. The cracks, the jumps, the trees, the trash cans… It feels like a sudden jump to go from beginning to accept to my disability to kvetching about sidewalks, but that’s really how it felt to me; almost the moment I’d sorted out my internal roadblocks, external hindrances came into sharp focus. It was by complaining to the sidewalks that I met my dear friend, Richard Meritzer, the late ADA Coordinator for the City of Pittsburgh. Richard’s greatest gift (and he had so very many wonderful ones to choose from) was his ability to nurture people’s abilities and gently mold and encourage them to be their absolute best selves, and he introduced me to something that has become the most important concept in my entire life. Something that has, over time, helped me transform all of the pain I felt because of my disability to the pride I now feel in my ability to make a positive impact on the world. Years after being diagnosed with Multiple Sclerosis, I had finally begun to accept my disability and my limitations, when I met my friend and greatest mentor, Richard Meritzer, who introduced me to the amazing world that is disability advocacy. It started small, as most good things do. I met amazing activists who’d been fighting for disability rights for decades, and through them began to learn about just how much work was still needed to make Pittsburgh and the rest of the country more accessible. More importantly, I discovered ways in which I could help with this fight. I started attending meetings of local advocacy groups. Through them I learned about what issues had the highest priority in my community – in the case of Pittsburgh, a major one is the sheer number of businesses that have steps to get in. I found out about the One Step Program, and within weeks I had organized my first group of student volunteers from the University of Pittsburgh to do a neighborhood canvass of businesses to assess their accessibility and program eligibility. I also got involved in co-running a program called Ballots for Patients, which sees dozens of volunteers going into hospitals on Election Day to collect emergency absentee ballots from patients unable to get to their polling locations. To date this is one of the most rewarding things I have done in my entire life. I joined ADAPT. For those unfamiliar, ADAPT is, to quote its website, “a national grass-roots community that organizes disability rights activists to engage in nonviolent direct action, including civil disobedience, to assure the civil and human rights of people with disabilities to live in freedom.” Through them I’ve stood side-by-side with my disabled siblings and made our voices heard until they’ve gone raw. I’ve protested at the FDA to pass legislation to ban use of Graduated Electronic Decelerators to torture disabled children and adults. I’ve been arrested multiple times in multiple Congressional offices in the fight to pass the Disability Integration Act (DIA), which is perhaps the most important piece of legislation for people with disabilities since the Americans with Disabilities Act (ADA) was passed in 1990. In 2017, during what we call the Summer of ADAPT in which some news outlets have credited ADAPT with saving the Affordable Care Act, I made some national news (Rachel Maddow, Esquire, New York Daily News, my own twisted sense of humor) when police pushed me out of my wheelchair. During this time, I created my own advocacy group called Access Mob Pittsburgh. We are a small group dedicated to bringing communities together to advocate for change through positive measures, education, increasing visibility, and direct advocacy. We have happy hours and host lecture nights. We recently went to a museum and attended a dance movement class that was accessible to people of all abilities. Heck, we even have wheelchair-friendly dance parties! As I became more and more into disability advocacy, I started becoming involved in other forms of activism. I spoke at the Our Feminism Must Be Intersectional March in 2017 and at the Pittsburgh Women’s March in 2018. I’ve worked with Pittsburghers for Public Transit, Just Harvest, the Mayor’s Complete Streets Advisory Council, Hospital Workers United, New Sanctuary… Hell, there is an entire article about me in HuffPost. I have hit the point of loudmouth advocacy where a City Councilwoman recently cc’d me in an email to Mayor Peduto about part of the City-County Building being inaccessible and famous people have friended me on Facebook. And now everybody reading this is probably rolling their eyes and thinking “Wow! She’s really full of herself! An entire blog post talking about herself and how awesome she thinks she is!” Yeah! You’re right! Don’t you see? Multiple sclerosis. My disability. What started as my walker and is now my motorized wheelchair. All of these things that I used to hate about and desperately suppress in myself. They have become the basis of my activism, the thing that has made me the proudest, the most fulfilled, and the happiest I have been in my entire life. I have to come to love my disability, because my disability is a part of me and that me is a pretty impressively awesome person. I could turn this into a giant piece of inspiration porn by talking about how anyone reading this can learn to love their disability. And… yeah, it’s true. We should all learn to love every aspect of ourselves, even what we think of as the “bad stuff,” and therapy is good for everyone. But there’s something more important I want to say. We talk too much about how people accomplish things “in spite of” their disability. And that there is some mighty big bullshit. I have accomplished some really amazing stuff in the last five years. I didn’t even mention half of it, I’m such a badass. And I did all of it because of my disability. Eat that, ableism. Hi again. My name is Alisa Grishman. I’m still 37 years old, I’m loudly and proudly disabled, and I wouldn’t change that for the world.
Alisa Grishman
By Alisa Grishman
Advocacy (part 2)
Ms. Grishman or: How I Learned to Stop Worrying and Love My Disability
Alisa Grishman is a disability activist and founder of Access Mob Pittsburgh, an advocacy group that utilizes positive approaches to making change, such as education and economic incentives. A self-described shameless agitator, Grishman has also been arrested multiple times fighting for disability rights with ADAPT, a national advocacy group. Along with her direct advocacy work, Grishman co-runs Ballots for Patients and Care to Vote, sister efforts that respectively collect emergency absentee ballots from hospitalized peoples on election day and work with nursing and personal care homes to help residents register to vote and fill out ballots. In 2017, Grishman ran Pittsburgh’s ADA Anniversary Rally, a celebration of the 27 years of the Americans with Disabilities Act that featured local speakers and a keynote address by Rep. Dan Miller. Grishman’s work has been featured both locally in the Incline and WESA and nationally in the Huffington Post and Esquire Magazine. In 2019 she was chosen by the Incline and S&T Bank as one of their Who’s Next: Community Leaders and Activists honorees. A Carnegie Mellon alumna, Grishman resides in Uptown.
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, (July 18, 2019). Ms. Grishman or: How I Learned to Stop Worrying and Love My Disability, Newark, NJ, Alisa Grishman. © 2018 RAISE Center
Louisiana Student Standards Have you ever wondered what your child is supposed to be learning in school? Academic Standards define the knowledge and skills that students are expected to learn in a subject in each grade level. Louisiana’s Department of Education has a comprehensive list of all academic standards on their website. All students, even students receiving special education are supposed to be working on these standards.
homeworkla.org/
Mia Hurst, Laura S. Nata, Kimberly Paige, Jana Smith, and Victor, Mia, & Ines Castillo
Ines, Mia & Victor Castillo
Kimberly Paige, Victor Castillo & Jana Smith
"It Takes A Village"
Kimberly Paige & Victor Castillo
Victor M. Castillo is an East Jefferson High School Warrior with a million dollar smile and a personality to match. He was born premature in a Spanish-speaking, Hispanic family and was not expected to live. "He survived life-threatening surgeries as an infant and was diagnosed with a hearing impairment severe enough to warrant the use of a cochlear implant," his mother, Ines Castillo, shares. Unfortunately, the cochlear implant was not enough to help Victor learn to speak. So, he toiled through life feeling different but, meeting life’s challenges head on. Victor never mastered American Sign Language (ASL) and as a result, his communication consisted of a mixture of some sign language, but mostly gestures. "I met Victor the first time in the fall of 2017, the beginning of his junior year," said Jana Smith, his deaf education teacher. "He was in my classroom for all of his core subjects (SPED) and communicated using both spoken English and ASL to the best of his ability. It was clear that his speech intelligibility was due to his hearing loss and although challenging to understand him, I wasn’t going to give up on him." Ines: "Victor is very smart the only problem is the communication. He is a good boy! Of course, he can get frustrated because of the communication but he still remains very sweet." Jana: "Victor has strong family support and is very dedicated to improving his ability to communicate and comprehend effectively. He did anything and everything I asked of him from school work to running errands around the campus. When we went out in the community to learn work skills he met his goals by following multi-step directions the first time they were given. Unique was used to provide him with differentiated tasks based on his skill level for the subjects being taught. The Fairview Learning reading curriculum was used to help Victor bridge ASL and English." Although Victor made progress in his classes, his communication efforts were greatly lacking because he never mastered ASL. Mia Hurst, with Jefferson Parish Schools Vocational Services shared, “The first quote that comes to mind as I recall the many trials Victor endured and obstacles he overcame to become the person he is today is,” “Never give in, never give in, never, never, never, never – in nothing, great or small, large, or petty never give in…….”, Winston Churchill, Prime Minister of England, WWII, June 4, 1940. The Transition Team at East Jefferson High School and the Vocational Services Department agreed that Victor needed more to assist him in becoming independent. After much collaboration amongst Victor, his mother, teachers, para-educators, administrators, audiologists, interpreters and outside agencies: Louisiana Rehabilitation Services (LRS), Families Helping Families of Greater New Orleans, LSU Human Development Center, as well as Delgado Community College, and finally, the Post-Secondary Apprenticeship for Youth (PAY Check) program, Victor was able to participate in a summer immersion program held at Gallaudet University in Washington, D.C. The ASL Summer Residency Program offers immersive ASL learning opportunities for adult learners from diverse educational, cultural, regional and language backgrounds. Summer students from all over the nation and world share a common goal of wanting to accelerate their learning of ASL. Accredited ASL courses offered in two-week sessions throughout the summer allow students to increase their language competency without the distractions of their day-to-day lives with the option to stay in their campus dorms. Gallaudet University is the premier institution of learning, teaching and research for deaf and hard-of-hearing students. It is touted as the world's only university designed to be barrier-free for deaf and hard of hearing students. They offer exemplary education at every level - from graduate degrees to programs for deaf and hard-of-hearing students in high school, elementary school and infancy. At Gallaudet, Victor was given the opportunity to learn ASL. Victor shares, “I was able to get a taste of independence when I lived in the dorm, in an unknown city having little contact outside of the university, except with the use of my cell phone and other technology.” Kimberly Paige, Victor’s Transition Support Specialist with LSUHDC visited him on the campus during the last couple of days of the program. Kimberly shares, “When I initially arrived on Thursday, I toured the entire Gallaudet University campus. It is BEAUTIFUL! I learned so much history and saw so many interesting accommodating features. The entire tour was given via ASL, but I had an interpreter along the way. Afterwards, I went to see Victor in his class. Victor shares, “I was practicing for an all-signed presentation I was scheduled to give the following day.” “I met his instructor who is also deaf”, said Kimberly. “He was so patient and helpful with Victor. He stayed after class to be sure Victor had his speech completed. While in class, Victor introduced me to one of his friends he made there, her name was Kelsey.” Kimberly: “The next day, Friday morning, I went to the campus to watch Victor give an all-signed speech on his own, in front of the entire class.” I was so proud! Victor proudly shares, “For the first time, I was able to use ASL to give a presentation lasting five minutes.” “He has progressed tremendously in just two weeks,” said Kimberly. “He answered questions and gave feedback, all in ASL. Next, we went to have lunch with some of his new friends, including Kelsey. Another big highlight of that day was when Victor walked into the Café on campus, he ordered and paid for his food, all on his own. Victor has NEVER ordered or bought food while at Delgado because he always feared he couldn’t express himself or that no one could understand him. That was a huge milestone for him. During the lunch, he and his friends communicated the entire time in ASL. There is no verbal talking on campus, unless you don’t know ASL. After lunch he wanted to take some pictures with his friends by the BISON on campus, which is the school’s mascot. Despite a great experience the first 2 days, the greatest challenge came the next morning when Kimberly was scheduled to pick Victor up at 4:30 am to be at the airport in time for his flight. Kimberly: “I arrived at 4:25 am and waited until around 4:40 and Victor was nowhere to be found. I was so worried he would miss his flight. I went to campus police, who are also deaf. I had to text what I needed. For the first time, I realized how Victor feels every day at Delgado Community College and I started to cry. Needing something, wanting to communicate, but no one understands you, that is frustrating, yet Victor always remains calm and pleasant every single day. I was in a world where everyone was deaf and no one understood me, I had to write down what I needed and hoped they could understand enough to help. Eventually, they located Victor, he overslept. Around 5:35 am, we were headed to the airport. Victor made it to his gate in time for his flight. Victor’s mom confirmed 2 hours later he made it to New Orleans.” Victor now forges ahead with confidence, and he is looking forward to returning to Delgado where he will continue to learn ASL, pursue a career in the automotive industry, and live independently. Mia shares, “It was all worth almost 2 years that it took to finally, see a successful and collaborative plan come to fruition.” “Never give in, never give in, never, never, never…”
Victor Castillo and Kimberly Paige
Striving to Ensure High-Quality Early Childhood Education Programs in Louisiana The ED-funded Center on Enhancing Early Learning Outcomes recently highlighted how Louisiana developed the Louisiana School and Center Finder, a first-of-its-kind online reporting system that provides a detailed look at accountability metrics for programs and schools spanning birth through grade 12. The system gives users information about childcare, pre-kindergarten, and Head Start sites, unifying early childhood information with K–12 and postsecondary education results. The early childhood performance ratings system can be used to drive quality improvement efforts. You can read about the Louisiana School and Center Finder at the following link.
What were the most popular articles on Wrightslaw this summer? Independent Educational Evaluations: What? Why? How? Who Pays? by Wayne Steedman, Esq How to Request a One-to-One Paraprofessional for Your Child by Wayne Steedman, Esq Handling a Manifestation Determination Review (MDR) A "How To" for Attorneys by Bill Brownley, Esq Tests and Measurements for the Parent, Teacher, Advocate & Attorney by Peter W. D. Wright, Esq. and Pamela Darr Wright, M.A., M.S.W A Sample Retention Letter
Ready to Learn Television: Introducing Molly of Denali!™ ED’s Ready to Learn Television (RTL) program is designed to fund telecommunications entities to develop, produce, and distribute educational and instructional video programming for preschool and elementary school children and their parents in order to facilitate student academic achievement and promote school readiness. With funds from the RTL program, PBS KIDS launches a new program titled Molly of Denali™. Molly of Denali is an action-adventure comedy that follows the adventure of feisty and resourceful 10-year-old Molly Mabray, an Alaska Native girl. Molly of Denali is the first nationally distributed children’s series in the U.S. to feature an Alaska Native lead character. The show aired its first episode on July 15. Click on the link to see a preview of a future episode.
10 FREE Learning Websites For Kids ABC YA - Practice math an reading skills all while playing fun games. Fun Brain - Play games while practicing math and reading skills. Highlights Kids - Read, play games, and conduct cool science experiments. Into the Book - Go "into the book" to play games that practice reading strategies. Nat Geo for Kids - Learn all about geography and fascinating animals. PBS Kids - Hang out with your favorite characters all while learning. Star Fall - Practice your phonics skills with these read-along stories. Storyline Online - Have some of your favorite stories read to you by movie stars. Suessville - Read, play games, and hang our with Dr. Suess and his friends. SwitchZoo - Watch, Listen, and play games to learn all about amazing animals.
Sharing New Resources on Zika The Centers for Disease Control and Prevention supported the development of a trio of resources on Zika by the Association of Maternal & Child Health Programs and the March of Dimes. These resources provide state experiences and lessons learned from the Zika response and highlight implications for the long-term needs, opportunities for improvement in services and systems of care, and areas to prioritize during future public health threats to maternal and child health. The resources include the publication, "Preparing for the Future: Zika & Long-Term Implications for Systems of Care," an issue brief, “Beyond Zika: Preparing Maternal and Child Health Programs for Future Threats to the Health of Families and Communities,” and the fact sheet “The Value of Title V in Emergency Preparedness and Response: Lessons Learned from Zika and Tips for Ensuring Ongoing MCH Involvement.”
Evaluating the Implementation of Evidence-Based Practices The ED-funded Early Childhood Technical Assistance Center and the Center for IDEA Early Childhood Data Systems developed tip sheets, which provide concise guidance for collecting and analyzing high-quality data to evaluate the implementation of evidence-based practices. The tip sheets address four key topics: What to Measure, Characteristics of a High-Quality Measurement Tool, Establishing a Fidelity Threshold, and Summarizing Data for Decision-making.
Baumgartens #2 Twist 'n Write Pencil is ergonomically correct making it perfect for kids. It assists kids to write properly by using the right tri-pod finger posture and teaches kids the correct way to write. Pencil comes with dual action erasers and extendable #2 pencil lead. Assorted color twist n write pencil is sold as 4 per pack that includes 1 each of purple, pink, green and blue.
Five Ways to be More Culturally Aware - Cultural Diversity, Mental Health First Aid, Minority Health, News Think about your typical day. What do you see around you? Most likely, you will see people of all ages, ethnicities and cultures. People speaking different languages, dressing in different kinds of clothing, eating different kinds of food. Use these tips from the American Psychological Association to be more culturally aware.
Resources for FAMILIES & EDUCATORS
Sept. 2 Labor Day Sept. 8-14 National Suicide Prevention Week Sept. 10 World Suicide Prevention Day Sept. 11 Reflect on 9/11 Sept. 13 National Celiac Disease Awareness Day Sept. 15 World Lymphoma Awareness Day Sept. 21 World Alzheimer’s Day Sept. 23 International Day of Sign Languages Sept. 25 National Women’s Health and Fitness Day Sept. 28 Family Health and Fitness Day Sept. 29 World Heart Day
September
Awareness
They provide companionship, inspire confidence, and live to serve, protect, and assist their handlers. Guide dogs, seeing eye dogs, service pets, and assistance animals are helping their humans perform tasks, accomplish lifelong goals, embark on adventures, overcome debilitating mental illnesses, and safeguard military bases across the country and around the world.
Blood Cancer Awareness Month - September was designated as National Blood Cancer Awareness Month in 2010 by the United States Congress. In recognition of Blood Cancer Awareness Month, the Leukemia Research Foundation is conducting a social media initiative to increase awareness about all blood cancers, including leukemia, lymphoma, multiple myeloma, and myelodysplastic syndromes. Childhood Cancer Awareness Month - Families, caregivers, charities and research groups across the United States observe September as Childhood Cancer Awareness Month. In the U.S., 15,780 children under the age of 21 are diagnosed with cancer every year; approximately 1/4 of them will not survive the disease. Deaf Awareness Month - September is National Deaf Awareness Month. Communities throughout the country are organizing events and activities to increase awareness of deaf issues, people, and culture. Muscular Dystrophy Awareness Month National Childhood Obesity Awareness Month - Learn ways to promote healthy growth in children and prevent obesity. National Pediculosis Prevention Month/Head Lice Prevention Month National Preparedness Month - (NPM) is recognized each September to promote family and community disaster and emergency planning now and throughout the year. The 2019 theme is Prepared, Not Scared. Be Ready for Disasters. National Recovery Month - Every September, SAMHSA sponsors Recovery Month to increase awareness and understanding of mental and substance use disorders and celebrate the people who recover. The 2019 theme is Join the Voices for Recovery: Together We Are Stronger. National Sickle Cell Month - Congress has designated September as “National Sickle Cell Awareness Month” to help focus attention on the need for research and treatment of sickle cell disease, an inherited condition that currently affects 70,000-100,000 Americans Newborn Screening Awareness Month Spinal Cord Injury Awareness Month - According to the most recent statistics from the National Spinal Cord Injury Statistical Center (NSCISC), there are estimated to be between 247,000 and 358,000 people living with SCIs living in the United States. There are estimated to be approximately 17,700 new cases occurring each year — a number that does not include individuals who die at the location of the incident that resulted in the SCI. World Alzheimer’s Month - World Alzheimer's Month is the international campaign by Alzheimer's Disease International (ADI) every September to raise awareness and challenge the stigma that surrounds dementia. Usher Syndrome Awareness Day
September is National Service Dog Month
Transportation is included in an eligible child’s Individualized Education Plan (IEP) if the IEP team determines that such a service is needed in order for the child to benefit from his or her special education. The term has a specific meaning. The Individuals with Disabilities Education Act (IDEA) defines transportation as: Travel to and from school and between schools; Travel in and around school buildings; and Specialized equipment (such as special or adapted buses, lifts, and ramps), if required to provide special transportation for a child with a disability. [§300.34(c)(16)] The last bullet isn’t just talking about a separate bus that only children with disabilities ride to school. The Department of Education (DOE) states, “It is assumed that most children with disabilities will receive the same transportation provided to nondisabled children” (Id.), in keeping with Least Restrictive Environment (LRE) requirements. Thus, transportation as a related services may also mean providing modifications and supports so that a child may ride the regular school bus transporting children without disabilities. (71 Fed. Reg. at 46576). Local Education Agency's (LEAs) must comply with IDEA, Section 504, Louisiana Statutes and regulations and policies set forth in the DOE bulletins governing educational services for students with disabilities. Public Law 93-112, Section 504, requires “that no individual, solely by reason of his handicap, be excluded from participating in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving federal financial assistance” and IDEA requires a LEA to provide non-academic and extracurricular services and activities in a manner necessary to afford children with disabilities an equal opportunity for participation in those services and activities. The LEA shall provide transportation services to implement any IEP for a student with a disability whose residence falls within the jurisdiction of the LEA, as defined in Bulletin 1706, Regulations for Implementation of the Children with Exceptionalities Act. The LEA must incur the cost of providing services and specialized equipment. All students with disabilities (regardless of age) are eligible for free appropriate public education (FAPE). Facilities, services and activities provided to students with disabilities must be comparable with those provided to non-disabled student, and students with these disabilities must have an equal opportunity for participation in any non-academic and extracurricular services and activities provided by an LEA. LEAs must provide transportation services in such a manner to afford students with disabilities an equal opportunity for participation in those services. LEAs must provide school bus service for students with disabilities as indicated in the student’s IEP. The IEP may specify “curb-to-curb” or “door-to-door” services. When alternative modes of transportation are required, approval must be granted by the special education supervisor and LEA transportation authority. Alternative arrangements must be stated in the IEP. Certain students may be picked up at a safe bus stop near (e.g., at the corner of) their residences. Alternate arrangements can be made that are mutually agreeable to all parties, but must be handled on an individual basis and indicated in the IEP. In determining whether to include transportation in a student’s IEP, the IEP team must consider how the student’s disability affects the student need for transportation. Factors include: the student’s ability to move independently, ability to reason and understand potential safety hazards en route to the bus stop as a result of the student’s age or disability, nature and condition of the route, availability of public assistance, and access to private assistance. If a student with a disability can use the same transportation as non-disabled students, then transportation is not likely to be a related service and the LEA may make the same transportation provisions for the student with a disability that it does for the general population. Students with disabilities may not have transportation schedules which differ from non-disabled students. Students with disabilities must be transported on a schedule which allows them to receive a full instructional day as documented on the IEP. When attendance at a school outside the student’s geographic zone is mutually agreeable and determined to be part of the student’s FAPE, the home LEA has the responsibility to provide transportation, if transportation is also related to FAPE. In situations where the student attends an out-of district school based solely on personal preference and the home LEA has offered an opportunity for FAPE, transportation may not be required, even in instances where the student may otherwise qualify for this service. The LEA cannot discharge its obligation to transport a student with a disability who needs transportation as a related service by requiring parents, without their agreement, to provide the transportation themselves and receive mileage reimbursement. However, while the LEA cannot demand this arrangement, it is not unreasonable for the LEA to request such an arrangement. The LEA must ensure that students being transported spend only a reasonable amount of time on the bus. The locations of the residence and the school facility and the specific needs of the individual student will be determinant factors in length of travel time. The need for a bus attendant is a decision of the LEA, unless the requirement is documented on the student’s IEP. Providing a bus attendant for any student with a disability shall be considered by the IEP team. This decision should be made on an individual basis.
Transportation
The Individuals with Disabilities Education Act (IDEA) states under Sec. 300.34 Related services means transportation and such developmental, corrective, and other supportive services as are required to assist a child with a disability to benefit from special education, and includes speech-language pathology and audiology services, interpreting services, psychological services, physical and occupational therapy, recreation, including therapeutic recreation, early identification and assessment of disabilities in children, counseling services, including rehabilitation counseling, orientation and mobility services, and medical services for diagnostic or evaluation purposes. Related services also include school health services and school nurse services, social work services in schools, and parent counseling and training.
January 23 TBD February 13 TBD
September 12, 2019 Cafe' Bella 3156 Barataria Blvd. Marrero, LA 70072
March 12 TBD April 16 TBD May 7 TBD
Our office will be closed on Monday, September 2, 2019 in observance of Labor Day. We hope you have a safe and happy holiday.
2019-20 Coffee Chats Help Dr. Brumley start his Discovery Days by joining him for a cup of coffee and a conversation from 8 to 9 a.m.
October 17 TBD November 7 TBD December 12 TBD
Discovery Days
Jefferson Parish Schools Superintendent Dr. Cade Brumley invites the community to join him for coffee as part of a larger plan to understand the district from as many viewpoints as possible. Discovery Days are a way for Dr. Brumley to stay connected with the communities he serves as superintendent of the largest Louisiana school district. Each Discovery Day starts with a coffee chat from 8 to 9 am. “Something we hear time and time again from the community during our coffee chats is how much our families value this open line of communication,” said Dr. Brumley. “Not only do I value the opinions of our community, but we need everyone’s input to achieve our goal of improving outcomes for all students. This work is too big and too important to do alone.” The coffee chats begin days Dr. Brumley will spend at a different school getting to know students, educators, and families. Schools are drawn at random by each board member. Each Discovery Day begins with coffee, followed by a learning-walk around the school, a meeting with that school’s principal, a meeting with faculty after school, and meetings with families and community members. Community members are invited to the coffee chats to share their thoughts on five questions: 1. What are our strengths? 2. What are our challenges? 3. What should we start doing? 4. What should we stop doing? 5. What is possible?
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!
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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.
