Free Webinars and Training P.18
TIMES
MAGAZINE
Exceptional
What's Going ON?
204 Days & Counting P.04
CRIP CAMP
You Don't Need Netflix to Watch Crip Camp P.34
ISSUE 28
OCT | NOV | DEC 2020
BITTER OR BETTER - RASHAD BRISTO P.35
COVER STORY
From the director, Mary Jacob
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.
4th Quarter Oct | Nov | Dec 2020
BOARD OF DIRECTORS Gregory Brenan, CPA, CCIFP, CGMA Jo Ann D. LoRusso, Ph.D. Denise Barrera, MPH, MSW Debra Dixon M.Ed.+30 Ashley Bourg Michelle Archambault, CPA/PFS
Exceptional Times
04 204 Days & Counting 05 A LESSON IN ADVOCACY: Keeping Our Students Safe at School 08 Everyone's Responsibility: Preventing Abuse Against People with Disabilities 09 Presidential Election -November 3 10 CASA – VERY Special Advocates 12 “Intersectionality: Buzzword among activists advocating for diversity and inclusion” 14 Returning to School in 2020 with Our Expectations in Check 16 Special Education in the Time of COVID-19 17 Isreal 18 What's Going On? 24 Target Circle 25 Help Hurricane Laura Families 26 Similarities and Differences between Flu and COVID-19 34 YOU DON'T NEED NETFLIX TO WATCH CRIP CAMP 39 USDOE - Strategies to Reopen Schools This Fall 41 OSEP COVID-19 Q&A Part B 42 Hamilton Relay 2020 Deaf Community Leader Award 43 I will only mention coronavirus one time in this holiday story! 47 Hurricane Laura Resources 49 75th observance of NDEAM 51 Ticket to Work 54 Resources for Parents & Educators 56 Awareness Calendar 60 Transition to adult healthcare is often challenging for autistic children 63 Trust-Based Relational Intervention 64 October is National Bullying Prevention Month 68 Family Engagement Group Members Needed 69 Youth Engagement Group Members Needed 70 Louisiana School Finder
35 COVER STORY: RaShad Bristo,"Bitter or Better"
OUR TEAM executive director MARY JACOB mjacob@fhfofgno.org - Ext. 207 community outreach specialist SHARON BLACKMON sblackmon@fhfofgno.org - Ext. 208 director of public relations BEBE BODE bbode@fhfofgno.org - Ext. 226 information & training specialist NICOLE DESROCHE ndesroche@fhfofgno.org - Ext.218 administrative assistant LIZ DUMAS ldumas@fhfofgno.org - Ext. 202 intake specialist MINERVA FLORES mflores@fhfofgno.org - Ext. 217 director of peer to peer support LAURA S. NATA lsnata@fhfofgno.org - Ext. 209 community resource specialist THUY NGUYEN tnguyen@fhfofgno.org - Ext. 211 community resource specialist STEVEN NGUYEN snguyen@fhfofgno.org - Ext. 212 director of training JESSICA RODRIGUE jrodrigue@fhfofgno.org - Ext. 204 director of administrative services DENISE SWEATMAN dsweatman@fhfofgno.org - Ext. 203
OFFICE HOURS Coronavirus COVID-19 Closure In an effort to do our part in helping eliminate the COVID-19 Virus, Families Helping Families of Greater New Orleans office will be closed to the public and all guests until further notice. We are still assisting families. All staff are working remotely from their homes. Families needing assistance please call our office at 504-888-9111 or 800-766-7736. Click here for up-to-date online resources specific to COVID-19.
CONTENTS
700 Hickory Avenue Harahan, LA 70123 504.888.9111 800.766.7736 504.353.2350 fax info@fhfofgno.org fhfofgno.org
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by Mary Jacob
204 Days & Counting
by Mary Jacob Take a deep breath. It’s going to be okay. Nobody is doing it perfect. You can do this. Take another deep breath. Breathe in. Breathe out. Let’s try some more breathing techniques. This is any parent, anywhere. Every. Single. Day. Parents are at their wits end trying to navigate the ever-changing educational landscape – while doing everything else they already had to do on a daily basis. How does anyone stay sane? Regardless if your child is attending class in a brick and mortar building, virtually, or a hybrid combination, parents all agree they felt unprepared, schools were unprepared, and everyone had fears ranging from spreading of the virus to serious educational regression. Parents are repeatedly screaming the uncertainty and constant flux of change is making it worse. Terms like synchronous and asynchronous learning is sending parents over the edge. Parents, who I would have viewed with Type B personalities, have found their inner Type A gene surface during these trying times. Most parents agree that home learning is stressful. Parents feel inadequate in helping their children navigate the education landscape of virtual learning. They feel the schools have not done enough to prepare students for virtual learning and has done even less in preparing parents. However, the thought of sending their child back to a brick and mortar environment is more stressful. A few weeks ago, I had a parent tell me she has never felt as helpless as she does when it comes to helping her children with virtual learning. In Louisiana, many parents and educators have been very vocal on their dissatisfaction with the Louisiana Department of Education’s reopening plan. They believe it needed more requirements and accountability and less recommendations. Many complained the minimum standards were too weak. I found it interesting that our college-educated teachers weren't more familiar with the Louisiana Constitution and the limitations of the Louisiana Department of Education. Louisiana’s constitution defines the responsibilities for both the Board of Elementary and Secondary Education (BESE) and local school boards. The BESE does not have the power to create laws. They are charged with creating policies in accordance to laws created through legislation. During the 2020 special session, House Bill 59 was passed and signed into law as Act 9 on July 8, 2020. The three and a half page law was created to protect schools from COVID-19 liability cases. Eventually one paragraph was added to address parents, educators and other community members concerns regarding guidance on reopening schools during COVID-19. I believe this paragraph was added to this law after Dr. Cade Brumley, Superintendent of Louisiana Department of Education, and Dr. Courtney Phillips, Secretary of Louisiana Department of Health, presented their reopening plan for schools at a Senate Education Committee meeting. They were questioned about the strength of the plan by senators and were chastised about the plan by stakeholders. Dr. Brumley made it clear of his limited authority and the senators took note and added more language to the existing HB 59 to cover this topic: Not later than July 15, 2020, the State Board of Elementary and Secondary Education shall adopt emergency rules informed by the Centers for Disease Control and Prevention guidelines to provide minimum standards, policies, medical exceptions, and regulations to govern the reopening of schools for the 2020-2021 school year to ensure that students, faculty, staff, and others on school property are protected to the extent possible and practical from COVID-19. Prior to the beginning of the 2020-2021 school year, each public school governing authority shall implement policies, rules, and regulations in accordance with the rules and regulations adopted by the State Board of Elementary and Secondary Education. What does this mean? BESE has 7 days to adopt emergency rules. The CDC must inform emergency rules. Emergency rules must provide minimum standards, policies, medical exceptions, and regulations for the reopening of schools. Local school districts must implement policies, rules and regulations in accordance with the rules and regulations adopted by BESE. Local school districts can create policies, rules and regulations that are more stringent than BESE, but cannot be less than the minimum standards set by BESE. If you are one of the parents that are not happy with the state of affairs with education, this is your time to get involved. You can join grassroots advocacy groups like LaCAN or directly contact your elected officials. I frequently hear people say things like, “What is my voice going to do?” I like to remind them of one of my favorite quotes from Margaret Mead, an American Anthropologist, “Never doubt that a small group of thoughtful, committed citizens can change the world; indeed, it's the only thing that ever has.” Advocacy never gets old or outdated. Families need to advocate by letting their elected officials know what they expect. Only our legislators can pass laws and if you are not happy with the state’s minimum standards, then you need to let your legislator know your expectations. Grass roots advocacy is still alive and legislators really do want to hear from you. Remember, when advocating, coordinated efforts usually have a higher impact. So remember what the late Justice Ruth Bader Ginsburg said, “Fight for the things that you care about. But do it in a way that will lead others to join you.” The more people you can get to join in your efforts, the more successful you can be. Most legislators are not going to go out on a limb for one person and their ideology, unless they can show that it helps the masses. This can happen by having more of the masses support your ideology. Find your local legislator here. | Learn more and join LaCAN here.
In some ways, I believe our staff have more intentional conversations with each other, which make for richer conversations. In other ways, I know many look forward to the day when we are back at the office and things go back to “normal.” While working from home has its benefits, it also has drawbacks – especially for people like me who tend to be workaholics. Thanks to the modern day technology of laptops, internet, email, and Zoom, we are able to do just about anything from anywhere. This Covid-19 “work from home” experiment might have changed the way many, including FHF of GNO, do business forever. It forced those of us with very conventional ideas of work into a very uncomfortable space. Working from home can come with many challenges, but even the moms in my office that are working from home and managing virtual and hybrid learning with kids, are still accomplishing amazing things. I can honestly say, the “work from home” experiment for FHF has and continues to go much better than I would have ever imagined. Even when we sprinkle in an occasional tropical weather disturbance, we still seem to keep moving along and getting things done as needed. Over the past few weeks I have been asked the question, what does FHF of GNO plan on doing in regards to returning to the office? We will continue to follow our Pandemic Policy and follow our reconstitution phase in accordance with the local, state, and national guidelines on repopulating offices. I feel we are in one of the best scenarios possible. We are able to do our jobs outside of our office so we do not need to rush back into our office. We can take our time to slowly repopulate our office and follow all safety precautions. The message I want to make sure is clear though, is FHF of GNO is still open as usual and here to help you the same way we did before March 13th. I hope you and your family continue to stay safe and well.
If you are reading this on October 1st, it’s been two hundred and four days since the physical office of Families Helping Families of Greater New Orleans has been fully operational, thanks to Covid-19. I define fully-operational as all of our staff working in the same office, interacting freely, supporting families and others as needed and where needed and freely coming and going from our building and around the community. However, what I’ve learned over the past two hundred and four days is we can still accomplish amazing things, support record numbers of people, all while working from our homes.
A LESSON IN ADVOCACY: Keeping Our Students Safe at School
“Fight for the things that you care about. But do it in a way that will lead others to join you.” ~ Ruth Bader Ginsburg
“Never doubt that a small group of thoughtful, committed citizens can change the world; indeed, it's the only thing that ever has.” ~ Margaret Mead
AbleVision
Very few people go into disability services because they want to be confronted with abuse. We don't want to believe anyone we care about is experiencing abuse. It's even harder to accept that someone we know and like might be perpetrating abuse against people with disabilities. Every major study has found that people with disabilities are more likely to be abused than people without disabilities. Denying abuse doesn't make it go away. We all have to be proactive. Triangle's IMPACT:Ability Program empowers people with disabilities and communities to prevent abuse. Ablevision is a show produced by people with disabilities. Our mission is to educate and and empower our crew and our audience with stories of inspiration and ability.
Everyone's Responsibility: Preventing Abuse Against People with Disabilities
continued p.38
Court Appointed Special Advocates (CASA) are community volunteers who make sure that children in the foster care system have their best interests served in court. Volunteer advocates are trained and supervised by staff, and cases are appointed by a judge. The CASA is generally only assigned one or two cases at a time, and remains on a child’s case until it is permanently resolved. They spend time with the child, get to know them, their family and their interests, talk to the other people in their lives, and help the judge make informed decisions about their care. Oftentimes they also become the liaison between different support services at work in a child’s life. Pam Tindal was a CASA volunteer for six years, and has been Executive Director of Autauga County CASA in Alabama for three years. “We are the squeaky wheel,” Tindal says. “We’re there to make sure things get done that are supposed to be done. We facilitate between the different organizations involved with a child, and make sure that child is getting everything they need to thrive.” CASA volunteers investigate each case by talking with the child, parents, other family members, social workers, school officials, health providers, and anyone else involved with the child who is knowledgeable about the child’s history. They also review all records pertaining to the child. The advocate then prepares a recommendation on placement for the judge to determine if the best interest of the child would mean staying with their parents or guardians, remaining in foster care, or being freed for permanent adoption. “Not everything we recommend happens,” continues Tindal, “but we do all we can to make sure the child’s voice is heard.” CASA volunteers sometimes provide the only continuity there is in a foster child’s life. There are approximately 3,561 children in foster care this year in Louisiana. They entered the system through no fault of their own, generally because of abuse or neglect or some other trauma, and suddenly find themselves without a voice or any control at all over what happens to them. They change homes, schools, neighborhoods, hangouts, doctors, social workers, and friends as a regular part of life. Nothing is consistent for them except constant change and instability. Statistically, a child who has a CASA volunteer is more likely to find a safe, permanent home; more likely to do well in school; and half as likely to re-enter the foster care system. CASA New Orleans has also begun to advocate for foster youth who have “aged out” of the foster care system at age 18. These young adults have little other support as they begin their adult lives rather abruptly and for the most part, alone. While legal representation in the courtroom is provided by the child’s attorney, the CASA volunteer provides crucial background information that assists the attorney in presenting the case. Volunteers complete an extensive training program that includes a module on the history of the child welfare system and the role of CASA. Other training topics include poverty, abuse and neglect, domestic violence, substance abuse, and cultural/diversity training. Because some cases are very complex and the situations can be intense, program directors check in with volunteers to make sure they are engaging in regular self-care. “Learning about all the trauma these kids could have been through really shook me,” says Rachell Vicknair, speaking of the training required to become a CASA. She was a CASA Jefferson volunteer until she started college while working full time. “You need to realize that you probably have a few shades of color in your life. But you’re about to be exposed to the whole crayon box.” A CASA doesn’t necessarily become the child’s best friend. And while it is perfectly fine to form a relationship with the child or teen, professionalism and focus are a must. It is important to research and form an opinion on what is best for the child, which doesn’t always coincide with what the child wants. Advocates are trained to be unbiased observers, taking in pieces from every aspect of a child’s life to recommend the course of action the courts should take that will be the most beneficial for them. While some children are reunited with their parents or relatives and others make connections with an adoptive family, the ultimate goal is to ensure a safe and permanent home where they can thrive. There are over 900 CASA programs in the United States representing every state of the Union, including Washington, D.C. and the U.S. Virgin Islands. Louisiana has 18 different CASA programs. Volunteers come from all walks of life and possess a variety of professional, educational and ethnic backgrounds. There are more than 75,000 CASA volunteers nationally. Juvenile and family court judges implement the CASA program in their courtrooms and appoint volunteers. CASA has been endorsed by the American Bar Association, the National Council of Juvenile and Family Court Judges, and the Office of Juvenile Justice and Delinquency Prevention of the U.S. Department of Justice. It is a priority project of the Department of Justice’s Office of Juvenile Justice and Delinquency Prevention. That office encourages the establishment of new CASA programs, assists established CASA programs, and provides partial funding for the National CASA Association. While each case is different and has different time requirements, a CASA volunteer generally spends about 10 hours doing research and interviews before the first court appearance. Once the volunteer is familiar with the system, they usually work about 10 hours a month. Sibling groups are usually kept together for the CASA and count as one case, even though they may be in different places. Megan Anderson is currently a CASA with Youth Service Bureau of St. Tammany. “What drew me to be a CASA is wanting to help children. I wanted to help children who didn’t have a voice and I wanted to be their advocate,” she explains. “Becoming a CASA volunteer has met my expectations. I knew I would love the children, but I really never imagined getting attached to them.” When asked what she has learned from being an advocate, the mother of one replied, “Children are really resilient!” Being a CASA certainly isn’t a walk in the park, as almost any advocate will tell you. But it can be one of the most rewarding and fulfilling roles one could ever have. Forest E. Witcraft, teacher, scholar, and Scout Executive during the first half of the last century said it best: “A hundred years from now it will not matter what my bank account was, the sort of house I lived in, or the kind of car I drove… but the world may be different because I was important in the life of a child.” For more information on becoming an advocate, visit the Louisiana CASA website or call toll-free (833) 724-2272 for information on the CASA organization in your area.
“Why do you hate my mom?” the sullen teen asked. “She says you’re always against her.” “I’m not against your mom. I’m for you. Let me tell you all the things I’m for….” The child’s honest response to the situation opened up a dialogue between her and her CASA. She had every right to be sullen, or antagonistic, or even downright angry; life had not treated her very well in her few short years, and she found herself removed from her mother’s home and in foster care.
CASA – VERY Special Advocates
by Sharon Blackmon
by Karli Jayne Miller
“Intersectionality: Buzzword among activists advocating for diversity and inclusion”
Coined by Black scholar and civil rights activist Kimberlé Crenshaw in her 1989 work, “Demarginalizing the Intersection of Race and Sex: A Black Feminist Critique of Antidiscrimination Doctrine, Feminist Theory and Antiracist Politics”, the term intersectionality refers to the multiple dimensions of discrimination faced by those with multiple marginalized identities. In other words, intersectionality is how the aspects of an individual’s identity come together to form a unique experience with life and the system of oppressions operating within it, i.e. racism, homophobia, sexism, ableism, transphobia, religious discrimination, and socioeconomic oppression, to name a few.
Intersectionality allows us to give voice to those who are typically unheard, and to consider those folks in our activism. But, intersectionality also influences daily life experiences, and should be considered in more than just activist spaces. Recently, my graduate class on identity and stigma found ourselves discussing intersectionality while doing an activity in which we had to “draw our identity” on a piece of paper. When it came time to share our creations with the class, I noticed that most of my classmates had drawn some form of octopus-shaped mind map, with their names in the middle and a few key words jutting off the center circle, like “parent,” “student,” and “athlete.” I remember looking down at my paper in this moment, on which I had illustrated the top of a head and a thought bubble with a bunch of haphazardly written words like “Queer,” “Disabled,” and “Jewish,” accompanied by doodles of a sign language “I love you” hand and the 3E Love wheelchair heart and thinking I had missed the brief on the assignment. I hadn’t though – those were the simply aspects of my identity that I felt were important. I experienced the concepts differently from my classmates because of my knowledge and experiences with pride and with discrimination. While most of my classmates were considering identities that showed their similarities with other folks, while my first instincts were to share what made me unique. I considered my intersectionality in the activity. Consider your own intersectionality: Think of your race, gender, religion, sexuality, physical appearance, and ability. Ask yourself, ‘Who am I?’ and ‘How do my identities intersect?’ I am white. I am nonbinary. I am Jewish. I am queer. I am fat. I am disabled and hard of hearing. Some of my identities lend themselves to privilege, and some to oppression or discrimination. When I first became a wheelchair user, I experienced an identity shift not unlike the one that occurred when I first came out as queer. Everything in my life suddenly became disability and accessibility focused as I navigated many doctors’ appointments and experienced the successes and complications that can come with life on wheels. But, just because disability was now at the forefront of my identity did not mean I wasn’t still experiencing life as someone with my other identities. My identity as a disabled person is blended. It is intersectional, not separate from my queerness or my Jewish identity. Identities do not operate separately from each other. All of a person’s life experiences are influenced by them. Intersectionality allows us to acknowledge that. My experience in everything from higher education to buying a house to receiving medical care as a disabled, fat, queer wheelchair user is will be different of a Black able bodied woman, or an Asian Deaf transgender person, or even another disabled queer wheelchair user. Identity is not static, it is fluid. While a person may be able to shift one of their identities the forefront in a given situation, all of their identities make up the person they are and contribute to how they experience the world. A disabled individual’s identity as disabled does not always have to exist at the forefront of their identity. Disabled people are queer, straight, Black, white, Indigenous, Asian, multiracial, Jewish, Christian, Muslim, thin, fat, cisgender, transgender, rich, poor, middle class, and much more. Disabilities can be visible or invisible, and disability does not discriminate. Intersectionality gives us as activists and advocates leverage to understand how these identities intersect and coexist, and how it all must be taken into account in efforts toward true diversity and inclusion, or the movement is not truly inclusive. July is Disability Pride Month, but I am proud year-round to have a disability. June is LGBTQIA+ Pride Month, but I am proud year-round of my gender and sexuality. I am proud to be who I am, and to have the identities that I hold. In the end, intersectionality is a crucial aspect of understanding identity and discrimination. If we fail to acknowledge our own and other’s intersectional identities in our everyday lives, our advocacy and diversity practices will never be truly inclusive. The author: Karli Jayne Miller (they/them), 26, is an Allentown native with a recent Master’s Degree in Communication Studies from West Chester University of PA. Inquisitive by nature and an avid conversationalist, Karli studies body politics, disability culture, LGBTQ+ activism, and inclusion. Karli is the current titleholder of the Ms. Wheelchair Pennsylvania 2020 title, and in their spare time, they enjoy spending time with their pets, collecting mini figures, and catching up on the latest shows on TLC.
The 2020-21 school year has certainly started out much like last year’s ended – with the exception of a few hurricanes thrown into the mix. By now, most schools should be open and offering brick and mortar education. Some students still might be accessing their education through a hybrid model, while others are attending a school building full time. Many parents opted out of returning to campus and decided to do virtual learning this year. Regardless of what you decided to do, it is already proving to be a different year for all involved.
Returning to School in 2020 with Our Expectations in Check
continued p.42
Every district is deciding what is best for their population, and even within the districts each school is doing something different. This often leads to confusion, frustration, and anxiety for those still trying to navigate the process. (I personally am still trying to navigate Google Classroom. I am determined I will win this battle!) What is clear though is that there are two equally loud voices in the debate of “to return or not to return to school.” Parents and teachers both are very passionate about their views on how to proceed with this year. Even the parents and teachers that are 100% behind students returning to brick and mortar agree they are skeptical about how clean a school campus can be kept. Other parents and teachers are convinced the school will be a breeding ground for COVID-19 and will end up shut back down before November. As I am writing this article, I am hearing about a fourth grader suspended in Jefferson Parish for having a BB gun in the camera’s view while in a virtual classroom. Are we going too far now? Are we trying to regulate homes? What if this was a parent with a prize rifle collection displayed in a rifle case? Would the child still have been suspended? As everyone is stressing out and trying to do the best they can, have we gotten out of control with our expectations? Our back-to-school vocabulary has also changed. Before this year, I do not think I ever heard anyone use the terms “asynchronous” and “synchronous learning.” Districts, and not the state, define terms like distance, remote, and virtual. Therefore, some parents thought they signed up for one thing, only to learn that is not how it is defined in their district. When it comes to students with disabilities, some districts are recommending students with IEPs return to campus where schools are more likely to meet their needs. Other districts are prioritizing specific disabilities or needs. Many parents have complained since March that online learning is not effective for their child with a disability and believe their child has regressed since schools closed in March. The Louisiana Department of Education has issued guidance to school districts about Compensatory Education for students with IEPs and 504 plans. Each student is supposed to be assessed for these services within one month of school reopening. However, at the end of the day, regardless of what districts are doing, children with IEPs are still expected to have their goals met. This is non-negotiable. Over the past few weeks, I have gone to the experts and asked them what they want others to know about the 2020-21 school year. This is what they have shared: Parents want educators to know: We really are trying our hardest to make this work. Seven hours of virtual learning is completely different from 7 hours in a classroom. Parents need a vocabulary cheat sheet. I do not know what all these new terms mean. Please stop treating me as if I am stupid and do not care. I am doing the best I can under the circumstances we have been given. I know my other children should not be in the video with my child, but I cannot lock them up while he is doing virtual learning. I will give you grace and patience. Please do not judge me for sending my children back to school. Children want parents and educators to know: I miss my friends. I miss school. I am trying to stay focused, but it is very hard. I hate the term “new normal.” I want my “old normal” back. My parents cannot support my on-line learning. It is not that they will not – they cannot. Nobody cares how I feel about going back to school. I heard my mom say nobody asked her, and my teachers said nobody asked them. But it also affects me and nobody asked me, either. The masks are really not a big deal. Teachers want parents to know: I am doing my best every day and cannot control the daily changes by the district or school. We are in this together. Let us be allies – not enemies. I am overwhelmed with the added responsibilities of teaching live and online simultaneously. I know this is not your problem, but please understand I am only one person and still trying to figure everything out. Please do not bash us on social media. It does not fix the problem or make me a better teacher. All teacher-bashing does is make me want to throw in the towel. I care about reaching every child I am responsible for teaching. Be patient with your children, their teachers, and yourself. I know you want your children to return to school because they need friends and socialization, but there will be no socialization in school for children this year. Teachers are just as stressed out as parents. We have not learned anything any sooner than you have. We are also lost, confused and scared. We need lots of cleaning supplies the schools are not providing to us. Not only can we not find them, we cannot afford to purchase enough Clorox Wipes for an entire school year. I never had a voice in the reopening plan. From what I have been told, no teacher had a voice in the reopening plan. I will love your children and do my best to keep them safe.
Special Education in the Time of COVID-19
Join us as Louisiana-based advocates discuss how students and their families can advocate for their special education rights and services as they return to school and/or distance learning in the Fall
Part 1: Your Rights & Preparing for the Upcoming School Year
Part 2: Compensatory Education & New Approaches to Providing SPED Services Remotely
Free WEBINARS
What's Going On?
OCTOBER 2020
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 is? 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: Bayou Land FHF Date: Thursday, October 1, 2020 Time: 11:00 am - 12:00 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: FHF at the Crossroads Date: Tuesday, October 6, 2020 Time: 10:00 am - 11:00 am Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Basic Rights in Special Education - Whether you are new to special education or involved for a while, this workshop is for you. This presentation provides families with an introduction to their rights and responsibilities as parents of children with special needs under the Individuals with Disabilities Education Act (IDEA). Parents begin to identify dreams and goals for their children, understand laws and learn advocacy strategies that will help them help their children reach those goals. Co-Sponsor: FHF of GBR Date: Tuesday, October 6, 2020 Time: 11:30 am - 12:30 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Who Needs a Surrogate Parent? - The Individuals with Disabilities Education Act (IDEA) gives parents of children with disabilities an active role in planning their child’s educational programs and decision-making. However, sometimes the parent is not available and IDEA allows a surrogate parent to fill this very important role. This training will go over the children eligible for a surrogate parent, who can be a surrogate parent and most importantly, who cannot be a surrogate parent. Co-Sponsor: FHF NOLA Date: Wednesday, October 7, 2020 Time: 12:00 pm - 1:00 pm 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 Acadiana Date: Wednesday, October 14, 2020 Time: 12:00 pm - 1:00 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Special Education FAQ - Can the school send home my child’s IEP for me to sign without a meeting? Can the school suspend my child with an IEP? What happens if I disagree with the IEP team? Can the school keep calling me to pick up my child due to meltdowns? Get answers to these questions, and more in our Special Education Frequently Asked Questions training. Date: Thursday, October 15, 2020 Time: 7:00 pm - 8:00 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. The IEP Team – Who is a Member? - To create an effective IEP, parents, teachers, other school staff—and often the child—must come together at a meeting to look closely at the child’s unique needs. This presentation will provide information on the members of the IEP team and the regulations on who must be invited to attend and participate in the development of the IEP. Co-Sponsor: FHF of NELA Date: Saturday, October 17, 2020 Time: 10:00 am - 11:00 am 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. Date: Monday, October 19, 2020 Time: 9:00 pm - 10:00 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Section 504, Title II and Student’s with Disabilities - Section 504 is a federal law designed to protect the rights of individuals with disabilities in programs and activities that receive Federal financial assistance from the U.S. Department of Education (ED). Section 504 provides: "No otherwise qualified individual with a disability in the United States . . . shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance. Learn more about this civil rights law. Co-Sponsor: Northshore FHF Date: Wednesday, October 21, 2020 Time: 11:00 am - 12:00 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Breaking the Tourette’s Stigma: Tics are Just the Tip of the Iceberg! - This one-hour webinar is to familiarize you with Tourette Syndrome and the unknown complexity of the disorder. This course is designed to provide you with an introduction to the symptoms, common misperceptions, treatment overview, tools for school and resources that can enable children living with tic disorders to live successful lives. Co-Sponsor: Tourette Association of America Guest Presenter: Heather Simpson, OTD, OTR/L | Occupational Therapist UF Health Rehab-Norman Fixel Institute for Neurological Diseases Date: Wednesday, October 21, 2020 Time: 6:30 pm - 7:30 pm (CST) Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Section 504 & Transition - In this webinar, we will assist you to understand the ITP process as it pertains to postsecondary education and other related services. We will also provide an overview of programs and resources available to your child entering postsecondary education or employment. Co-Sponsor: FHF of SWLA Date: Wednesday, October 28, 2020 Time: 12:00 pm - 1:00 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 of GBR Date: Wednesday, November 4, 2020 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 is 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 at the Crossroads Date: Wednesday, November 4, 2020 Time: 11:30 am – 12:30 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. All About Tests 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: Northshore FHF Date: Monday, November 9, 2020 Time: 12:00 pm – 1:00 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 NELA Date: Tuesday, November 10, 2020 Time: 11:00 am – 12:00 pm 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: Bayou Land FHF Date: Tuesday, November 10, 2020 Time: 7:00 pm –8:00 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 Acadiana Date: Saturday, November 14, 2020 Time: 10:00 am - 11:00 am Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Basic Rights in Special Education - Whether you’re new to special education or involved for a while, this workshop is for you. This presentation provides families with an introduction to their rights and responsibilities as parents of children with special needs under the Individuals with Disabilities Education Act (IDEA). Parents begin to identify dreams and goals for their children, understand laws and learn advocacy strategies that will help them help their children reach those goals. Date: Monday, November 16, 2020 Time: 12:00 pm – 1:00 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Unlocking Ambitious IEP Goals - Join us as we discusssome tips to help you focus on making your child’s IEP as complete as possible to ensure good outcomes. During this webinar we will discuss measurable annual goals and how they are written, your role as a IEP team member and how to create a results driven IEP. Co-Sponsor: FHF of SWLA Date: Monday, November 16, 2020 Time: 9:00 pm – 10:00 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: FHF NOLA Date: Wednesday, November 18, 2020 Time: 11:00 am – 12:00 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Special Education FAQ - Can the school send home my child’s IEP for me to sign without a meeting? Can the school suspend my child with an IEP? What happens if I disagree with the IEP team? Can the school keep calling me to pick up my child due to meltdowns? Get answers to these questions, and more in our Special Education Frequently Asked Questions training. Date: Wednesday, November 18, 2020 Time: 12:30 pm – 1:30 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students.
NOVEMBER 2020
DECEMBER 2020
Bella and Trixie
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, December 1, 2020 Time: 11:00 am – 12:00 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Basic Rights in Special Education - Whether you’re new to special education orinvolvedfor a while, this workshop is for you. This presentation provides families with an introduction to their rights and responsibilities as parents of children with special needs under the Individuals with Disabilities Education Act (IDEA). Parents begin to identify dreams and goals for their children, understand laws and learn advocacy strategies that will help them help their children reach those goals. Co-Sponsor: FHF of GBR Date: Thursday, December 3, 2020 Time: 11:00 am – 12:00 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. Date: Thursday, December 3, 2020 Time: 12:30 pm – 1:30 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. The IEP Team – Who is a Member? - To create an effective IEP, parents, teachers, other school staff—and often the child—must come together at a meeting to look closely at the child’s unique needs. This presentation will provide information on the members of the IEP team and the regulations on who must be invited to attend and participate in the development of the IEP. Co-Sponsor: Bayou Land FHF Date: Saturday, December 5, 2020 Time: 10:00 am – 11:00 am Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Special Education FAQ - Can the school send home my child’s IEP for me to sign without a meeting? Can the school suspend my child with an IEP? What happens if I disagree with the IEP team? Can the school keep calling me to pick up my child due to meltdowns? Get answers to these questions, and more in our Special Education Frequently Asked Questions training. Co-Sponsor: Northshore FHF Date: Monday, December 7, 2020 Time: 12:00 pm – 1:00 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Related Services - Children with disabilities are entitled to special education and related services. The IEP must contain a statement of the special education, related services and supplementary aids and services to be provided to the child. Participants will learn several critical elements used to determine what related services a student needs. Co-Sponsor: FHF of NELA Date: Wednesday, December 9, 2020 Time: 11:00 am – 12:00 pm 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. Date: Wednesday, December 9, 2020 Time: 9:00 pm – 10:00 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Getting and Keeping Your First Job - Getting and then keeping a job for someone with a disability can be tough. This training will go over why work is important, challenges for youth, the labor market, disability disclosure, accommodations and more. Co-Sponsor: FHF at the Crossroads Date: Monday, December 14, 2020 Time: 12:00 pm – 1:00 pm Audience:Parents, Caregivers, and Professionals of School-Aged Children/Students. How to Introduce Your Child to New Providers? - Parents rave about our in-house publications All About Me and My Portfolio and the usefulness in introducing their children to a variety of new service providers such as teachers, DSP’s, Therapists and more. Join us for this webinar where we will provide you access to these publications, instructions on how to personalize them for your child, and things you need to think about including in your personalized publication. If you do not have access to a printer, email us your publication, and we will be happy to print them out for you. Date: Monday, December 14, 2020 Time: 7:00 pm – 8:00 pm 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 SWLA Date: Wednesday, December 16, 2020 Time: 11:00 am – 12:00 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students.
Flu Symptoms Influenza (flu) can cause mild to severe illness, and at times can lead to death. Flu is different from a cold. Flu usually comes on suddenly. People who have flu often feel some or all of these symptoms: fever* or feeling feverish/chills cough sore throat runny or stuffy nose muscle or body aches headaches fatigue (tiredness) some people may have vomiting and diarrhea, though this is more common in children than adults. *It’s important to note that not everyone with flu will have a fever. COVID -19 Symptoms People with COVID-19 have had a wide range of symptoms reported – ranging from mild symptoms to severe illness. Symptoms may appear 2-14 days after exposure to the virus. People with these symptoms may have COVID-19: Fever or chills Cough Shortness of breath or difficulty breathing Fatigue Muscle or body aches Headache New loss of taste or smell Sore throat Congestion or runny nose Nausea or vomiting Diarrhea This list does not include all possible symptoms. The CDC will continue to update this list as they learn more about COVID-19.
What is the difference between Influenza (Flu) and COVID-19? Influenza (Flu) and COVID-19 are both contagious respiratory illnesses, but they are caused by different viruses. COVID-19 is caused by infection with a new coronavirus (called SARS-CoV-2) and flu is caused by infection with influenza viruses. Because some of the symptoms of flu and COVID-19 are similar, it may be hard to tell the difference between them based on symptoms alone, and testing may be needed to help confirm a diagnosis. Flu and COVID-19 share many characteristics, but there are some key differences between the two. While more is learned every day, there is still a lot that is unknown about COVID-19 and the virus that causes it. This page compares COVID-19 and flu, given the best available information to date.
How long symptoms appear after exposure and infection
Signs and Symptoms
Similarities and Differences between Flu and COVID-19
Differences: Flu Flu viruses can cause mild to severe illness, including common signs and symptoms listed above. COVID-19 Other signs and symptoms of COVID-19, different from flu, may include change in or loss of taste or smell.
Similarities: For both COVID-19 and flu, 1 or more days can pass between a person becoming infected and when he or she starts to experience illness symptoms. Differences: FLU If a person has COVID-19, it could take them longer to develop symptoms than if they had flu. Typically, a person develops symptoms anywhere from 1 to 4 days after infection. COVID-19 Typically, a person develops symptoms 5 days after being infected, but symptoms can appear as early as 2 days after infection or as late as 14 days after infection, and the time range can vary.
Similarities: Both COVID-19 and flu can have varying degrees of signs and symptoms, ranging from no symptoms (asymptomatic) to severe symptoms. Common symptoms that COVID-19 and flu share include: Fever or feeling feverish/chills Cough Shortness of breath or difficulty breathing Fatigue (tiredness) Sore throat Runny or stuffy nose Muscle pain or body aches Headache Some people may have vomiting and diarrhea, though this is more common in children than adults
Similarities: For both COVID-19 and flu, it’s possible to spread the virus for at least 1 day before experiencing any symptoms. Differences: If a person has COVID-19, they may be contagious for a longer period of time than if they had flu. Flu Most people with flu are contagious for about 1 day before they show symptoms. Older children and adults with flu appear to be most contagious during the initial 3-4 days of their illness but many remain contagious for about 7 days. Infants and people with weakened immune systems can be contagious for even longer. COVID-19 How long someone can spread the virus that causes COVID-19 is still under investigation. It’s possible for people to spread the virus for about 2 days before experiencing signs or symptoms and remain contagious for at least 10 days after signs or symptoms first appeared. If someone is asymptomatic or their symptoms go away, it’s possible to remain contagious for at least 10 days after testing positive for COVID-19. How Flu Spreads Person to Person People with flu can spread it to others up to about 6 feet away. Most experts think that flu viruses spread mainly by droplets made when people with flu cough, sneeze or talk. These droplets can land in the mouths or noses of people who are nearby or possibly be inhaled into the lungs. Less often, a person might get flu by touching a surface or object that has flu virus on it and then touching their own mouth, nose, or possibly their eyes. When Flu Spreads People with flu are most contagious in the first three to four days after their illness begins. Most healthy adults may be able to infect others beginning 1 day before symptoms develop and up to 5 to 7 days after becoming sick. Children and some people with weakened immune systems may pass the virus for longer than 7 days. Symptoms can begin about 2 days (but can range from 1 to 4 days) after the virus enters the body. That means that you may be able to pass on the flu to someone else before you know you are sick, as well as while you are sick. Some people can be infected with the flu virus but have no symptoms. During this time, those people may still spread the virus to others. Period of Contagiousness You may be able to pass on flu to someone else before you know you are sick, as well as while you are sick. People with flu are most contagious in the first 3-4 days after their illness begins. Some otherwise healthy adults may be able to infect others beginning 1 day before symptoms develop and up to 5 to 7 days after becoming sick. Some people, especially young children and people with weakened immune systems, might be able to infect others with flu viruses for an even longer time. How COVID-19 Spreads COVID-19 is thought to spread mainly through close contact from person-to-person. Some people without symptoms may be able to spread the virus. We are still learning about how the virus spreads and the severity of illness it causes. Person-to-person spread The virus is thought to spread mainly from person-to-person. Between people who are in close contact with one another (within about 6 feet). Through respiratory droplets produced when an infected person coughs, sneezes, or talks. These droplets can land in the mouths or noses of people who are nearby or possibly be inhaled into the lungs. COVID-19 may be spread by people who are not showing symptoms. The virus spreads easily between people How easily a virus spreads from person-to-person can vary. Some viruses are highly contagious, like measles, while other viruses do not spread as easily. Another factor is whether the spread is sustained, which means it goes from person-to-person without stopping. The virus that causes COVID-19 is spreading very easily and sustainably between people. Information from the ongoing COVID-19 pandemic suggests that this virus is spreading more efficiently than influenza, but not as efficiently as measles, which is highly contagious. In general, the more closely a person interacts with others and the longer that interaction, the higher the risk of COVID-19 spread. The virus may be spread in other ways It may be possible that a person can get COVID-19 by touching a surface or object that has the virus on it and then touching their own mouth, nose, or possibly their eyes. This is not thought to be the main way the virus spreads, but we are still learning more about how this virus spreads. Spread between animals and people At this time, the risk of COVID-19 spreading from animals to people is considered to be low. Learn about COVID-19 and pets and other animals. It appears that the virus that causes COVID-19 can spread from people to animals in some situations. CDC is aware of a small number of pets worldwide, including cats and dogs, reported to be infected with the virus that causes COVID-19, mostly after close contact with people with COVID-19. Learn what you should do if you have pets. Protect yourself and others The best way to prevent illness is to avoid being exposed to this virus. You can take steps to slow the spread. Maintain good social distance (about 6 feet). This is very important in preventing the spread of COVID-19. Wash your hands often with soap and water. If soap and water are not available, use a hand sanitizer that contains at least 60% alcohol. Routinely clean and disinfect frequently touched surfaces. Cover your mouth and nose with a mask when around others.
How long someone can spread the virus
People at High-Risk for Severe Illness
Similarities: Both COVID-19 and flu can result in complications, including: Pneumonia Respiratory failure Acute respiratory distress syndrome (i.e. fluid in lungs) Sepsis Cardiac injury (e.g. heart attacks and stroke) Multiple-organ failure (respiratory failure, kidney failure, shock) Worsening of chronic medical conditions (involving the lungs, heart, nervous system or diabetes) Inflammation of the heart, brain or muscle tissues Secondary bacterial infections (i.e. infections that occur in people who have already been infected with flu or COVID-19) Differences: Flu Most people who get flu will recover in a few days to less than two weeks, but some people will develop complications, some of these complications are listed above. What are the emergency warning signs of flu? People experiencing these warning signs should obtain medical care right away. In children Fast breathing or trouble breathing Bluish lips or face Ribs pulling in with each breath Chest pain Severe muscle pain (child refuses to walk) Dehydration (no urine for 8 hours, dry mouth, no tears when crying) Not alert or interacting when awake Seizures Fever above 104°F In children less than 12 weeks, any fever Fever or cough that improve but then return or worsen Worsening of chronic medical conditions In adults Difficulty breathing or shortness of breath Persistent pain or pressure in the chest or abdomen Persistent dizziness, confusion, inability to arouse Seizures Not urinating Severe muscle pain Severe weakness or unsteadiness Fever or cough that improve but then return or worsen Worsening of chronic medical conditions These lists are not all inclusive. Please consult your medical provider for any other symptom that is severe or concerning. COVID-19 Additional complications associated with COVID-19 can include: Blood clots in the veins and arteries of the lungs, heart, legs or brain Multisystem Inflammatory Syndrome in Children (MIS-C) When to seek emergency medical attention Look for emergency warning signs* for COVID-19. If someone is showing any of these signs, seek emergency medical care immediately: Trouble breathing Persistent pain or pressure in the chest New confusion Inability to wake or stay awake Bluish lips or face *This list is not all possible symptoms. Please call your medical provider for any other symptoms that are severe or concerning to you. Call 911 or call ahead to your local emergency facility: Notify the operator that you are seeking care for someone who has or may have COVID-19.
How it Spreads
Similarities: Both COVID-19 and flu illness can result in severe illness and complications. Those at highest risk include: Older adults People with certain underlying medical conditions Pregnant people Differences: The risk of complications for healthy children is higher for flu compared to COVID-19. However, infants and children with underlying medical conditions are at increased risk for both flu and COVID-19. Flu Young children are at higher risk of severe illness from flu. People at High Risk For Flu Complications Getting an annual flu vaccine is the best way to protect yourself and your loved ones from flu. If you are at high risk of developing serious flu complications, vaccination is especially important. When you get vaccinated, you reduce your risk of getting sick with flu and possibly being hospitalized or dying from flu. This season, getting a flu vaccine has the added benefit of reducing the overall burden on the health care system and saving medical resources for care of COVID-19 patients. COVID-19 School-aged children infected with COVID-19 are at higher risk of Multisystem Inflammatory Syndrome in Children (MIS-C), a rare but severe complication of COVID-19. People Who Are at Increased Risk for Severe Illness Everyone is at risk for getting COVID-19 if they are exposed to the virus. Some people are more likely than others to become severely ill, which means that they may require hospitalization, intensive care, or a ventilator to help them breathe, or they may even die. We learn more about COVID-19 every day, and as more information becomes available, CDC will continue to update and share information about risk for severe illness.
Complications
Similarities: Both COVID-19 and flu can spread from person-to-person, between people who are in close contact with one another (within about 6 feet). Both are spread mainly by droplets made when people with the illness (COVID-19 or flu) cough, sneeze, or talk. These droplets can land in the mouths or noses of people who are nearby or possibly be inhaled into the lungs. It may be possible that a person can get infected by physical human contact (e.g. shaking hands) or by touching a surface or object that has virus on it and then touching his or her own mouth, nose, or possibly their eyes. Both flu virus and the virus that causes COVID-19 may be spread to others by people before they begin showing symptoms, with very mild symptoms or who never developed symptoms (asymptomatic). Differences: While COVID-19 and flu viruses are thought to spread in similar ways, COVID-19 is more contagious among certain populations and age groups than flu. Also, COVID-19 has been observed to have more superspreading events than flu. This means the virus that causes COVID-19 can quickly and easily spread to a lot of people and result in continuous spreading among people as time progresses.
Similarities: People at high-risk of complications or who have been hospitalized for COVID-19 or flu should receive supportive medical care to help relieve symptoms and complications. Differences: Flu Prescription influenza antiviral drugs are FDA-approved to treat flu. People who are hospitalized with flu or at high-risk of flu complications with flu symptoms are recommended to be treated with antiviral drugs as soon as possible. Flu Treatment COVID-19 The National Institutes of Health (NIH) has developed guidance on treatment of COVID-19, which will be regularly updated as new evidence on treatment options emerges. While remdesivir is an antiviral agent that is being explored as a treatment for COVID-19 and is available under an Emergency Use Authorization (EUA), there are currently no drugs or other therapeutics approved by the Food and Drug Administration (FDA) to prevent or treat COVID-19. Studies are in progress to learn more. What to Do If You Are Sick with COVID-19
Content source: Centers for Disease Control and Prevention, National Center for Immunization and Respiratory Diseases (NCIRD) August 31, 2020
Approved Treatments
RaShad D. Bristo
No one at Camp Jened could’ve imagined that those summers in the woods together would be the beginnings of a revolution.
Bambi Polotzola & Chas Taylor
"Bitter or Better"
YOU DON'T NEED NETFLIX TO WATCH CRIP CAMP
In the early 1970s, teenagers with disabilities faced a future shaped by isolation, discrimination and institutionalization. Camp Jened, a ramshackle camp “for the handicapped” (a term no longer used) in the Catskills, exploded those confines. Jened was their freewheeling Utopia, a place with summertime sports, smoking and make-out sessions awaiting everyone, and campers experienced liberation and full inclusion as human beings. Their bonds endured as many migrated West to Berkeley, California — a hotbed of activism where friends from Camp Jened realized that disruption, civil disobedience, and political participation could change the future for millions. Crip Camp is the story of one group of people and captures one moment in time. There are hundreds, if not thousands, of other equally important stories from the Disability Rights Movement that have not yet received adequate attention. We are committed to using the film’s platform to amplify additional narratives in the disability rights and disability justice communities – with a particular emphasis on stories surrounding people of color and other intersectionally marginalized communities. We stand by the creed of nothing about us, without us. For too long, too many were excluded, and it is time to broaden the number of voices and share the mic.
RaShad greatest wish since childhood was to become a police officer. His drive and determination led him to pursue that dream after graduating from Grambling State University with a Bachelor’s Degree in Criminal Justice. Soon afterwards Rashed was hired and deputized by DeSoto Parish Sheriff's Office then sent to the police academy. After going through weeks of vigorous training, however, he was denied certification to become a Peace Officer just days before graduation. Opposition and discrimination met RaShad head on. Having one arm had all of a sudden become a crime in itself… Emotionally wounded and with a dream nearly shattered, RaShad recalled the words that his grandfather told him as a boy, "Son, your disability does not define you, your determination does." God moved and blessed RaShad to become a certified Peace Officer. After several years, RaShad is the only person in the State of Louisiana and the first person in the country with one arm to successfully graduate from a police academy and work in law-enforcement in the capacities of deputy sheriff, ‘D.A.R.E.’ officer, juvenile probation officer and correctional officer. RaShad is a resident of Mansfield, Louisiana. His love of God, spending time with his family and horseback riding are the things that keep him grounded and focused on fulfilling his purpose. Coming from a humble community, service to those around him has always been a priority in his life which fuels his motivational speaking, his weekly talk show on KHAM Radio as well as propelled him to becoming a published author with a memoir of his life experiences that have helped to shape his walk in life. “Life's experiences will make a person one of two ways - "BITTER or BETTER." It is your choice: "Bitter" because of past experiences and setbacks or "Better" recognizing that past experiences were not really stumbling blocks, but stepping stones…” ~ Bitter or Better: Doing More With Less Following his retirement from Law Enforcement, in 2016 he was awarded the Ken Vince Memorial Award by the Governor’s Outstanding Leadership on Disabilities (GOLD) awards for his ongoing contributions to those with disabilities across the state. Louisiana Governor, John Bel Edwards, signed an executive order creating the Louisiana Complete Count Committee (LCCC), which will help to create the 2020 Census Awareness Campaigns throughout the state. Bristo was appointed to the committee. “It’s my distinct honor to be recognized and appointed by Governor John Bel Edwards to serve on the Louisiana Complete Count Committee (LCCC) to help create the 2020 Census Awareness Campaigns throughout the beautiful state of Louisiana. The work we will do can help give our government the best information to shape our state going forward for the next decade.” RaShad sits on several other committes including The ARC of Caddo-Bossier, New Horizons Independent Living Center, Foodbank of Northwest Louisiana, Disabilty Rights of Louisiana, Statewide Independent Living Council, and newly appointed to the Louisiana Developmental Disabilities Council. He has spoken to crowds of various age groups, backgrounds, and professions on topics such as: Teacher/Staff Development: "Doing More With Less" Personal Empowerment: "Why Me?" Parenting Children With Disabilities: "No Greater Love" Character Development: "Conditions & Conclusions" RaShad’s “BITTER or BETTER” brand seeks to encourage, inspire and uplift as he is a living example of overcoming any obstacle thrown in his path. Currently, Rashad is the Community Relations Representative at Healthy Blue in North Louisiana, Regions 7 and 8 (Shreveport & Monroe). He maintains all community outreach activities and represents and implements initiatives that build relationships within the community while increasing the company's visibility. His self-motivated, enthusiastic and community-driven attitude makes this a perfect position for him. RaShad is happily married to his wife Frita for 21 years. They have two beautiful children. His oldest, Victoria, just finished three years in the United States Army, and son, Jaylen, is on the autism spectrum.
Chas Taylor
Caleb & Chas Taylor
Caleb Taylor
RaShad and Gov. Ewards
Have you ever stopped and asked the question, "Lord, Why Me?" then follow it up with, "What did I do to deserve this?" or "Why am I so different?" Life's experiences will make a person one of two ways - "BITTER or BETTER". It is your choice: "Bitter" because of past experiences and setbacks or "Better" recognizing that past experiences were not really stumbling blocks, but stepping stones that can be used to elevate you into a greater future. All of us have something about us that makes us different yet unique, and it is that uniqueness that defines us. "BITTER or BETTER": Doing More With Less is RaShad's personal story of excelling beyond the bitterness and frustration of his physical disability to pursue his dreams and live a fulfilling life.
RaShad and wife Frita
RaShad and son Jaylen
Graham at the Louisiana Baptist All-State Youth Choir
CASA p.11
WASHINGTON – U.S. Secretary of Education Betsy DeVos and Assistant Secretary of Elementary and Secondary Education Frank Brogan hosted a geographically diverse group of education practitioners to discuss successful strategies and innovative ideas they have implemented to reopen schools, rethink education and improve student outcomes during the Coronavirus pandemic. “We are happy to see folks taking advantage of these opportunities to engage with and learn from local education leaders from across the country,” Secretary DeVos told the participants. “Many of you have been working hard to find new ways to keep learning going for your students this fall. Now it’s time to put those plans into motion, to be prepared to pivot as health realities on the ground change, and importantly, to do what’s right for students. I am inspired by the creative solutions some great school leaders, in concert with their communities, have come up with to serve their students.” The forum engaged a broad audience of K-12 education leaders from across the country as they consider creative ways to help students learn this fall, including state and district superintendents, private and charter school leaders, teachers and state and local school board members representing traditional public, charter, private, and tribal networks. Below are some of the highlights of successful strategies being utilized around the country to meet students’ learning needs this fall: ACCEL Academy, Mobile, Alabama ACCEL Academy developed three options for students to learn this fall: regular in-person instruction, a hybrid option with remote learning and a night school with small class sizes ranging between one and six students per class. “We are always testing new ideas to seek success. We felt that it was very important to give [students] the opportunity to return in person safely and also give them the opportunity to learn from home. The strategy has worked tremendously well, and we’ve been able to serve as many students as can fit in our building,” said Jeremiah Newell, headmaster of ACCEL Academy. Lake Mead Christian Academy, Henderson, Nevada Lake Mead Christian Academy focused on their early effort to build confidence in their community for returning to in-person instruction by assembling a parent task force, which includes an infectious disease specialist, and ensuring that the school stays in constant communication with parents to address their concerns. “We’ve been able to be open since August 27. Students are exceedingly grateful, and our students know that they are in a coveted position, being able to attend class in person. The confidence [in the community] came from communication: putting experts together and making sure that you are hearing parents’ opinions,” said Sue Blakeley, headmaster of Lake Mead Christian Academy. Homestead School, Glen Spey, New York Homestead School, a Montessori school, created informational videos to show parents and families what to expect when the school reopened, including measures the school is taking to clean the building each day. Additionally, the Montessori school took steps to ensure students remain socially distant by placing dots on the floor to indicate where students can establish workstations, increased their stock of materials so students do not share classroom resources, and experimented with outdoor learning. “Our goal is just to keep the learning happening and make it be outdoors as much as possible where kids are safest and honestly where they are happiest,” said Nisha Gupta, head of academic and financial affairs, middle school teacher at Homestead Montessori School. Gulfport School District, Mississippi The Gulfport School District in Mississippi has taken steps to ensure learning continues if a student or teacher tests positive or quarantines due to symptoms of COVID-19. The district prepares take-home backpacks with the week’s lessons so that students do not miss their class activities while learning continues from home. Additionally, the district has hired assistants that can help in the classroom in the event a teacher must teach remotely. “Our goal was to make sure that if a child or teacher was away from school for quarantine, they were able to still learn or instruct. We use a synchronous approach so that they feel like they are in the classroom. None of the 16 high school students who tested positive missed a day of school due to the option of remote learning,” said Glen East, superintendent of Gulfport School District. Kershaw County School District, South Carolina Kershaw County schools emphasized the need for community engagement to innovatively and successfully reopen schools. This includes partnerships aimed at advancing public health, effective communication, internet connectivity, and confidence in school operational procedures. “We started by organizing a taskforce of about 50 community members that we broke down by subcommittees as we began to brainstorm what our operational procedures were going to look like. The subcommittees consisted of a lot of local health care officials, parents, teachers, and school administrators. Any community will find that if you’re willing to look, you’ve got an immense amount of knowledge and resources at your fingertips. We wanted to leverage those individuals to help us build a plan – but also build support,” said Shane Robbins, superintendent of Kershaw County School District. Participants from the U.S. Department of Education U.S. Secretary of Education Betsy DeVos Assistant Secretary of Elementary and Secondary Education Frank Brogan K-12 Education Panelists Sue Blakeley, headmaster, Lake Mead Christian Academy, Henderson, Nevada Glen East, superintendent, Gulfport School District, Gulfport, Mississippi Nisha Gupta, head of academic and financial affairs, middle school teacher at Homestead Montessori School, Glen Spey, New York Jeremiah Newell, headmaster, ACCEL Academy, Mobile, Alabama Shane Robbins, superintendent, Kershaw County School District, Camden, South Carolina A full video of the event can be found here. Closed captioning will be made available in the coming days. For more information on all the efforts the Department is taking to address the COVID-19 national emergency, visit ed.gov/coronavirus. For more information about COVID-19, please visit the following websites: https://www.coronavirus.gov, https://www.cdc.gov/coronavirus/2019-ncov/index.html and https://www.usa.gov/coronavirus.
Readout of the U.S. Department of Education’s Virtual Panel on Successful Strategies to Reopen Schools This Fall
OSEP COVID-19 Questions & Answers: Implementation of IDEA Part B Provision of Services
Colleagues: The Office of Special Education and Rehabilitative Services’ Office of Special Education Programs (OSEP) released a Questions and Answers (Q&A) document in response to inquiries concerning implementation of the Individuals with Disabilities Education Act (IDEA) Part B provision of services in the current COVID-19 environment: IDEA Part B Provision of Services OSERS/OSEP will continue to work with state and local leaders to identify any additional areas where it can provide information to support stakeholders in their important work. For more information about COVID-19, please visit: ED COVID-19 Information and Resources U.S. Government COVID-19 Information and Resources
Hamilton Relay announced that the winner of their 2020 Deaf Community Leader Award for the State of Louisiana is Vanessa Magnon. Hamilton Relay says, "Vanessa’s impact on her community is both impressive and extensive." She is a member of Hands and Voices as well as Louisiana Association for the Deaf. She has been an active participant in Life Church Deaf Ministry, Deaf Women of Faith, and Breakthrough Corner. She participated in Deaf Camp and founded the Sign Language Club at the Lafayette High School, where she was a teaching assistant. Outside of the purely Deaf experience, Vanessa has also been a great asset to those fighting cancer. Vanessa is a volunteer who helps Deaf individuals navigate cancer through her video blogs about her own breast cancer experience. Her fundraising efforts for the Leukemia and Lymphoma Society for Cancer Fundraiser won her Woman of the Year by that foundation. Vanessa is now a Project Coordinator at Louisiana Commission for the Deaf. Congratulations, Vanessa!
The holiday season is upon us again faster than a bat outta hell. What the holidays will look like this year because of coronavirus 1 can only imagine. Keeping a positive mind and attitude right now in the midst of such disarray is very hard to do… Add in the holidays, and the stress just seems insurmountable. However, it does not have to be! I am sure we all stretch ourselves thin during this time of year. Between fighting through the holiday sales crowds, attending countless holiday parties, sending out holiday cards and everything in between, being merry can be hard work. While nothing is set in stone yet, we pretty much know deep down that many of the typical events and attractions we would partake in will be canceled. The holidays will look a little different than we’re used to, but it does not have to cancel your holiday cheer. Look at the upside: this is a great time to slow down the pace. Yep, slow it down nah! This may be hard for some, and perfecting the art of slowing down takes a deliberate effort to achieve, but it is well worth it for your mind and body. Let’s take some time to walk through the upcoming holidays. WILL HALLOWEEN BE GHOSTED? Large events like VooDoo Fest and Krewe of Boo have been canceled. Is trick-or-treating canceled? Some cities have announced a ban on door-to-door or car-to-car trick-or-treating, haunted houses, and Halloween parties. Some strongly advise against it. Whether or not it will be allowed remains to be seen but if it is, will you decide to trick-or-treat or opt for doing something different? Below are some alternative ideas to trick-or-treating. Break out the Easter Eggs - Let the kids help decorate Easter eggs with Halloween stickers or use a Sharpie/paint and draw bats, ghosts, witches, or scary faces on them. Fill them with candy and have your very first Halloween scary egg hunt. Decorate - there is nothing more fun than decorating for fall. You can purchase decorations or be creative and make them with the kids. There are so many fun and creative things you can make. Get Your Grub On - get some cookie cutters in shapes of ghosts, cats, etc. and decorate with icing. Check out some of these fun ideas on Pinterest: ghost pretzels, pumpkin mousse, pumpkin quesadillas and so much more. Scary Movie Night - Stay in and binge watch scary movies or television series. Boo Someone - A Halloween boo is a little gift or treat left anonymously by a friend or neighbor. Once you've been boo'd, you hang a ghost picture on your front door, to let everyone know you've gotten your Halloween surprise. Just because 2020 is a BOO don't let it TRICK you into not having your Halloween FUN! TREAT yourself to whatever makes you HAPPY! THANKFUL AT THANKSGIVING I’ve decided no pandemic is going to take away my gratitude. Now more than ever I am so thankful for family, friends, and my health. That leads us to some questions. Is it safe to travel? Is it safe to host family gatherings? Whatever you decide for your family, make your own informed decision. Be conscious of others especially the elderly and those who are medically fragile. For the first time ever, The Macy’s Thanksgiving Day Parade will be a television only event this year. That’s okay with me because that is how I’ve always watched it. But for the thousands of locals and those who traditionally made the trek to New York it will be quite different than experiencing it in person. What about college football bowl games and the NFL’s Thanksgiving games? Since most of us watch those on television, that will probably not change. But doing so with an abundance of family or friends may look different. It is impossible to give one-size-fits-all advice, so use your best judgement based on public health guidance. Here are some suggestions for Thanksgiving Day: Structure - As much as we love to focus on the food, your holiday weekend might typically consist of things like shopping, football games, and family visits. Make sure you have a plan for how you're structuring that whole day and even the weekend. Keep things small – think about how many people you can accommodate safely, especially if you’re hosting indoors. If you’re hosting indoors or out, do you have the means to space people out? Some good options may be staggering eating times or limiting time indoors. Share a favorite recipe – if everyone loves the way you make the turkey, dressing, yams, pecan pie, etc. share your recipe with them. Or if you have time, make some extra and deliver it to them prior so they don’t miss out on their favorite. Put pen to paper - I love getting mail if it is not a bill. One year I got a thanksgiving card from a dear friend who wrote to me how thankful she was to have me in her life and how much my friendship meant to her. I cried like a baby and felt so very special. Pen someone special that you won’t get to see and tell them how much they mean to you and why you are thankful to have them in your life. Zoom – See all the beautiful faces of your family and friends by scheduling a Zoom time for everyone to get together. Of course, it isn’t the same as seeing them in person but it is a way to get to see them on this special day. Don't Forget to Count Your Blessings – Talk about this year with your children or family members. Share with them what you are thankful for, and ask them to do the same. You will be surprised at what comes out of the mouths of babes; it is eye opening and comical. Who can’t use laughter? WILL SANTA BE SOCIAL DISTANCING? Christmas, Hanukkah, Kwanza, Chinese New Year, Las Posadas, Diwali or among the holidays that take place during the month of December. I am a Christian, so our family celebrates the birth of Jesus Christ. So in our minds you cannot cancel Christmas. It will come just as it does every single year. So many different traditional events happen at this time. Will Christmas caroling take place in Jackson Square? Will the Krewe of Jingle be rolling? Will Teddy Bear Tea still happen at The Roosevelt? Will Natchitoches 2020 Festival of Lights events take place? At this time, everything is up in the air and highly unlikely. BUT - Who knows? On top of the "C" word this is also the flu season, and distinguishing between the two will cause a lot of concern (see page 26). Knowing when we will be back to some type of normalcy remains to be seen, but here are a few suggestions for celebrating Christmas social distancing (this just sounds so weird): Decorate, Decorate, and Decorate - nothing is more festive than decorating for the Christmas holidays. With the nativity scene, tree & trimmings, twinkling lights, trains, animated figures, etc., it is just a magical time of year. Nothing sparks more memories of Christmases gone by than the decorations. My favorites are the ones my kiddos made me through the years. Spend some time creating some special ones with your kiddos. Don't forget to put the year on them to commemorate the time you spent together creating them. Make Your Gifts - Instead of spending all that time fighting crowds in the mall, take some time to make some gifts instead of purchasing them. Here are some DIY ideas I found from Goodhousekeeping for all different talent levels. Craft these easy homemade ideas for the people you love most. Repeat the Above Suggestions from Thanksgiving - Instead of binge watch scary movies, binge watch holiday movies or that television series you've been meaning to watch. To Travel or Not to Travel - It's hard to imagine the winter holidays without family or travel, but in the middle of an unrestrained pandemic, it's really scary to think about carrying on as normal. Check with the Center for Disease Control to find travel restrictions and everything you need to know about traveling safely. Looking at Lights - Throw Back... For the first time since 2004 the New Orleans City Park will host the drive through Celebration in the Oaks. It looks like most drive through light celebrations will continue on with the tradition, thankfully. I'm pretty sure a lot of people will be looking for holiday cheer through decorating the outside of their homes too. This tradition has kind of gone by the wayside but I am hopeful that it will take off again this year. So jump in your PJ's, grab some blankets to snuggle in, stop and get some hot donuts and cocoa and proceed to the lights. Think of All the Money You Will Save - If you are anything like me, you have to have a new and different outfit for each of the holiday gatherings you attend. Since most people will be social distancing and a lot of the events I normally attend have been canceled... CHA-CHING! I already saved a bundle. ;) Shop online - With things as they are, it should be a no-brainer to shop online rather than going into stores and malls. Plan accordingly as a larger percent of the population will be doing their shopping online and you want to make sure to get your deliveries on time. What will happen in the next three months, only time can tell. Take the necessary precautions to protect yourself and others during this holiday season. Remember, some people are more likely than others to become severely ill. People of any age with certain underlying medical conditions are at increased risk for severe illness from viruses and flu. Older adults at the highest risk. If you are sick, take steps to care for yourself and help protect others in your home and community. I wish you all a very happy, healthy, sane and loving holiday season. Be safe!
by Bebe Bode
I will only mention coronavirus one time in this holiday story!
Returning to School - p.15
Vanessa Magnon selected for Hamilton Relay 2020 Deaf Community Leader Award for the State of Louisiana
Important Note about Question 24 on FEMA Registration Regarding Disabilities
Please pay special attention to question number 24 about people with disabilities and others with access and functional needs. Answer "yes" to this question if you have a disability, special needs, or another health or medical condition. This is the best way to note any additional disability-related losses and/or needs such as medical support assistance, durable medical equipment repairs, or replacement of assistive technology that was lost or damaged as a result of the disaster. (Examples include wheelchair, scooter, walker, CPAP machine, hearing aids, eyeglasses, screen reader). This question will also help to identify other services for which applicants may be eligible to receive reimbursement.
Sources: Center for Disease Control alphaMOM Sunny99iheart.com NOLA News Pinterest Good Housekeeping theweek.com Krewe of Boo Macy's Thanksgivings Day Parade.
LOUISIANA SURVIVORS AFFECTED BY HURRICANE LAURA CAN APPLY FOR FEDERAL DISASTER ASSISTANCE
BATON ROUGE LA – State and federal officials are encouraging Louisiana residents affected by Hurricane Laura to register for disaster assistance with FEMA as soon as possible. Disaster assistance has been made available to the state of Louisiana to supplement state, tribal and local recovery efforts in Allen, Beauregard, Calcasieu, Cameron, Jefferson Davis and Vernon parishes affected by the hurricane from Aug. 22 to Aug. 27. In order to your process application for disaster assistance and avoid denial notifications, survivors can apply by following these steps: The first step is to contact your insurance company to file your storm-damage insurance claims. The second step is to register. To do so: Call 1-800-621-3362 (FEMA) or TTY 1-800-462-7585 for the speech- and hearing-impaired. If you use 711-Relay or Video Relay Services (VRS), call 1-800-621-3362. The toll-free telephone lines operate from 7 a.m. to 10 p.m. CDT, seven days a week. Go to www.disasterassistance.gov or via web-enabled phone or tablet at m.fema.gov. If you have already applied for FEMA assistance and been denied, additional information might have been needed to fully process your application. You will need to have the following readily available: A current phone number where you can be contacted; Your address at the time of the disaster and the address where you are now staying; Your Social Security number, if available; A general list of damages and losses; and If insured, the insurance policy number, or the agent and company name. Disaster assistance may include grants for temporary housing and home repairs, low-cost loans to cover uninsured property losses, and other programs to help individuals and business owners recover from the effects of the disaster. Low-interest disaster loans from the U.S. Small Business Administration are available to homeowners, renters and businesses. Call the SBA at 1-800-659-2955 or visit www.sba.gov/services/disasterassistance.
A Commemorative Year This year marks not only the 75th observance of NDEAM, but also the 30th anniversary of the ADA. Both milestones are being commemorated with a range of events and activities centered on the theme "Increasing Access and Opportunity." Increasing Access and Opportunity Celebrating 30 years of the Americans with Disabilities Act (ADA) and 75 years of National Disability Employment Awareness Month (NDEAM). ADA30 The ADA is landmark civil rights legislation that works to increase access and opportunity for people with disabilities across society, including in the workplace. To learn more, visit ODEP's ADA webpage or its Job Accommodation Network (JAN), or learn more about advancements in disability employment since the ADA's passage in our ADA30 timeline. Disability Employment Initiative The Disability Employment Initiative (DEI) aims to improve education, training and employment opportunities and outcomes for youth and adults with disabilities who are unemployed, underemployed and/or receiving Social Security disability benefits. ODEP jointly funds and administers the DEI with DOL's Employment and Training Administration (ETA). The following resources provide more information about the DEI: Disability Employment Initiative website Disability Employment Initiative Fact Sheet, Map, and Grantee Abstracts The Disability Employment Initiative Grantee Contact Chart DEI Press Release Round Two— Official announcement of seven cooperative agreements awarded under the DEI. DEI Press Release Round Three— Official announcement of seven cooperative agreements awarded under the DEI. DEI Press Release Round Four— Official announcement of three new cooperative agreements and five continuing cooperative agreements awarded under the DEI. DEI Press Release Round Five— Official announcement of six cooperative agreements awarded under the DEI. DEI Press Release Round Six— Official announcement of six cooperative agreements awarded under the DEI. DEI Press Release Round Seven— Official announcement of six cooperative agreements awarded under the DEI. OFCCP NDEAM Event The U.S. Department of Labor's (DOL) Office of Federal Contract Compliance Program's (OFCCP) Southeast Region will host the "I AM ABLE – Access Ability Individuals with Disabilities" virtual meeting on October 6. This event, celebrating National Disability Employment Awareness Month (NDEAM), will highlight DOL's Excellence in Disability Inclusion Award winners, PepsiCo and CVS Health. The companies will discuss their disability inclusion programs. ODEP will share its resources for federal contractors, and the nonprofit organization Who Got Game will present on its peer mentoring and employment services for people with disabilities. Register for "I AM ABLE – Access Ability Individuals with Disabilities" Interagency Accessibility Forum The 2020 Interagency Accessibility Forum, "Enabling Missions through Accessible Technology: Leaving No One Behind," will be held on October 6-7 to celebrate the 75th observance of National Disability Employment Awareness Month and the 30th anniversary of the Americans with Disabilities Act (ADA). This virtual forum, sponsored by the General Services Administration, the U.S. Census Bureau, and the CIO Council, in cooperation with other federal agencies, including ODEP, will convene over 400 thought leaders from the private and government sectors to discuss strategies to increase access and opportunity for people with disabilities. Keynote speakers will include Janet Dhillon, Chair of the U.S. Equal Employment Opportunity Commission; Congressman Jim Langevin, Chair of the Bipartisan Disability Caucus; and former Senator Tom Harkin, author and chief Senate sponsor of the ADA. Virtual panel discussions will focus on three areas: Customer Experiences and Content Creation, Acquisition and Program Management, and Innovation. Register for the Interagency Accessibility Forum
Critical Needs Assistance has been approved for Louisiana eligible survivors. Those having immediate or critical needs because they are displaced from their primary dwelling may be eligible for this additional assistance. It is a onetime $500 payment per household. Here is a link that describes/explains eligibility: https://www.fema.gov/news-release/20200220/critical-needs-assistance. Info for residents that have been denied FEMA assistance: If you were affected by Laura and your disaster assistance application was denied, you can appeal by writing a letter. Include: Nine-digit FEMA application number The disaster code (DR-4559) A statement: "I hereby declare under the penalty of perjury that the foregoing is true and correct.” Full name, address of pre-disaster residence, current phone number, address, signature and date. Mail the letter within 60 days of receiving the determination letter. There are 3 ways you can submit your appeal: Online: DisasterAssistance.gov (Upload to your account) Fax: 800-827-8112 (Attention FEMA) Mail: FEMA National Processing Service Center P.O. Box 10055, Hyattsville, MD 20782-7055 Find more information: https://www.fema.gov/disaster/4559
75th observance of National Disability Employment Awareness Month (NDEAM)
The phone number to Region 5 (i.e., Allen, Beauregard, Calcasieu, Cameron, and Jefferson Davis Parishes) Emergency Operations Center (EOC) hotline for emergency/special needs shelter is (813) 763-8758.
Emergency Operation Center
About Critical Needs Assistance from FEMA and Information for Individuals Who Have Been Denied FEMA Assistance
Access to Employment Support Services for Social Security Disability Beneficiaries Who Want to Work
The Ticket to Work and Self Sufficiency (Ticket) Program is a Federally-funded employment program designed to provide Social Security disability beneficiaries (i.e., individuals receiving Social Security Disability Insurance and/or Supplemental Security Income benefits based on disability) the choices, opportunities and support they need to enter the workforce and maintain employment with the goal of becoming economically self-supporting over time. This section of the website provides basic facts about the Ticket to Work Program, including some historical information and information on the Ticket to Work Program partners. It briefly describes the role of the partners at the national, state and local levels. This includes: Social Security's Office of Research, Demonstration and Employment Support (ORDES) and the Ticket Program Manager (TPM), the Federal contractor that assists Social Security in administering the Ticket Program. Two critical community partners, the Work Incentives Planning and Assistance (WIPA) projects and the Protection and Advocacy for Beneficiaries of Social Security (PABSS) projects.
Ticket Program Basics Ticket to Work and Self Sufficiency (Ticket) Program is a Federal program designed to provide Social Security disability beneficiaries the choices, opportunities and support they need to enter and maintain employment. The goal of the program is to reduce and, whenever possible, eliminate dependence on cash benefit programs. Facts about the Ticket Program Governing regulations can be found at 20 CFR Part 411. First issued on December 28, 2001, they were revised based on lessons learned and reissued on May 20, 2008 (effective date: July 21, 2008). It is administered by the Social Security's Office of Research, Demonstration and Employment Support (ORDES). It was rolled out nationwide in phases over a three-year period (2002 - 2004). Eligible beneficiaries, called Ticket holders, are individuals age 18 through 64 who receive Social Security Disability Insurance (SSDI) or Supplemental Security Income (SSI) cash benefits, or both, based on a disability that creates an impediment to work. The Ticket Program's underlying principles are choice and individualized services. Service providers are organizations who apply to Social Security and are found qualified to provide employment services, vocational rehabilitation services, and other supports that help Social Security disability beneficiaries enter and maintain employment. Providers may be private for-profit and non-profit community organizations, national organizations, state and local government agencies, postsecondary institutions, employers, partnering providers, and coalitions of providers. Interested providers can apply to the Social Security Administration using the process outlined in the Employment Network Request for Application (RFA). Approved providers, referred to as Employment Networks (EN), must sign a Ticket Program Agreement (TPA) and abide by the requirements of the law, governing regulations, RFA and TPA. A Ticketholder's participation in the Ticket Program is voluntary and free. The beneficiary can choose if, when and where to use the Ticket. Tickets must be used with approved ENs or State Vocational Rehabilitation (VR) agencies. While beneficiaries are presumptively eligible for services available through State VR agencies, ENs may choose whether or not to accept a particular beneficiary for services under the Ticket Program. The Ticket Program is an outcome-based program. ENs are eligible for payments when the Ticketholders they serve achieve defined milestones and outcomes with regard to work and earnings. Key Stakeholders The goal of the Ticket to Work (Ticket) Program is to provide Social Security disability beneficiaries with the choices, opportunities and support they need to enter the workforce, maintain employment and ultimately become self-sufficient over time. The Ticket Program works to achieve this goal through the collaboration of dedicated stakeholders, including Social Security, the Ticket Program service providers, the Ticket Program Manager (TPM), and community partners. These community partners include Work Incentives Planning and Assistance (WIPA) projects and Protection and Advocacy for Beneficiaries of Social Security (PABSS) programs. Select any of the links above to learn more about each of these critical partners in the success of the Ticket Program. Ticket Mailings The Social Security Administration (Social Security) mails paper Tickets to beneficiaries to market the Ticket to Work (Ticket) Program. The goal of this marketing effort is to drive more beneficiaries to connect to Employment Networks (EN) and State Vocational Rehabilitation (VR) agencies for employment services that will aid them in finding, maintaining, and advancing in employment. The mailings include letters about the program, a "Ticket" inviting eligible beneficiaries to participate in the Ticket Program, and brochures titled "Your Ticket to Work." The letter briefly describes what the Ticket Program is, how it works, and how to find ENs and State VR agencies. It notes that the Ticket Program is free and voluntary to beneficiaries, and it explains that Social Security will not begin a medical Continuing Disability Review if certain requirements are met. The letter also includes information on how beneficiaries can connect to ENs and/or State VR agencies through toll free phone numbers for specific Ticket Program questions, general questions about Social Security benefits, information on new options for health insurance coverage under the Affordable Care Act, and reporting suspected Social Security fraud. Social Security mails up to 60,000 paper Tickets every month to beneficiaries who became entitled the previous month. Some beneficiaries will not be included in the mailings. View a sample letter and the brochures below. Sample Ticket (DOC) (PDF) English Brochure (PDF) Spanish Brochure (PDF) Frequently Asked Questions (FAQs) Becoming an Employment Network (EN) Operating an EN Payments Workforce State Vocational Rehabilitation (VR) agencies Partnership Plus FAQ Individual Work Plan and Ticket Assignment Process Wage Reporting Additional Resources: Job Accommodation Network (JAN) Preparing Transition-Age Youth with Disabilities for Work: What School Leaders Need to Know About the New Legal Landscape
What is the Ticket to Work Program?
Source : Social Security Administration Ticket to Work
The RCIL (Regional Center for Independent Living) Departments of Youth Leadership and Employment present "Get the Job . . . Keep the Job!", a youth work readiness video . . . a student production, student cast and crew, and a lot of fun! This unique open-captioned video is by youth with disabilities and for youth with -- and without -- disabilities. It is an overview of the right and wrong ways to apply for a job and give an interview; as well as how to request reasonable accommodations, and how to KEEP your job!
Get the Job ... Keep the Job!
NEW: Autism Focused Intervention Resources & Modules (AFIRM) The 7 support strategies were designed to meet the unique needs of children with autism during this period of uncertainty. The examples and ready-made resources are included to help caregivers implement these strategies quickly and easily. These materials purposely represent a variety of styles/designs/complexity to model the range of what may be most meaningful across ages and skills, and to demonstrate what can be generated with few materials by busy caregivers.
TIKES Mental Health Consultation Tulane offers TIKES Mental Health Consultation via telephone or secure video platform to Louisiana caregivers in need during the COVID-19 crisis. Parents, Type I, II, & III child care centers, respite care center caregivers, and others caring for young children can request a consultation. Requests are typically answered within hours and scheduled for the next day. Complete a request form to request services. Hurricane Laura Support in Baton Rouge Area Hurricane Laura Support in Lake Charles Area If you are experiencing urgent mental health needs, such as thinking about harming yourself or someone else, please find help that is available in the following places: Call 911 Go to your nearest emergency room Contact one of the below resources. All are staffed by trained crisis counselors and are free of charge, 24 hours a day, 7 days a week Crisis Text Line: text TALK to 741741 National Suicide Prevention Hotline: 1-800-273-8255 Chat: suicidepreventionlifeline.org National Domestic Violence Hotline: 1-800-799-7233 Text: LOVEIS to 22522 Child Help National Child Abuse Hotline (support to prevent child abuse): 1-800-4-A-Child or 1-800-422-4453 Text: 1-800-422-4453 Chat: childhelphotline.org
RESOURCES for PARENTS & EDUCATORS
GET RESOURCES
JAN Monthly Webcast Series The Job Accommodation Network (JAN) opened registration for its free webcast series for October 2020 through August 2021. Webcast topics include telework, veteran-related accommodation questions and answers, assistive technology updates, and more. Registration is required for each event, and space is limited. Register for the JAN monthly webcast series
Learn About Decision-Making When you think about the future, it is important to plan for how you will make decisions throughout your life. People with intellectual and developmental disabilities (IDD) make many decisions. These decisions affect every part of daily life, including buying things they need, managing a budget, and talking with doctors about health care. It is very important to plan for how decisions are made and update this plan regularly. This way, everyone can make the decisions they want. The Arc's Center for Future Planning has created free resources to help: Learn about decision-making options for people with IDD Understand the myths and limits of guardianship Learn how to make, review, and adjust a decision-making plan throughout a person's life to maximize their ability to make their own decisions.
Project R.E.S.C.U.E. Calling all parents and teachers of children (kindergarten to grade 2) who are struggling to read or who would benefit from an extra scoop of instruction during this time of remote or hybrid learning. Check out this (free) 5-12 week computerized reading program. It involves children playing a game (really!) for 20 minutes per day and will generate reports so adults can follow the research and monitor each child’s progress. Learn more at haskinsglobal.org/graphogame/rescue or send an email to rescue@yale.edu.
NEW: TeachingStrategies ® Back to School Webinar Series TeachingStrategies is offering a free, live webinar series that supports early childhood educators during a back-to-school season that is unlike any other. Participants will learn best practices and strategies to use during these unique times, such as ways to strengthen family partnerships and practice self-care. If participants are unable to attend the live webinar, please still register to receive the recorded webinars. Any questions regarding Teaching StrategiesGOLD ® can be directed to meredith.eckard@la.gov
awareness Calendar
Spina Bifida Awareness Month Spina Bifida, Latin for "Split Spine", occurs within the first month of pregnancy resulting in incomplete closure of the spinal column. It is considered the most frequently occurring, permanently disabiling birth defect. According to the Center for Disease Control and Prevention (CDC), 1,500 babies are born with Spina Bifida each year. Read More HERE
OCTOBER
Domestic Violence Awareness Month Dwarfism Awareness Month Dyslexia Awareness Month Eye Injury Prevention Month Health Literacy Month Healthy Lung Month Learning Disabilities Awareness Month National ADHD Awareness Month National Breast Cancer Awareness Month National Bullying Prevention Month National Dental Hygiene Month National Disability Employment Awareness Month (NDEAM) National Physical Therapy Month Pregnancy and Infant Loss Awareness Month Sudden Infant Death Syndrome (SIDS) Awareness Month 10/4-10 - Mental Illness Awareness Week 10/5 - Child Health Day 10/8 - World Blind Day / World Sight Day 10/10 - World Mental Health Day 10/10 - National Depression Screening Day 10/12-20 - Bone and Joint Health National Action Week 10/13 - Metastatic Breast Cancer Awareness Day 10/15 - White Cane Safety Day 10/15 - Pregnancy and Infant Loss Awareness Day 10/15 - National Latino AIDS Awareness Day 10/18-24 - International Infection Prevention Week 10/18-24 - National Healthcare Quality Week 10/19 - World Pediatric Bone and Joint Day 10/19-21 - National Health Education Week 10/22 - International Stuttering Awareness Day 10/25-31 - Respiratory Care Week 10/29 - World Psoriasis Day
National Down Syndrome Awareness Month In every cell in the human body there is a nucleus, where genetic material is stored in genes. Genes carry the codes responsible for all of our inherited traits and are grouped along rod-like structures called chromosomes. Typically, the nucleus of each cell contains 23 pairs of chromosomes, half of which are inherited from each parent. Down syndrome occurs when an individual has a full or partial extra copy of chromosome 21. Additional genetic material alters the course of development and causes the characteristics associated with Down syndrome. A few of the common physical traits of Down syndrome are low muscle tone, small stature, an upward slant to the eyes, and a single deep crease across the center of the palm – although each person with Down syndrome is a unique individual and may possess these characteristics to different degrees, or not at all.
World Cerebral Palsy Day (Oct. 6) There are 17 million people across the world living with cerebral palsy (CP). Another 350 million people are closely connected to a child or adult with CP. It is the most common physical disability in childhood. CP is a permanent disability that affects movement. Its impact can range from a weakness in one hand, to almost a complete lack of voluntary movement. World Cerebral Palsy Day is a movement of people with Cerebral Palsy and their families, and the organizations that support them, in more than 75 countries. Our vision is to ensure that children and adults with Cerebral Palsy (CP) have the same rights, access and opportunities as anyone else in our society. It is only together, that we can make that happen.
12/10 – Human Rights Day Human Rights Day commemorates the day the General Assembly of the UN adopted and proclaimed the Universal Declaration of Human Rights. The UDHR is one of UN’s major achievements as well as the first enunciation of human rights across the world.
NOVEMBER
National Drunk and Drugged Driving Prevention Month 12/1 - World AIDS Day - World AIDS Day is held on the 1st December each year and is an opportunity for people worldwide to unite in the fight against HIV, show their support for people living with HIV and to commemorate people who have died. World AIDS Day was the first ever global health day, held for the first time in 1988. 12/1-7 - Crohn’s & Colitis Awareness Week 12/6-12 - National Handwashing Awareness Week - Help Henry “Spread the Word Not the Germs” about hand washing and Hand Awareness in order to avoid any “flu” or flu-like epidemics this year. Show Henry you care about clean hands and respect the role “Our Hands” play in the spread of infection.
DECEMBER
12/3 - INTERNATIONAL DAY OF PEOPLE WITH DISABILITIES - 2020 IDPWD THEME: "NOT ALL DISABILITIES ARE VISIBLE" On December 3 this year, during the annual celebration of people with disabilities, the 2020 theme ‘Not all Disabilities are Visible’ also focuses on spreading awareness and understanding of disabilities that are not immediately apparent, such as mental illness, chronic pain or fatigue, sight or hearing impairments, diabetes, brain injuries, neurological disorders, learning differences and cognitive dysfunctions, among others.
HUMAN RIGHTS DAY 2020 DEC 10
12/7-11 - INCLUSIVE SCHOOLS WEEK This year, the Inclusive Schools Week's theme is “The Time for Inclusion is Now!” Join us in celebrating Inclusive Schools Week December 7-11, 2020!
American Diabetes Month/Diabetes Awareness Bladder Health Month Chronic Obstructive Pulmonary Disease (COPD) Awareness Month Dercum’s Disease (Adiposis Dolorosa) Awareness month Diabetic Eye Disease Month Lung Cancer Awareness Month RSD/CRPS Awareness National Alzheimer’s Disease Awareness Month National Epilepsy Awareness Month National Family Caregivers Month National Healthy Skin Month National Home Care and Hospice Month National Hospice Palliative Care Month National Stomach Cancer Awareness Month Pancreatic Cancer Awareness Month Prematurity Awareness Month 11/1 - Lennox-Gastaut Syndrome (LGS) Awareness Day. LGS is a rare form of epilepsy that causes multiple types of seizures resulting in developmental delays and cognitive impairments. 11/2-6 - International Stress Awareness Week 11/11 - Veterans Day - The theme for the 2020 Veterans Day Poster is: “Vision: Veterans in Focus.” “Looking back on centuries of Veterans’ service and sacrifice and what we have learned from the past, we must always maintain the vision for the future of Veterans. Putting the Veteran at the center, on Veterans Day we continue to honor all who served, while focusing on the needs of the next generation of Veterans.” ~ VA Statement 11/12 - World Pneumonia Day 11/13-19 - Transgender Awarness Week 11/14 – World Diabetes Day 11/16 - International Day for Tolerance 11/17 - World Prematurity Day 11/17-23 - GERD Awareness Week 11/18-24 - World Antibiotic Awareness Week 11/18 – World COPD Day 11/19 - World Pancreatic Cancer Day 11/20 - Transgender Awareness Day 11/20 - World Ohtahara Syndrome Awareness Day 11/20 - Aicardi Syndrome Awareness Day 11/24 - N24 Awareness Day - Non-24-hour sleep-wake disorder (N24) is a circadian rhythm sleep disorder in which an individual's biological clock fails to synchronize to a 24-hour day. Instead of sleeping at roughly the same time every day, someone with N24 will typically find their sleep time gradually delaying by minutes to hours every day. 11/21 - Great American Smokeout 11/21 - International Survivors of Suicide Day 11/26 - National Family Health History Day
Transition to adult healthcare is often challenging for autistic children
by Taylor White / 25 September 2020
Adolescents with autism are the least likely among young people with mental, behavioral and developmental conditions to receive guidance from their doctor on the shift from pediatric to adult healthcare, according to a new study by the United States Centers for Disease Control and Prevention (CDC) 1. Only about 9 percent of autistic adolescents received transition planning, compared with about 20 percent of those with emotional conditions and 15 percent of those with behavioral conditions. This nationally representative study is the first to focus on transition healthcare planning for children with specific mental, behavioral and developmental disorders (MBDDs), says lead investigator Rebecca Leeb, a health scientist at the CDC National Center on Birth Defects and Developmental Disabilities. “The reason that we did this study was to look and see whether children with mental, behavioral and developmental disorders were doing any better with making this transition planning than kids overall,” Leeb says. About 16 percent of adolescents with MBDDs, and about 14 percent without, received the recommended transition-planning guidance, the analysis found. “That’s extremely low. That’s the big take-home,” says Lisa Croen, director of the Kaiser Permanente Autism Research Program in Oakland, California. “The other big take-home is that for certain groups of young people, the rate of adequate transition planning is even lower, specifically the adolescents with autism spectrum disorders.” Transition planning: Leeb and her colleagues analyzed data from 29,286 adolescents, aged 12 to 17, from the National Survey of Children’s Health conducted in 2016 and 2017. More than 7,500 have an MBDD — about 3,200 had a developmental disorder and 887 were autistic. The researchers assessed transition planning based on three criteria set forth by the Maternal and Child Health Bureau: Adolescents had spoken alone with their primary care provider at their most recent preventive check-up; the doctor had given them guidance about health management and helped them understand healthcare changes that occur at age 18; and the doctor had discussed the shift from a pediatric to an adult healthcare provider. Meeting all three measures means a child has the skills and knowledge to make the switch to adult healthcare more seamless, Leeb says. Adolescents with MBDDs were categorized as having a behavioral condition, such as attention deficit hyperactivity disorder; an emotional condition, such as anxiety or depression; or a developmental condition, such as autism or intellectual disability. Parents or guardians reported the severity of their child’s MBDD and any treatments the child received, as well as whether their child met the three criteria for transition planning. Percentage of adolescents receiving guidance on switching to adult healthcare, by condition Of all the groups studied, autistic teenagers were the least likely to get appropriate counseling on transitioning from pediatric to adult healthcare. Behavioral conditions Attention deficit hyperactivity disorder 14.5% Behavior or conduct problem 13.5% Tourette syndrome 12.4% Emotional conditions Depression 26.8% Anxiety 19.8% Developmental conditions Learning disability 13.0% Intellectual disability 10.1% Developmental delay 10.1% Speech or language disorder 9.2% Autism 8.9% The researchers used parent-reported data from the National Survey of Children’s Health to determine how many teenagers met the criteria for transition planning laid out by the U.S. Maternal and Child Health Bureau. Chart: Elissa Ball and Jaclyn Jeffrey-WilenskySource: Leebet al. Get the data About one in six adolescents with an MBDD received the recommended amount of transition planning, Leeb says. Adolescents with autism were the least likely to receive transition planning. Across all MBDD groups, the proportion of young people getting enough transition planning increased with age, suggesting that primary care providers might often wait to talk about adult healthcare until a child is about to make the switch. The American Academy of Pediatrics recommends that providers start this support at about age 12, Leeb says. The findings were published in August in the CDC’s Morbidity and Mortality Weekly Report. “I think this provides a lot of information looking at specific subgroups of adolescents,” Croen says. “I haven’t seen that broken out like that before.” Filling the gap: The study is limited in that the survey relied on parent reports, Leeb says. And it offers no insight about why adolescents with autism or other developmental disabilities are unlikely to meet the transition-planning measure. “This is an important question for future research,” she says. Young people with autism or other MBDDs are more likely to have ongoing healthcare needs and challenges around coordinating care than are those in the general population, Croen says. Having a designated care coordinator could help them and their families manage the transition better. Primary care providers might also help bridge the gap by receiving better training on the unique needs of adolescents, and by organizing co-management opportunities with adult healthcare providers, Leeb says. Installing transition-planning resources within electronic medical-record systems might also help, Croen says. “Everyone plays a role,” including families and young people. Next steps for this research include digging deeper into the data to consider insurance status, Leeb says, along with “looking at ways that healthcare providers, public-health professionals and parents make sure that kids have the tools and skills to face the challenge successfully.” REFERENCES: Leeb R.T.et al.MMWR Morbid. Mortal. Wkly Rep. 69, 1156-1160 (2020) PubMed
Care gap: Doctors frequently fail to offer guidance to autistic teenagers on the transition from pediatric to adult healthcare. Valerii Honcharuk / Adobe Stock
We’ve all had that ONE child whose behavior we couldn’t quite get a handle on, that one kid we couldn’t quite connect with, the one who seemed to push our buttons the minute they darkened the door of the classroom. I’m sure I’m not the only grownup who has ever engaged in a power struggle with a five-year-old! And while I’m embarrassed to admit that, I hope that my own mistakes can help at least one other self-respecting adult who daily encounters multiples of children not to walk down the same path that I have! I just completed a short overview class on Trust-Based Relational Intervention, or TBRI. It has really impacted me and helped me to understand better the behaviors that arise when a child is “from a hard place.” Children from hard places include children who experienced distress in the womb or during delivery, were hospitalized early in life, were abused or neglected, or experienced trauma, whether natural or man-made. In other words, a LOT of the kids we see in our schools. TBRI training is designed for parents and foster parents as well as counselors, social workers, DCFS workers, and anyone else who deals regularly with children and youth. It emphasizes connection as a foundation for empowering and then correcting children. And I have to say, I’ve been impressed with what I’ve learned. Using TBRI strategies, adults are taught how to more effectively communicate with a child on the brink of shutting down, how to give appropriate choices that allow a child some measure of control, and how to listen for and respond to the need behind the behavior. Children of any age can learn to respect and not to hurt; and when used effectively, TBRI methods help children from hard places get back on a normal developmental trajectory where they can self-regulate and interact positively. This approach uses Empowering Principles to address physical needs, Connecting Principles for attachment needs, and Correcting Principles to disarm fear-based behaviors. The training is broken down into several courses: Intro & Overview, Connecting Principles, Empowering Principles, and Correcting Principles. These trainings are state-wide and currently offered via web format. The cost is $20 per class, and the class is offered in four 1.5-hour modules. For registration information, visit the Crossroads NOLA website. CEUs are offered for counselors and social workers. Another training opportunity where professionals can earn FREE CLU certificates is the Louisiana Accessible Educational Materials (AEM) virtual conference. It’s being held October 26-30 and will be conducted with Zoom. The conference is divided by day into different topic strands, and registration information can be found here. I hope this information will be helpful to you. Feel free to email me if you have questions or comments. I trust that the start of school has been kind to you! If I can offer you any assistance or resources at all, please feel free to contact me at 504-888-9111.
Transition to adult healthcare is often challenging for autistic children was originally published on Spectrum News
Trust-Based Relational Intervention
October is National Bullying Prevention Month
Bullying and Youth with Disabilities and Special Health Needs Children with disabilities—such as physical, developmental, intellectual, emotional, and sensory disabilities—are at an increased risk of being bullied. Any number of factors— physical vulnerability, social skill challenges, or intolerant environments—may increase the risk. Research suggests that some children with disabilities may bully others as well. Kids with special health needs, such as epilepsy or food allergies, also may be at higher risk of being bullied. Bullying can include making fun of kids because of their allergies or exposing them to the things they are allergic to. In these cases, bullying is not just serious, it can mean life or death. Creating a Safe Environment for Youth with Disabilities Special considerations are needed when addressing bullying in youth with disabilities. There are resources to help kids with disabilities who are bullied or who bully others. Youth with disabilities often have Individualized Education Programs (IEPs) or Section 504 plans that can be useful in crafting specialized approaches for preventing and responding to bullying. These plans can provide additional services that may be necessary. Additionally, civil rights laws protect students with disabilities against harassment. Creating a Safe Environment for Youth with Special Health Needs Youth with special health needs—such as diabetes requiring insulin regulation, food allergies, or youth with epilepsy— may require accommodations at school. In these cases they do not require an Individualized Education Program or Section 504 plan. However, schools can protect students with special health needs from bullying and related dangers. If a child with special health needs has a medical reaction, teachers should address the medical situation first before responding to the bullying. Educating kids and teachers about students’ special health needs and the dangers associated with certain actions and exposures can help keep kids safe. Bullying Prevention for Children with Special Health Care Needs Having special health care needs due to neurological, developmental, physical, and mental health conditions can add to the challenges children and young people face as they learn to navigate social situations in school and in life. While bullying and cyberbullying is an unfortunate reality for many young people, children with special healthcare needs are at greater risk for being targeted by their peers. One reason children and young adults with special health care needs might be at higher risk for bullying is lack of peer support. Having friends who are respected by peers can prevent and protect against bullying. Ninety-five percent of 6- to 21-year-old students with disabilities were served in public schools in 2017. However, children with special health care needs may have difficulty getting around the school, trouble communicating and navigating social interactions, or may show signs of vulnerability and emotional distress. These challenges can make them be perceived as different, and increase their risk of aggression from peers. Young people with special needs may benefit from, both individualized and class-wide approaches to address the specific effects of their condition and prevent them from becoming the target or perpetrator of bullying. Teachers, school staff, and other students need to understand the specific impairments of a child’s health condition, so that they can develop strategies and supports to help them participate and succeed in class and with their peers. Supporting Special Needs and Preventing Bullying at School Strategies to address student’s special needs at school can also help to prevent bullying and have positive outcomes for all students, especially tactics that use a team approach, foster peer relationships, and help students develop empathy. Some strategies include: Engaging students in developing high-interest activities in which everyone has a role to play in designing, executing or participating in the activity. Providing general up-front information to peers about the kinds of support children with special needs require, and have adults facilitate peer support. Creating a buddy system for children with special needs. Involving students in adaptive strategies in the classroom so that they participate in assisting and understanding the needs of others. Conducting team-based learning activities and rotate student groupings. Implementing social-emotional learning activities. Rewarding positive, helpful, inclusive behavior. Peer Support Makes a Difference Here are a few examples of innovative strategies used by schools to promote peer-to-peer learning, foster relationships, and prevent bullying: One high school created a weekly lunch program where student’s with and without special healthcare needs sat and ate lunch together. Several senior students led the group, and invited their friends to join. All kinds of students participated. The students got to know each other through question and answer periods and discussions over lunch. They discovered things they had in common and formed friendships. A group of them went to the prom together. Youth at one school held a wheelchair soccer night. Students with special healthcare needs that used wheelchairs coached their peers in how to use and navigate the wheelchairs to play. The students helped another peer who used a wheelchair who was interested in photography by mounting a digital camera on her chair so she could be the game photographer. Another school created a club rule that required clubs to rotate leadership responsibilities in club meetings so that every member had a chance to run the group. This allowed students with special health care needs to take on leadership roles. Peer support is an important protective factor against bullying. By working together, teachers, parents and students can develop peer education, team-building, and leadership activities that foster friendships, build empathy, and prevent bullying to make schools safer and inclusive for all students, including children with special healthcare needs.
In the month of October, across the world, from New York to New Zealand, thousands of schools, communities, organizations, and individuals will come together to release new resources, campaigns, and efforts aimed at raising awareness for bullying prevention. Nearly a decade old, Bullying Prevention Awareness month was initiated by PACER's National Bullying Prevention Center in October 2006. Since it began, the event has grown to an entire month of education and awareness activities, and is being recognized by schools and communities throughout the world. PACER recognized that students, parents, and people around the world need to become more aware of the serious consequences of bullying. “National Bullying Prevention Month has grown more than we could have ever expected,” said Paula Goldberg, PACER’s executive director. “In less than 10 years, PACER has helped to create a bullying prevention movement with millions of individuals across the globe.” PACER developed National Bullying Prevention Month and Unity Day to raise awareness and also to change the culture around bullying, which was historically considered a childhood rite of passage. “We know that bullying can lead to school avoidance, decreased self-esteem, depression, and even self-harm,” said Julie Hertzog, director of PACER’s National Bullying Prevention Center. “Bullying intervention and prevention is something in which everyone can play an important role.” Unity Day will be held on October 21, 2020. Wear ORANGE and encourage your community to wear ORANGE in support of preventing bullying and promoting kindness, acceptance, and inclusion.
Sources: StopBullying.gov, Pacer's National Bullying Prevention Center
National Bullying Prevention Awareness Month
Every October, individuals from across the nation and around the world unite with the powerful message that bullying should never be a part of childhood.
Additional resources: 5 Important Facts, Students with Disabilities and Bullying: Top five things for parents, educators, and students to know. #SeeMe Campaign video Infographics: COVID-19 and Cyberbullying La información grafica: COVID-19 y el Cyberbullying KidsAgainstBullying.org - A creative, innovative and educational website designed for elementary school students to learn about bullying prevention, engage in activities and be inspired to take action. TeensAgainstBullying.org - Created by and for teens, this website is a place for middle and high school students to find ways to address bullying, to take action, to be heard, and to own an important social cause. StopBullying.gov Stomp Out Bullying Resources to Fight Bullying and Harassment at School
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.
