Free Webinars and Training P.16
TIMES
MAGAZINE
Exceptional
What's Going ON?
Our Unconscious Bias: It Only Begins with Race & Gender P.04
LDOE
Releases 2020-2021 School Reopening Guidance P.49
ISSUE 27
JULY | AUGUST | SEPTEMBER 2020
The Warrior - bambi polotzola's' Fight for Disability Rights during COVID-19 P.32
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.
3rd Quarter July | August | September 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 Our Unconscious Bias: It Only Begins with Race & Gender 07 UPDATED Summer Fun Guide 08 Mental Illness, Isolation and Transition During COVID-19 13 “Pills, Pups, and the Pandemic” 14 Webinar Series - Sped in the Time of Covid-19 15 Healthy Blue Back to School Giveaway 16 What's Going On? 22 Guidance for Direct Service Providers, Caregivers, Parents, & People with Developmental & Behavioral Disorders 24 Guidance for Direct Service Providers 29 Governor Edwards Signs Bill in Memory of April Dunn 30 Dustin Gary Act Signed Into Law 31 Free Math classes offered for the month of July by PBS 36 Tech Safety Guide for Parents of Children With ASD 41 Governor's Office on Disability Affairs Conference 42 To Mask or Not To Mask 46 Singing the Praises of MUSIC THERAPY 49 Louisiana Department of Education Releases 2020-2021 School Reopening Guidance 48 Resources for Families & Educators 52 Awareness Calendar 55 Ed Department Issues New Guidance On Special Education Dispute Resolutions During Pandemic 56 LADDC 2020 Legislative Agenda 57 How the cerebellum is linked to autism 58 Louisiana School Finder
32 COVER STORY: The Warrior - Bambi Polotzola's Fight for Disability Rights during COVID-19
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 cshs parent liaison THUY NGUYEN thuy.nguyen@la.gov 504.896.1340 phone | 504.896.1360 fax cshs youth liaison STEVEN NGUYEN steven.nguyen@la.gov 504.896.1340 phone | 504.896.1360 fax 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
by Mary Jacob
Our Unconscious Bias: It Only Begins with Race & Gender
Over the past decade, the research and understanding of unconscious bias has exploded. I believe this is a good thing as more people want to learn more about the topic and understand how it influences our lives today. Our brains are wired to recognize patterns and make generalizations that often bias our judgment and decision-making. Sometimes, these biases can cause us to act in ways that undermine our personal values and goals. Without realizing it, we can have unconscious biases that either favor those who match our own identity, or the identity that is most culturally privileged. I am a white woman that was undoubtedly raised in a racist home. Now, my mother would have never admitted that, but her actions spoke volumes. As a child, I did not realize her actions and words were forming a bias on how I would view people in the future. Typically, challenged on any topic, I will usually research it until I feel comfortable taking a position. One of my personal pet peeves is fence hugging. I tend to respect people more, even if they think differently from me, if they can defend their position. I love a good spar on topics that are meaningful to me. However, I want the sparring to be rooted in research – not assumptions. I can respect why you feel the way you feel, if you have something to back it up. I find it very difficult to respect negative assumptions based on zero facts. For me personally, after I researched it, I then went to a friend, who would have an honest conversation with me about these biases. I concluded I was racist after speaking to a friend, who happened to be black, about this topic. Personally, I do not believe I could have asked another white woman the questions I needed to ask and get the same response. That conversation was very enlightening, as she already knew what I was just learning. The amazing thing was, she never once judged me, even though; I have done things that were in her opinion racists acts. She knew, I was not aware and the seeds were planted when I was born. She admitted anyone living in society, regardless of the color of your skin, gender or anything else has biases, but it’s up to us to recognize them, own them, and then manage them. I was particularly surprised she used the term “manage them” and not eliminate them. She knew you cannot just eliminate biases, but you can learn to manage them. She said the biggest problem is most people do not even want to acknowledge they have them. My friend confirmed what research said, unconscious bias is also known as implicit bias and we all have them to some degree. This does not necessarily mean we will act in an inappropriate or discriminatory manner. It just means we need to acknowledge they exist and understand how they inform decision-making. This is especially critical for anyone that is charged with making decisions that must embody fairness and justice. Think about it, as your brain is a platform, in which your unwitting discrimination rests. Living on these platforms are all of our experiences, which forms filters that cause conclusions to be reached about certain groups of people. In an article by Insight Education Systems, titled Unconscious Bias & Implicit Bias: The Underlying Platform of Discrimination in the Workplace, gave these examples of our unconscious or implicit biases: Resumes with ethnic sounding names pushed down in the selection for interviews. Asian candidates given priority positions requiring math and science. Women more frequently interrupted in business meetings. Some team members, who arrive late to a meeting, are welcomed and given a brief update on what transpired prior to their arrival. Other team members, based on a racial, gender, generational or other differences, receive only a fleeting glance from the leader, subtly conveying a message of admonishment with no welcome or update offered. For example, in the case of the review of resumes, the Implicit Bias is the unconscious state of mind that minorities are less qualified. The MicroInequity is choosing to push the resume to the side. In the case of the priority for Asians in math and science, the Implicit Bias is the belief that these skills are dominant for that ethnic group. The MicroInequity is making the job offer. In the example of women being interrupted more frequently, the Unconscious Bias is that men have more important things to say and are more authoritative. The MicroInequity is to actively disregard female colleagues’ remarks and marginalize their contribution by speaking over them. In the case of different treatment when a colleague arrives late to a meeting, the Unconscious Bias is that we hold opinions about people’s value, power and influence, unwittingly. The MicroInequity is the clear difference in behavior by being vocal and providing the information to one while withholding this same information from, and remaining silent with another. In this particular example, there is an important distinguishing point. If the same negative treatment is consistently delivered to everyone, then it is not a MicroInequity – It is simply consistently delivered bad behavior. It is only when delivered differently, to different groups or individuals, that the behavior becomes a MicroInequity. Most critically, the only way implicit bias and unconscious bias can be managed is by identifying the MicroInequities that reveal them. The unconscious bias comes in all forms, the most common being race and gender. However, they also include things like women’s hair color, body shape, sexual preferences, childless couples, etc. The list is literally endless. Nevertheless, one of the places it is the most recognized is in schools and specific to children with disabilities. I do believe schools are becoming more aware of the impact of unconscious bias can have on overall student outcome. However, I think it is still heavily weighted on race and gender – not disability. Furthermore, even for those becoming more aware of it, I am not convinced they are committed to ongoing professional development to change this bias practices. If we are honest with ourselves, individuals with disabilities – particularly students – are viewed from a different lens. Our expectations for academic performance and what “we” the nondisabled define as successful is lowered. We tend to celebrate things that some people with disabilities do not want celebrated because it is not a big deal to them. An example of this is a social media campaign we use to do every spring called #ThinkABILITY, where we featured someone different every day for the month of March. Our goal was to highlight people with disabilities doing things that most people did not think was possible. It seemed like a good idea at the time. What I did not anticipate was individuals with disabilities telling me nothing about what they were doing was special. The things they were accomplishing were the same things everyone without a disability was expected to accomplish – so why point out they were special. If anything, we might have unknowingly been perpetuating the idea that these things are not possible for most people with a disability. Sadly, we can even take disabilities and break it down to more disability specific bias. It might seem counter-intuitive, but how often do we hear things like children with autism are difficult and unpleasant, whereas children with Down syndrome are seen as sweet and loving. These feelings may be natural, as most teachers I know would definitely want to teach the more pleasant child, but if we continue to put students in buckets based on a diagnosis, we are not looking at students as a whole person, but rather as a specific disability. This reminds me of years ago when my oldest daughter was diagnosed with ADHD. The school wanted to place her in a class for students with emotional and behavior disorders. This decision was based solely on their experience that students with ADHD had behavior problems. My daughter was a dreamer – not a noisemaker. She was not hyperactive and the teacher tended to forget she was even in the class because she was that quiet. Therefore, it was their bias that brought them to the conclusion that she was going to have behavior problems based on a single diagnosis. In my 25 years at Families Helping Families, I have seen this happen so many times. I have heard parents only want a certain diagnosis so their child can get a check. Now every child with that diagnosis is assumed to get a check. Well anyone that knows how social security disability works knows, nothing is that easy. There are no easy checks. The thing I hear the most now is about Autism. We seem to have a bias dependent on if a child is “high functioning vs low functioning”. Some parents are completely okay with the Asperger’s term but highly sensitive if you say their child is on the autism spectrum. I have a single belief; all students have the right to reach their full potential. Teresa Cooper has a Master of Science in Education for Curriculum, Instruction, and Assessment and a BA in Psychology and a special educator for eight years. She says, not all teachers are comfortable with, or even express happiness with, having special education students in their classrooms. Teacher bias against special education students is real, and given the fact that a more positive attitude leads to more positive results means this must be addressed. When teachers have lower expectations for a student, their behavior toward them creates a self-fulling prophecy. This creates a cycle of expectations that can keep some students from reaching, or even realizing their potential. In a study conducted by MacFarlane and Woolfson (2013) found that teachers with a more positive attitude toward students with special needs engaged in more inclusive practices. We know from research that children engaged in inclusion are more likely to reach their full potential. Beverly Daniel Tatum, Ph.D., said it best, “We absorb bias in the same way we breathe in smog – involuntarily and usually without any awareness." Over the past week, I have seen this meme on social media, “What if I told you it’s okay to change your mind based on new factual information?” Get yourself some new factual information and don’t be afraid to change your mind, if needed.
We are all products of our upbringing and environment – and that cannot be changed. However, what can be changed is how we control that script for our children, grandchildren and others that may look at us to see how we model our actions.
About five years ago, I went to a national conference where the keynote speaker spoke about unconscious bias. I can honestly say I did not know much about the topic before this presentation, but it peaked my interest enough to want to learn more about it. The thing that peaked my interest the most was hearing the speaker explain why everyone to some degree is racist due to our own unconscious biases. She was using this example to demonstrate the inequities in early childhood education. She spoke about her own biases that took her years to recognize, were being formed at infancy, out of no fault of her own. We are all products of our upbringing and environment – and that cannot be changed. However, what can be changed is how we control that script for our children, grandchildren and others that may look at us to see how we model our actions.
ET
We have added more resources in our Summer Fun Guide for Families. We hope you enjoy your summer!
“Pandemics and mental illnesses are best friends They both find ways of triggering your paranoia.” ~Dr. Rachel Kallem Whitman Disability advocates Dr. Josie Badger, Alisa Grishman and Dr. Rachel Kallem Whitman share what they're struggling with and laughing at during the stay-at-home orders.
“What you resist, persists. The more I live WITH my disorders, the more power I have to control them.” ~ Kevin You are not alone: We appreciate these compelling personal stories collected by NAMI. Here, Kevin, who has ADHD, Dyslexia, Bipolar and PTSD, shares his story of his road to wellness.
Transition is a challenging time for anyone moving from school to adult life, but for those with mental illness and other “invisible” conditions, it can be especially challenging. Research shows that one in 5 teens aged 12-18 have at least one mental health disorder. Among the more common mental disorders that can be diagnosed in childhood are attention-deficit/hyperactivity disorder (ADHD), anxiety, and behavior disorders. This RAISE The Standard focuses on resources for teens with mental illness as they transition to adult life, and touches on how the COVID-19 pandemic has amplified some of the challenges. National Technical Assistance Center on Transition (NTACT) has issued guidance on Transition resources during the COVID-19 outbreak. Wondering about how to access rehab services during COVID? The US Department of Education has issued a guidance Q&A on applying for services.
PERSPECTIVES
Mental Illness, Isolation and Transition During COVID-19
MAKING YOUR POINT
Q&A: Guidance for Youth with Mental Illness and Families on Transition to Adult Life This Q&A developed by the American Academy of Child and Adolescent Psychiatry, offers advice and guidance to youth with mental illness and families to help make the transition to adult life. Q: What steps should you take to get ready for college or work if you have a mental health issue? A: Planning should start with treatment providers (doctors and therapists) as early as 1–2 years before the transition. Planning should include: practicing daily life skills - everything from managing money to taking care of hygiene learning about your diagnosis and what to tell employers, teachers, or school practicing taking charge of your healthcare, such as making appointments, filling prescriptions, taking medications consistently, learning how to use your health insurance learning where and how to get help, for example from your company’s Employee Assistance Program (EAP), the school’s Student Counseling and Student Disability Centers, or treatment providers in the new local community Q: What are the rights of young adults in regard to keeping health care information confidential and the rights of parents in regard to getting health care information about their adult children? A: Decisions on how much communication the young adult wants and will allow between their family and treatment providers should be made before the young person moves out of the family home or leaves for college. This should include the signing of consent forms by the young adult if they want their family to communicate with their treatment providers. Protection of personal health care information is determined by a set of federal laws known as HIPAA (Health Insurance Portability and Accountability Act) as well as state statutes. Another federal law called FERPA (Family Educational Rights and Privacy Act) protects student records and applies to college students. It is important to know that anyone with serious concerns about the health and safety of a family member or friend can always contact the local police, employee assistance program, or student health/counseling center of the young adult even without signed consent. Q: Are there tips that can help with being consistent with treatment, such as taking medication as recommended and/or keeping therapy appointments? A: Practice (or have your child practice) taking care of mental health and medical needs while still in high school. For example, learn (or teach your child) how to use insurance, fill a prescription, and schedule and keep track of appointments. Taking advantage of technology such as one of the many available "Medication Reminder", "Appointment Reminder", and "Mood Log" apps can be very helpful. If possible, plan to meet with new treatment providers before ending treatment with your old providers and make sure to request communication between them. Q: What can be done when a young adult doesn’t want help or doesn't think that they need help? A: Keep communicating. Often young adults deny or do not understand that they have a mental health problem. Sometimes they need to hear it many times or from multiple people before they will listen and seek help. You may be the one to plant the seed that starts them on the road to getting help.
DIGITAL RESOURCES TeenMentalHealth.org offers a terrific array of digital resources. The materials are offered in French, English and Spanish and include resources for teens, parents and educators. Promoting Positive Pathways to Adulthood (PPPA) is an online knowledge transition initiative that was developed to address the need for well-trained service providers to work with youth and young adults in the transition years who have mental health needs. A Toolkit of Exercises to Accompany the Promoting Positive Pathways to Adulthood Online Training Modules for Service Providers. Funded by the National Institute on Disability, Independent Living and Rehabilitation Research (NIDILRR) ,and Substance Abuse and Mental Health Services Administration (SAMHSA), and developed by Portland University School of Social Work in 2020, the training integrates the best available practice and research knowledge on how to increase the engagement of transition age youth with serious mental health challenges in services. The training modules are designed to build the capacities of direct service providers, including peer support providers and family support providers who are working with youth and young adults aged 14-29 who have mental health difficulties, and their families.
TOOLS THAT WORK
THE GO TO RESOURCE FOR I&R AND SUPPORT FOR MENTAL ILLNESS NAMI, the National Alliance on Mental Illness is the nation’s ‘go to’ resource center for information, referral and support for those with mental illness. We turn to them for a 101 review of mental illness. What IS mental illness: When is normal sadness, depression? When are normal mood swings bipolar? When is normal worry anxiety? When is normal planning and preparation obsessive?
A CLOSER LOOK
10 Common Warning Signs of a Mental Health Condition in Teens and Young Adults Telling the difference between what expected behaviors are and what might be the signs of a mental illness isn't always easy. There's no easy test that can let someone know if there is mental illness or if actions and thoughts might be typical behaviors of a person or the result of a physical illness. Each illness has its own set of symptoms but some common signs of a mental health condition can include the following. Warning signs and symptons in English and as it affects the Latino community La salud mental en la comunidad latina
The goal of the STELLAR (Supporting Transition to Engaged Lives by Linking Agency Resources) project is to assist transition-age youth (14-26) with disabilities, their parents, family members, guardians and advocates; or other authorized representatives of the individual to effectively engage in vocational, independent living, and rehabilitative services. Based in Missouri, STELLAR is one of 7 RSA PTIs nationwide that provides various training and programming to youth/young adults with disabilities and their families, professionals, and other PTIs on the issues surrounding Youth Transition, the period of time between adolescence and adulthood. They are funded by the Rehabilitation Service Administration (RSA) under the Office of Special Education and Rehabilitative Services (OSERS), which is part of the US Department of Education. Some of the resources from STELLAR include a disability disclosure fact sheet. National RAISE Center@SPAN, Newark, NJ, Author. © 2020 RAISE Center
DOMESTIC ABUSE DURING COVID The COVID-19 crisis is increasing risk for those living in homes where there is family violence. Social isolation, disrupted routines, financial and/or food insecurity, suspension of in-person schooling and ongoing uncertainty are exacerbating dangerous conditions for some children and youth who may not already be considered at risk. Children and youth who experience physical, sexual, family violence and/or neglect no longer have a safe refuge at school, nor do they have access to a trusted adult to talk to in person and watch out for them. An increase in mental health concerns for parents can impact children and youth, putting them at higher risk for family violence and child abuse. The University of British Columbia offers these questions that professionals can ask: Question to ask teens and youth What have you been doing this past week? What has been enjoyable? What has been difficult? Is there anything you or your family need(s)? Do you have any concerns you would like to share? Questions to ask parents How are you managing right now? Are you able to find some relief during your day? Do you need help meeting particular challenges? Is there anything we can do to help you meet your child’s needs? REMINDER: If you know family violence or abuse is occurring, call your states child protective services agency. If danger is imminent, call 9-1-1. Voices4Hope is a place for teenagers and young adults with mental health conditions to find resources and stigma busting information that can help us lead happy and independent lives.
“Pills, Pups, and the Pandemic” by Dr. Rachel Kallem Whitman
RESOURCE
continued on p.21
TAKE ACTION
Let me start off by saying mental illness and pandemics are friends. Actually, not just friends, best friends, who share the same passion: making people sick. COVID-19 is threatening and devastating the health and livelihood of so many people. We’re not just wrestling with boredom and demands for bangs, we’re straddling a scary line between who has the right to live and who doesn’t. People with mental illnesses, disabilities, and those living with chronic illnesses, are struggling especially hard. For many people with mental illnesses COVID-19 has been particularly triggering. We’re isolated and lonely; food and resources are limited; connecting with your therapist and psychiatrist requires a smartphone or a computer as well as internet access and privacy; and you might have lost your job or are experiencing financial strain. Believe me, I could go on. COVID-19 is compromising our safety both physically and mentally and we need to keep our brains and bodies as healthy as possible. It is of utmost importance that we practice intentional and actionable selfcare. What makes you feel better? Do it. Now more than ever we need to reflect on our needs and commit to taking care of ourselves. Don’t just talk about slapping on that purifying lavender face mask, do it. Don’t just talk about learning the ukulele, do it. Don’t just talk about Zooming with friends and family, do it. You get the idea! I live with bipolar disorder, not something I usually say to introduce myself, I usually start with “I love cheese more than life itself,” but many of the things I already mentioned are part of my pandemic narrative. I’m doing the best I can to implement interventions that will help keep me healthy. Living with bipolar disorder means I’m constantly in a tug-of-war between hypomania, mania, psychosis,* and depression, as well as the days when I’m steady and balanced. Things have been tough living in this chaotic and uncertain new world, but I have two forms of selfcare that are really, really helping me stay safe, sane, and content. If I have to pick my top two selfcare methods they would be: pills and pups! Ok, ok, I’ll give you one more method of selfcare: watching the movie “Clueless.” “Clueless” is my favorite movie of all time — arguably the best movie of all time — and when I’m bonkers watching it is incredibly soothing. Why? I don’t know, brains are weird! You asked. But as much as this clever and charming movie starring rambunctious teens navigating high school and bare midriffs is reassuring that there is good in the world, the pills and pups are a bit more impactful. Not everyone with a mental illness needs to take medication, but I do. Bipolar disorder is not my identity so I do everything I can to quiet my symptoms. They Pill, Pups p.13 get loud but with the right tools I can give them a heavy shush. Medication is one of my favorite tools and I’m lucky that for the most part my brain responds positively to my meds- meaning they work. One of the reasons I’ve been doing well so far – considering the fact Earth is trying to evict us (I kinda don’t blame her) – is because of my trusty cache of pills. Lithium, Seroquel, Lamictal, Klonopin, Ativan, Vraylar, and medical marijuana are some of my best friends. Thanks for keeping me healthy, gang! They play a huge role in keeping me centered and safe – and they empower me to be myself and live life the best I can – even during a quarantine. Meds are important but definitely not as cute as my second selfcare method: My pups! Bella Fabulous and Trixie Pickles are my bffs (best friends forever, I’m hip, I know what that means) and I can’t imagine not having them in my life. During this tumultuous time they make me feel purposeful and hopeful. Right now we have very little control over what’s happening in the world and in our own lives and this lack of control feels overwhelming and frightening. But while I can’t control the stress of the universe, I can take excellent care of my pooches who are the center of my universe (So cheesy! So true). Feeding them, playing with them, walking them, giving them treats, brushing their teeth, cutting their hair (giving your dog bangs and layers is a lot more challenging then you might think, thanks for the web of lies, YouTube), and lots of snuggling. These little stinkers need me and I’m there for them. Taking care of them is taking care of me. Your pandemic narrative might not include pills. And – I can’t believe I’m saying this – but maybe you don’t like puppies (can you hear my heart breaking?). While I make sure to fill my prescriptions and give my puppies their own happy life, you need to find and fill your own toolbox; figure out what works for you, what doesn’t, and make sure it becomes part of your routine – both during this time of crisis and in the life that follows. Now go treat yourself well and watch “Clueless,” just do it! *Teachable moment: “psychosis” isn’t synonymous with “violence.” Psychotic just means your brain kicked you in the gut and ran off with reality leaving you in a crazy void that can be hard to crawl your way out of; aka you lose touch with reality and you’re not necessarily dangerous. People with mental illnesses are significantly more likely to be the victims of violence then perpetuate them. Use “psychosis” in a non-derogatory sentence today. The more you know! My debut novel, “Instability in Six Colors” paints a vivid picture of what it is like living with chronic mental illness, trauma, and a complicated relationship with sanity, safety, and suicide. Through raw, honest, emotional, and poetic storytelling I seek to narrate my own journey, navigate my own recovery, and kindle hope for those impacted by mental illness. My mission is to create an inclusive community that empowers individuals to look beyond their illness to find themselves. You can buy this bipolar narrative through One Idea Press, a woman-owned independent press based out of Pittsburgh, PA, as a paper copy or ebook. For more of my work please be sure to check out my blog.
STELLAR PROJECT
Free WEBINARS
What's Going On?
JULY 2020
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: FHF of Greater Baton Rouge Date: Monday, August 3, 2020 Time: 11:00 am - 12:00 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Accommodations vs. Modifications - Meeting after meeting, parents and teachers use the words “accommodation” and “modification” almost interchangeably when discussing IEPs and student needs. If understood and used correctly, these words can greatly impact the success of a child’s educational program. Get answers to these questions and more: How can accommodations and modifications help my child in the general education classroom? How is it included in IEP and which accommodations are provided for state testing? Co-Sponsor: Northshore FHF Date: Monday, August 3, 2020 Time: 12:30 pm - 1:30 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Introduction to Special Education - Do you suspect your child could benefit from special education and related services? Or, Is your child newly evaluated? If so, this training is perfect for you.This intro to special education will give you a strong foundation to build future knowledge.You will learn the very basics through the philosophy of special education, the laws, evaluation process, and ultimately an IEP. Co-Sponsor: FHF of Acadiana Date: Monday, August 10, 2020 Time: 11:00 am - 12:00 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Dyslexia Webinar - More Information to come. Presenter: DeJunne’ Clark Jackson, MA, MAT, MEd, CALT Decoding Dyslexia Louisiana State Leader Learning Fundamentals Educational Therapy & Consulting, Owner/Therapist Date: Monday, August 10, 2020 Time: 7:00 pm - 8:00 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Basic Rights in Special Education - Whether you’re new to special education or involved for a while, this workshop is for you. This presentation provides families with an introduction to their rights and responsibilities as parents of children with special needs under the Individuals with Disabilities Education Act (IDEA). Parents begin to identify dreams and goals for their children, understand laws and learn advocacy strategies that will help them help their children reach those goals. Co-Sponsor: FHF at the Crossroads of Louisiana Date: Wednesday, August 12, 2020 Time: 11:00 am - 12:00 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Registration link: 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: Bayou Land FHF Date: Thursday, August 13, 2020 Time: 12:00 pm - 1:00 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 Southwest La. Date: Tuesday, August 18, 2020 Time: 10:00 am – 11:00 am Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Back to School… Now What? - This informative webinar will address the present state of returning to school during the COVID-19 crisis. Topics of discussion will include maneuvering through the current education system, sharing of resources available for students/families, and advocating for your child's needs. Easy DIY learning activities will be included to address common academic concepts for reading and math (K-5). Presenter: Dawn C. Duxworth, M.Ed, Educational & Disability Services Consultant Date: Tuesday, August 18, 2020 Time: 7:00 pm - 8:00 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Registration link: 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 Northeast Louisiana Date: Saturday, August 22, 2020 Time: 10:00 am - 11:00 am Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. All About Tests and Assessments - This webinar we will talk All About Assessments and Testing. It will answer some frequently asked question regarding assessments and testing, when to have your child evaluated and interpreting those assessment results. Co-Sponsor: FHF NOLA Date: Tuesday, August 25, 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: Northshore FHF Date: Monday, July 6, 2020 Time: 12:00 pm – 1:00 pm Audience: Parents, Caregivers, & 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: Wednesday, July 8, 2020 Time: 10:00 am – 11:00 am Audience: Parents, Caregivers, & Professionals of School-Aged Children/Students. Basic Rights in Special Education - Whether you’re new to special education or involved for a while, this workshop is for you. This presentation provides families with an introduction to their rights and responsibilities as parents of children with special needs under the Individuals with Disabilities Education Act (IDEA). Parents begin to identify dreams and goals for their children, understand laws and learn advocacy strategies that will help them help their children reach those goals. Co-Sponsor: FHF of Southwest LA Date: Wednesday, July 8, 2020 Time: 11:30 am- 12:30 pm Audience: Parents, Caregivers, & 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 Northeast LA Date: Monday, July 13, 2020 Time: 7:00 pm – 8:00 pm Audience: Parents, Caregivers, & Professionals of School-Aged Children/Students. How to Introduce Your Child to New Providers? - Parents rave about our in-house publications All About Me and My Portfolio and the usefulness in introducing their children to a variety of new service providers such as teachers, DSP’s, Therapists and more.Join us for this webinar where we will provide you access to these publications, instructions on how to personalize them for your child, and things you need to think about including in your personalized publication.If you do not have access to a printer, email us your publication, and we’ll be happy to print them out for you. Co-Sponsor: FHF of Acadiana Date: Tuesday, July 14, 2020 Time: 11:00 am – 12:00 pm Audience: Parents, Caregivers, & Professionals of School-Aged Children/Students. Anatomy of the IEP - Like a biology student, this presentation will dissect the parts of the IEP document and examine their functions individually, learning their meanings and application. It will provide constructive and practical tips to help create an IEP that supports all of the student's needs. We will explore the parent’s role in the IEP process and learn the basics of their child’s right to special education services, the process of developing special education plans, and the parent’s role. Co-Sponsor: FHF at the Crossroads Date: Tuesday, July 14, 2020 Time: 12:30 pm – 1:30 pm Audience: Parents, Caregivers, & 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 NOLA Date: Tuesday, July 21, 2020 Time: 12:00 pm – 1:00 pm Audience: Parents, Caregivers, & Professionals of School-Aged Children/Students. Advocacy 101 - As parents or advocates of individuals with disabilities, knowing how to advocate effectively is critical. Advocacy is defined as taking action in support or opposition of a cause or issue. Advocacy can be done through education, outreach, and grassroots organizing. This training will provide you the basics on how to become an effective advocate. Co-Sponsor: Bayou Land FHF Date: Tuesday, July 21, 2020 Time: 9:00 pm – 10:00 pm Audience: Parents, Caregivers, & 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: FHF of Greater Baton Rouge Date: Thursday, July 23, 2020 Time: 11:30 am – 12:30 pm Audience: Parents, Caregivers, & Professionals of School-Aged Children/Students. All About Tests and Assessments - This webinar we 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. Date: Saturday, July 25, 2020 Time: 10:00 am – 11:00 am Audience: Parents, Caregivers, & Professionals of School-Aged Children/Students.
AUGUST 2020
SEPTEMBER 2020
Unlocking Ambitious IEP Goals - Join us as we discuss some 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 Acadiana Date: Wednesday, September 2, 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. Co-Sponsor: FHF NOLA Date: Wednesday, September 2, 2020 Time: 11:30 am – 12:30 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Introduction to Special Education - Do you suspect your child could benefit from special education and related services? Or, Is your child newly evaluated? If so, this training is perfect for you. This intro to special education will give you a strong foundation to build future knowledge. You will learn the very basics through the philosophy of special education, the laws, evaluation process, and ultimately an IEP. Co-Sponsor: Northshore FHF Date: Wednesday, September 9, 2020 Time: 12:00 pm – 1:00 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Basic Rights in Special Education - Whether you’re new to special education or involved for a while, this workshop is for you. This presentation provides families with an introduction to their rights and responsibilities as parents of children with special needs under the Individuals with Disabilities Education Act (IDEA). Parents begin to identify dreams and goals for their children, understand laws and learn advocacy strategies that will help them help their children reach those goals. Co-Sponsor:FHF Northeast Louisiana Date: Thursday, September 10, 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. Co-Sponsor: FHF Southwest Louisiana Date: Saturday, September 12, 2020 Time: 10:00 am - 11:00 am Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. IEP Tips and Pointers -This webinar features tried and true tips on how to positively advocate for your children, strengthen the relationships between parents and service agencies, and help create the appropriate IEP program. This webinar is perfect for families looking for ways to make the IEP meeting a more positive experience for everyone involved. Co-Sponsor: FHF at the Crossroads Date: Monday, September 14, 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 Greater Baton Rouge Date: Monday, September 14, 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: Bayou Land FHF Date: Wednesday, September 16, 2020 Time: 12:00 pm - 1:00 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Developmental Disabilities Services Available for Children - In addition to waiver services, Louisiana offers several programs for children with developmental disabilities.Some of the programs include Family Flexible Funding, EPSDT, and Individual Family Support. Join us to learn what other services are available for your child with a developmental disability and learn how waiver services are changing in Louisiana. Guest Presenter: Karen Scallan Date: Monday, September 21, 2020 Time: 9:00 pm - 10:00 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Discipline Rights of Special Education Students - This webinar will focus on the procedures when disciplining students with disabilities at school and the rights of parents and students during the discipline process. Participants will also learn more about manifestation determination review, the 10-day rule, and behavioral intervention plans. Guest Presenter: Natasha Quiroga, PREP Director & Senior Counsel, Lawyers' Committee for Civil Rights Under Law Date: Wednesday, September 23, 2020 Time: 12:00 pm – 1:00 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students.
Dr. Rachel Kallem Whitman is an educator, advocate, and writer who has been shacking up with bipolar disorder since 2000. Rachel is an adjunct professor who teaches courses on unpacking ableism (disability oppression) and her speeches, interviews, and writings on the topic have garnered acclaim locally in Pittsburgh, across the United States, and internationally. Rachel credits her success to the support of her loving partner, her everlasting passion for advocacy, a house full of pets, smoked Gouda, and her unshakeable sense of humor. Rachel’s work has empowered her to look beyond illness to find herself.
Bella and Trixie
Centers for Disease Control and Prevention
Service Dogs, Opening Doors to Independence!
Guidance for Direct Service Providers, Caregivers, Parents, and People with Developmental and Behavioral Disorders
People with developmental and behavioral disorders may live in group homes or interact with Direct Service Providers (DSPs). CDC has provided guidance for group homes and DSPs who provide assistance to people with disabilities. Many of the recommendations for COVID-19 preparation and response described in those guidance documents also apply to caregivers and DSPs for people with developmental and behavioral disorders. Accommodations, modifications, and assistance Special considerations may be needed for people with developmental and behavioral disorders who have limited mobility, have difficulty accessing information, require close contact with Direct Service Providers, have trouble understanding information, have difficulties with changes in routines, or have other concerns related to their disability. They may need special considerations for communication and preventive actions such as: Check with organizations that support people with developmental and behavioral disorders for communication tools and other resources related to COVID-19. Social distancing and isolating may be difficult for them, and they may require reminders or supervision. Wearing cloth face coverings may be difficult for people with sensory, cognitive, or behavioral issues. Cloth face coverings are not recommended for children under 2 or anyone who has trouble breathing or is unconscious, incapacitated or otherwise unable to remove the covering without assistance. Covering the mouth and nose with a tissue when sneezing and/or coughing (when not wearing a cloth face covering), throwing it in the trash, and washing hands afterwards may require assistance or visual and verbal reminders. Cleaning and disinfecting may affect those with sensory or respiratory issues. Hand washing or using a hand sanitizer may require assistance or supervision. Cleaning and disinfecting may require assistance or supervision. Developmental monitoring and screening of children during COVID-19 Children should continue to have their development monitored and receive recommended developmental screenings during the COVID-19 pandemic. Developmental monitoring and screening can occur through a healthcare provider’s office, a childcare center, WIC programs, and other early childhood programs. Parents of children 2 months to 5 years of age can monitor their child’s development using CDC’s Free Milestone Tracker app. If there are developmental concerns for a child under three years old, the child may qualify for their state’s early intervention program. Evaluations for early intervention and early intervention services are still occurring during COVID-19. If a child is three years or older, the child may qualify for services through their local school system. These services can include pre-school and K-12 special education; therapies such as speech, occupational, and physical therapy; and more. Contact the local school system’s Department of Special Education to see how to access evaluations and services during COVID-19. Distance learning for college or graduate school students with developmental or behavioral disorders Encourage students to discuss any necessary accommodations they need for online learning with their school’s disability resource center (DRC). If students have internet access issues or new technology needs, the DRC may be able to loan them equipment. State Vocational Rehabilitation Agencies may also be able to help with accessing technology. Advise students to contact their professors to let them know of any new accommodations that the DRC has approved and find out how to access virtual office hours. Other services may still be offered such as university counseling centers for telehealth visits and academic counselors to help students plan for summer and fall semesters. Parents supporting children with distance learning If you have a child who receives special education services, accommodations or services received in school through their 504 plan or Individualized Educational Plan (IEP) should be continued, as much as possible, while learning at home. Many schools are continuing interventions like speech therapy, small group classes, extended time and more. If your child or family is struggling with the challenges of homeschooling, talk with his or her teachers to find ways to help. For some families, this may be a good time to reassess a child’s strengths related to learning and identify areas where a child may need more support. See which interventions and strategies are helpful for your child’s learning and which ones are not. Take notes and bring your observations and questions to the next reassessment or IEP meeting. Children with learning and developmental differences may also experience stress and anxiety. The changes related to COVID-19 can add to their stress. Some children may have more difficulty expressing their emotions and some may need assistance in developing and using coping skills. Learn more about helping children cope with emergencies. Find what works for your family and set your own goals: eating meals together, exercising, and staying connected with others while working on academic goals. Academic skills, like learning to break assignments in smaller parts, using an academic planner, and working on transition planning can be just as important as specific assignments. Find resources to help you participate in your child’s education and development through Families Helping Famillies of Greater New Orleans the Louisiana Parent Training and Information Center.
Direct Service Providers (DSPs) include personal care attendants, direct support professionals, paraprofessionals, therapists, and others. They provide a wide variety of home and community-based, health-related services that support people with disabilities. Services provided may include personal care, activities of daily living, access to health services, and more. DSPs have close and consistent contact with people with disabilities and those providing healthcare support services in day and residential programs for people with disabilities. DSPs are considered to be in the same general risk category as health care personnel. DSPs are essential for the health and well-being of the people they serve. DSPs should be aware of how the coronavirus disease 2019 (COVID-19) spreads, risk factors, and prevention actions. Knowing how COVID-19 spreads can help DSPs protect themselves and others. DSPs should follow everyday prevention actions when working with clients without suspected or confirmed COVID-19, and healthcare provider guidance for standard and transmission-based precautions when providing care for clients with COVID-19. Risk of infection with COVID-19 is higher for people providing direct care (such as DSPs and household members) for someone known to have COVID-19 because of their close contact with the infected person. Older adults and people of any age who have serious underlying medical conditions might be at higher risk for severe illness from COVID-19. The COVID-19 pandemic may be a source of stress. Learning to cope with stress effectively will make you, the people you care about, and your community stronger. For more information, go to CDC’s Fact Sheet: What you need to know about coronavirus disease 2019 (COVID-19). How can I protect myself and the people I work with? As a DSP, your risk of exposure will depend on factors including the setting you work in, the number of people you provide services to, and the spread of COVID-19 in your community. Check with your employer for any specific policies and procedures related to COVID-19 and practice everyday prevention actions when working with clients without suspected or confirmed COVID-19. In addition: When possible, keep at least 6 feet of distance between yourself and others in the home or community setting. Wear a cloth face covering when you are at work. Encourage your client to wear a cloth face covering. Wearing cloth face coverings may be difficult for people with sensory, cognitive, or behavioral issues. Cloth face coverings are not recommended for children under 2 or anyone who has trouble breathing or is unconscious, incapacitated or otherwise unable to remove the covering without assistance. If there is potential that you may be splashed or sprayed by bodily fluids during your work, use standard precautions. Personal protective equipment (PPE) includes a facemask, eye protection, disposable gloves, and a gown. Wash your hands with soap and water: when entering and leaving the home or community setting; when adjusting or putting on or off facemasks or cloth face coverings; or before putting on and after taking off disposable gloves. If soap and water are not readily available, use a hand sanitizer that contains at least 60% alcohol. Learn more about proper handwashing. Wear disposable gloves when touching the client (e.g., dressing, bathing/showering, transferring, toileting, feeding), handling tissues, when changing linens or doing laundry. Safely dispose of gloves after use. As noted above, wash your hands before and after taking off disposable gloves. If gloves are unavailable, wash hands immediately after touching the client or handling their belongings. Launder work uniforms or clothes after each use with the warmest appropriate water setting for the items and dry items completely. Monitor yourself for symptoms. Do not go to work or care for others if you develop symptoms. If you work in the home of an individual with disabilities, also practice these additional prevention actions: Clean and disinfect frequently touched objects and surfaces (e.g., counters, tabletops, doorknobs, bathroom fixtures, toilets, phones, keyboards, tablets, bedside tables), and equipment (e.g., wheelchairs, scooters, walkers, canes, oxygen tanks and tubing, communication boards and other assistive devices). Help the client plan for possible changes in service due to COVID-19. Plan for what to do if you or other DSPs get sick. Create a contact list of family, friends, neighbors and local service agencies that can provide support. Review with the client: How to monitor for symptoms. When and how to contact their healthcare provider. Many healthcare providers have developed new ways to provide healthcare services, such as using telehealth. Help the client find out how those are arranged and any additional information. Help make or update care plans or an emergency notebook. Care plans typically include important information about a person’s medical conditions, how to manage those conditions, how to contact healthcare providers, therapists and pharmacy, information on allergies, medications (names, dosages, and administration instructions), preferences (food and other), daily routines and activities. This information may help the client and new DSPs provide consistent care if the usual provider is unavailable. Plan at least two ways of communicating from home and work that can be used rapidly in an emergency (e.g., landline phone, cell phone, text-messaging, email). Write this information down for both you and the client. Each of you should keep a copy with you. Plan to have enough household items and groceries for a few weeks, at least a 30-day supply of over the counter and prescription medicines and any medical equipment or supplies that might be needed. Some health plans allow for a 90-day refill on prescription medications. Make a photocopy of prescriptions, as this may help in obtaining medications in an emergency. If you provide services for a client in a community-based setting, such as a group home or day program, Follow any employer, facility, and program guidance for additional precautions related to COVID-19. Encourage the clients you work with to practice everyday prevention actions, if possible, and assist them when needed. Follow everyday prevention actions if there are no known or suspected cases of COVID-19 in the community-based setting where you work. CDC has also provided guidance for group homes for people with disabilities. Many of the recommendations for COVID-19 preparation and response described in that guidance document also apply to DSPs. What if my client or someone they live with has been exposed to COVID-19, has symptoms of COVID-19, or tests positive for COVID-19? Encourage your client to contact their healthcare provider or help them contact their provider if assistance is needed. Clients may need help accessing telehealth. If hospitalization for your client is not needed, your client may require assistance with home care for COVID-19. See guidance for implementing home care of people not requiring hospitalization. Follow recommended infection prevention and control measures, including the use of recommended PPE. Follow healthcare provider guidance for standard and transmission-based precautions to protect yourself when providing care for clients with COVID-19. Cloth face coverings are not PPE and should not be worn in place of proper PPE for the care of clients with known or suspected COVID-19. Sick clients should also wear a facemask or cloth face covering (if tolerated). Wearing cloth face coverings may be difficult for people with sensory, cognitive, or behavioral issues. Cloth face coverings are not recommended for children under 2 or anyone who has trouble breathing or is unconscious, incapacitated or otherwise unable to remove the covering without assistance. Review the Administration for Community Living COVID-19 website regularly for information and contact your state’s Developmental Disability Administration, Disability Council, or Independent Living Council for local information regarding availability and assistance in obtaining resources. If you are caring for someone with COVID-19 in their home, monitor for emergency signs, prevent the spread of germs, treat symptoms, and follow recommendations for when to end home isolation. Call your healthcare provider for medical advice regarding your own health. What if I become sick or am exposed to someone who has COVID-19? Stay home and self-isolate, except to get medical care. Staying at home helps protect the people you work with who may be at greater risk of infection or severe illness from COVID-19. It also helps protect others in the community. If you develop symptoms such as a fever, cough, difficulty breathing, or new loss of taste or smell or you have been exposed to COVID-19, call your healthcare provider for further guidance. Notify your employer, the client with disabilities and, if applicable, their guardian as soon as possible so appropriate plans for an alternate DSP can be made. The client should be monitored for COVID-19 symptoms. Are my clients at increased risk for becoming infected or having severe illness from COVID-19? People with one of the disability types listed may be at increased risk of becoming infected or having severe illness from COVID-19. People who have limited mobility and/or who cannot avoid coming into close contact with others who may be infected People who have trouble understanding information or practicing preventive measures, such as hand washing and social distancing People who may not be able to communicate symptoms of illness People who are blind or have low vision who rely on touch or tactile information People who need alternative communication methods, such as sign language or braille, who may not have access to information Adults with disabilities are three times more likely than adults without disabilities to have serious underlying medical conditions. They are at higher risk for serious illness from COVID-19 if they are 65 years and older, live in a long-term care facility, or have serious underlying medical conditions. Learn more about people who are at higher risk for severe illness. How can I cope with stress during the COVID-19 pandemic? Remember to take care of your physical and mental health as you continue to provide important services to people with disabilities. It is important for you to maintain healthy behaviors, manage stress, and seek additional support during the COVID-19 pandemic. Here are some important steps to take to help you manage and cope with stress: Take care of your body. Take deep breaths, stretch, or meditate. Try to eat healthy, well-balanced meals. Exercise regularly. Get plenty of sleep. Avoid alcohol and drugs. Make time to unwind and remind yourself that strong feelings will fade. Try to do some other activities you enjoy. Take breaks from watching, reading, or listening to news stories. It can be upsetting to hear about the crisis and see images repeatedly. Connect with others in a safe way (maintaining social distancing). Talk with people you trust about your concerns and how you are feeling. If you are feeling overwhelmed with emotions like sadness, depression, anxiety, or thoughts of hurting or killing yourself or others: Call 911 if you feel like you want to harm yourself or others. Visit the Disaster Distress Helpline call 1-800-985-5990, or text TalkWithUs to 66746. Visit the National Domestic Violence Hotline or call 1-800-799-7233 and TTY 1-800-787-3224. Visit the National Suicide Prevention Lifeline or call 1-800-273-8255. During this pandemic, it is critical that you recognize what stress looks like, take steps to build your resilience and cope with stress, and know where to go if you need help.
What do Direct Service Providers for people with disabilities need to know about COVID-19?
Guidance for Direct Service Providers
On June 3, 2020, Gov. John Bel Edwards signed HB 848 into law, which renames Act 833 of 2014 as the April Dunn Act. April was a tireless advocate for people with disabilities and a dedicated staff member who served in the Governor's Office of Disability Affairs. She succumbed to complications from COVID-19 on March 28, 2020. The Louisiana Legislature passed Act 833 in 2014 to provide a pathway to promotion and graduation for certain students with disabilities. After its passage, Louisiana joined many states in recognizing the role a student's Individualized Education Program has in determining outcomes. With Gov. Edwards' signature, the April Dunn Act became Act 1 of 2020. "Although April was not able to earn a high school diploma, that did not stop her from learning and helping others. Because of April, countless students with disabilities in Louisiana now have a pathway to earn a high school diploma," Gov. Edwards said. "She was a tremendous asset to our team and to the state of Louisiana. Her enthusiasm and passion for life made a difference in everyone she came in contact with, and her work improved the lives of all Louisianans, including those with disabilities. The April Dunn Act further cements her legacy as a tireless advocate, and I am honored to name Act 1 of 2020 after her. We mourn April's loss every day, but her infectious smile and advocacy live on forever in our hearts and minds. I ask everyone to please continue to keep April's family, friends and colleagues in their prayers." Working with a bipartisan coalition of legislators, advocates and stakeholders, April put a face to the issue that Act 833 addressed. She testified in support of the legislation and led the bill as it passed the legislature and became law. Click here to see Gov. Edwards signing the April Dunn Act into law. Click here for the April Dunn Memorial Page.
Govenor Edwards Signs Bill in Memory of April Dunn
Free Math classes offered for the month of July by PBS
by Katie Corkern
Dustin Gary Act Signed Into Law
An exciting, FREE, opportunity for the students and families in your network. The Center for Development and Learning will be providing a summer program that will engage parents in assessing their child's K-3 school year readiness. There will be easy-to-follow interactive training, resources, and support to ensure their K-3 children are not left behind during this public health crisis.
To support the Louisiana school systems as they plan for summer learning and ensure students are prepared for on grade level learning by August 1, 2020, the following document contains information about “critical math lessons” and television broadcasting information. Overview Lessons are identified in Kindergarten through Algebra I and were chosen based on: the most critical content of the grade level content that many students missed due to school closures The Department, in partnership with Louisiana Public Broadcasting (LPB), Great Minds, Illustrative Math (IM), and SchoolKit, will broadcast many of the critical math lessons on LPB. These lessons will air on LPB from Monday, July 6th through Friday, July 31st on a regular daily schedule by grade level. They will also be available on-demand at the Great Minds and Illustrative Mathematics websites. To ensure accessibility for students with disabilities, broadcasts will have closed captioning and on-demand videos will be available with closed captioning and audio description. Find out more HERE.
June 18, 2020 Today was a GREAT day because the Dustin Gary Act was signed into law! This new Louisiana law, effective August 1, 2020, allows for supported decision making agreements (a less restrictive option to interdiction) for people with developmental disabilities. A few years ago Liz Gary, Ashley McReynolds, and Kelly Monroe learned of this great option in other states. They worked together with the incredible Representative Paula Davis, plus a few other momma advocates, and made this a reality for Louisiana! Thank you to the The Arc of Louisiana for your work in getting this bill filed and all your advocacy and education on it. Thank you to Representative Davis and Senator Foil for believing in SDM so fiercely and carrying this life changing bill. Thank you to the legislators who listened to our stories, realized the need, and voted yes. And thank you Governor John Bel Edwards for signing this great piece of legislation into law AND recognizing Liz and her years of hard work not only for her son Dustin but for everyone else! Read the Dustin Gary Act here: http://www.legis.la.gov/legis/ViewDocument. aspx?d=1182333 Supported decision making (SDM) is a tool that allows people with disabilities to retain their decision- making capacity by choosing supporters to help them make choices. A person using SDM selects trusted advisors, such as friends, family members, or professionals, to serve as supporters. The supporters agree to help the person with a disability understand, consider, and communicate decisions, giving the person with a disability the tools to make her own, informed, decisions. Contact the Arc of Louisiana for more info!
The Warrior Bambi Polotzola’s Fight for Disability Rights during COVID-19
Bambi Polotzola & Chas Taylor
Most, if not all, disability advocates I have met over the years were not born that way – but were transformed into a warrior out of necessity. This is no different for Bambi Polotzola, Executive Director of Louisiana Governor’s Office of Disability Affairs (GODA). Bambi was thrust into the disability arena when her son Chas was diagnosed with PDD-NOS at the age of 2 ½. Like most parents, she immediately started seeking out information. "It was over 18 years ago and access to online information was very limited, so I really did not know what was going on," says Bambi. It was not until a year later that a developmental pediatrician told her Chas had autism. He said he would likely never be able to live independently, but that with the right treatment and interventions he could make tremendous strides. That conversation sparked the hope she needed and started her on a mission to get him everything possible to improve his chances for positive outcomes.
/wawr-ee-er/– a brave or experienced soldier or fighter
The Journey Like many parents, Bambi reached out to her local Families Helping Families office and the Autism Society for information and support. She was on a quest to learn everything she could about the disability and the services available to help Chas reach his full potential. What became clear to her was that this journey was not only about him, but also about changing the world to provide her son and every other person with a disability the opportunity to be all they could be. “Because of Chas, I wake up every morning believing I can help change the world and make it better. Because of him, I have met hundreds of people who believe the same. These people are commonly known as disability advocates; they are my tribe," says Polotzola. In her pursuit to change the world, she navigated some interesting employment paths. She became a special education teacher; a facilitator for a statewide project working with school teams to improve their practices of serving students with autism; a director of a home and community-based provider agency; and ultimately the executive director of the Governor’s Office of Disability Affairs when the current Governor, John Bel Edwards, was elected. Bambi’s passion for human rights and social justice issues has led her to collaborate with many different groups; she has become involved with numerous non-profit organizations and has served on various councils. However, through this crusade for change, she never forgot its ultimate purpose: creating a better world for Chas. The Adversary The year 2020 has proven to be a very challenging year for her personally and professionally. COVID-19 became a national emergency and Louisiana took on the role as one of the “hot spots,” with record numbers of new cases diagnosed daily. During emergency situations, the entire staff of the Governor’s Office is activated to play a role in response and recovery. GODA is an active member of the Emergency Management Disability and Aging Coalition, known as EMDAC. Typically, their work is in response to a weather event and centers around finding appropriate shelter and access to medical equipment and supplies for people with special needs caused by a disability. COVID-19 has been a very different experience. The primary focus has been on protecting people with disabilities from exposure to the virus while at the same time ensuring that they have the supports and services they need. Those services are generally provided in person and sometimes require close contact; but with COVID, physical contact is the enemy. EMDAC has been tasked with finding solutions and balance. The Diagnosis During what is now known as the last week before the COVID shutdown in March, the Governor’s Advisory Council on Disability Affairs hosted meetings in South Louisiana to discuss advocating for accessible affordable housing for people with disabilities. Polotzola recently reflected on the experience. "April Dunn and I, along with another colleague from the Governor’s Office of Disability Affairs, traveled to the meetings together. Within ten days of our travel, all three of us become symptomatic and tested positive for COVID-19. Like many others, I self-isolated in my home away from family and continued to work as much as I could. My symptoms were mild and only lasted 3 days. However, my other two colleagues had more severe symptoms, but seemed to be on the way to recovery." The Heartbreak April Dunn was one of the colleagues traveling with Bambi that week. April was more than just a colleague, she was a friend and one of the strongest self-advocates Bambi had ever met. About a week after their diagnosis, April took a turn for the worse. On the morning of March 27th, April was rushed to the hospital by ambulance. She arrived alone because of restricted access at the hospital. She was placed on a ventilator and her mother, Joanette Dunn, reported that the doctor said he didn’t think she would make it. "That day was a difficult day for all of us in the Governor’s Office and the disability community," says Bambi. The following morning Bambi received a text from April’s mom that said, “I need you to be strong. April is dying.” That text was heartbreaking but Bambi vowed to honor her request. This resolve helped her through that day and into the evening when she received the news that April had passed away. April was such an important part of her life. Bambi and April shared an office for the last two years, which was a mutually beneficial arrangement. April was a very social person and liked to be near people even though for the most part they were working on separate tasks. For Bambi, sharing an office provided opportunity for April to impart her wisdom, which she needed. "April helped me to think about things in ways I would not have without her. She was such a passionate and effective advocate," says Bambi. The thing that brings her the most sadness is thinking about not having April to share her opinions and perspectives. Since April’s passing, when Bambi considers how to approach an issue requiring advocacy, she asks herself, “What would April do?” April always spoke up for people. She was fearless. "There is not a day that goes by that I don’t think about April,” Bambi recalls. “Usually it’s a memory of something that makes me happy, like the way she would speak to anyone about an issue she felt was important, or how she was so persistent." The Legacy During the first month after April’s death, it became very apparent that April’s life and impact were bigger than Louisiana. Bambi and others were constantly being contacted by national media for interviews about April’s life for a story they were doing. Bambi reports that it was therapeutic to talk about her and share what an exceptional person she was. She received so much press coverage that a webpage was created on the Governor’s website to memorialize April and document all the coverage. https://gov.louisiana.gov/page/in-memory-of-april-dunn- While April was an incredible self-advocate, none of us are successful on our own, and April was no exception. Her mother was always the quiet person in the background, so it was easy to miss her influence. "As a parent, I want to be more like April’s mom,” says Bambi. “Joanette was always supporting April quietly behind the scenes, allowing April to shine. And shine, she did!” The Law Many people have lost their lives and we continue to have people dying from COVID-19. Therefore, for some people, missing graduation might seem trite. However, for a parent of a child with a disability graduating with a high school diploma, missing graduation is a much bigger deal. In Bambi’s case, both of her sons, Chas (20) and Caleb (18), graduated from high school this year. "Caleb graduated in the Top 20 and Chas graduated with a high school diploma like every other student. That wasn’t even an option for him until 2014, with the passage of Act 833,” says Bambi. Act 833 was legislatively renamed the April Dunn Act and signed into law earlier this month by Governor Edwards. Since its passage in 2014, Bambi cannot think about, write about, or talk about that legislation without becoming emotional. Public schools are open to every child, but the principal told her when Chas was entering Kindergarten that he should probably go to another school in another town. “No,” she remembers telling him, “he will go to this school like every other child in this community and he’ll get every opportunity afforded to him by law!” She says almost everyone outside of the disability community thought she was crazy. But through the years as they saw his potential and his accomplishments they came to respect her advocacy. “Without a doubt,” reflects Chas’s proud mom, “I know the school system and our community are better because he was and is a part of them." Perhaps the greatest news of all is that both brothers will attend their mother’s alma mater, the University of Louisiana at Lafayette. Caleb plans to major in business and Chas has been accepted into the UL LIFE Program, a highly personalized program for young adults with developmental disabilities. The Charge Advocating for individuals with disabilities has taken on an even bigger role during COVID-19. We still need people to wear masks, self-quarantine if they know they’ve been exposed, social distance, and refrain from large gatherings. We need everyone to be vigilant and do his or her part in helping to stop the spread. "In the midst of this health crisis,” says Bambi, “we still have the challenges of trying to go back to school and advocate for appropriate services. Part of that advocacy is making sure people with disabilities are safe, healthy and getting the support they need to be successful in school, work, and the community.”
“Because of Chas, I wake up every morning believing I can help change the world and make it better. Because of him, I have met hundreds of people who believe the same. These people are commonly known as disability advocates; they are my tribe," said Polotzola.
Chas Taylor
Caleb & Chas Taylor
Caleb Taylor
Graham at the Louisiana Baptist All-State Youth Choir
According to the Centers for Disease Control and Prevention (CDC), roughly one in 59 children in the United States have been identified as having Autism Spectrum Disorder (ASD). Caregivers of these unique children face a host of challenges, and tech safety is one of those challenges. Technology can be helpful for children with autism, but it can also be harmful. In 2015, U.S. Census data indicated 78% of households had a computer, and 75% had either a smartphone or handheld wireless device. Technology has grown as part of everyday life, and it can be advantageous for a child with autism. For example, technology may help facilitate social interactions that might otherwise be a challenge, and it is not uncommon for someone with ASD to be highly tech-savvy and even enjoy computer-based instruction. Unfortunately, technology and computers can also be harmful to a child with ASD, such as feeding obsessive behaviors and triggering negative reactions. Parents of a child with ASD have to find a balance between what is beneficial and what could pose a hazard. ASD behaviors and how they can affect technology usage Some children with ASD behave, interact and communicate in ways that are different from other children. Learning and problem-solving abilities can vary from child to child; some individuals with ASD are gifted in certain areas, while others may have severe limitations. A typical range of symptoms associated with ASD are given below, along with how these behaviors can affect technology usage in both a positive and negative way. Obsessive repetitive behavior With technology, the tendency to perform obsessive, repetitive behaviors may mean repeatedly playing the same game, loading the same image or page or performing a computerized task over and over. Children who need repetitive sensory inputs as a means of dealing with stress can benefit from the rapid serve-up of responses the internet can provide. However, a rapid supply of imagery or actions can also feed repetitive behaviors, which could encourage addiction to certain games, images or visiting the same website over and over. Difficulty engaging with people ASD often presents specific social engagement challenges. For example, difficulty with processing verbal or non-verbal cues can make social interactions challenging to navigate in real life. In these cases, technology use can be beneficial, allowing channels for social interaction that are less stressful for the child. In fact, making online friends and experiencing social interactions in a controlled environment can even help to build the skills needed for real-life social situations. On the downside, making connections online does have its risks, due to the prevalence of online predators. Research also indicates individuals with a disability are 16% more likely to be cyberbullied, so safety measures need to be in place to ensure your child is having healthy online interactions. Hyper-reactivity to sensory input Technology may make it easier for a child with autism to experience situations and events that would normally lead to sensory overload, such as watching a sporting event on a tablet instead of live in a noisy stadium. However, it’s important to keep in mind that some websites and computer games produce flashing lights, loud sounds and other sensory outputs that could generate a negative reaction for some children with ASD. Prone to anxiety and OCD Children with excess anxiety may benefit from using technology to connect socially or to perform certain activities. Computer interaction can help reduce the discomfort a child may experience with face-to-face interactions. However, too much screen time can cause amygdala and serotonin changes, which may exacerbate feelings of anxiety, which is why setting limits for screen time is important. Fragile attention system Technology affords a wealth of teaching/learning programs for things like vocational assistance or video modeling. Using these types of tools can help keep a child focused in spite of attention deficits. The downfall is that too much screen time has the potential to fragment attention and possibly deplete the bandwidth a child has available for other tasks. Sensory and motor integration issues Some children with ASD experience challenges using motor skills to react to sensory inputs, such as sights or sounds. Some research suggests action-based games can boost sensorimotor skills and increase cognitive flexibility. However, screen time has also been scientifically linked to sensorimotor delays or lowered levels of sensory processing. How technology helps with ASD Certain types of technology can be helpful for children with ASD. Even though every child who has autism is different, technology can be just as diverse, which creates many opportunities for learning, growth and independence. Helps combat stress The lack of predictability in the physical world can be problematic for children with ASD because of sensory input or processing difficulties. Luckily, electronic devices and assistive technology are tools that offer predictability, which can be useful for children with ASD. Electronic devices have adjustable brightness and volume levels, and something like a tablet with a flat-glass surface may help a child with tactile sensitivities. Likewise, some assistive technologies (ATs) are specifically designed to cater to individuals with ASD, including screen readers and special keyboards. For instance, a simple app, like The Wheels on the Bus Musical app, which involves repetitive sounds, images or actions on a tablet or iPhone could offer an outlet for a child who is feeling overwhelmed with the physical world around them. Helps with communication and social interaction Children with autism often find communicating in person stressful. With the use of technology, communication is enhanced and much less stressful. Digital communication channels facilitate social interactions by allowing conversations to happen via text, or by using an assistive technology device designed to deliver automated verbal commands with the push of a button, or to translate text to speech. Helps provide a beneficial learning platform Children with autism learn in diverse ways. For example, a child with autism may be a highly visual learner, so visual imagery can be used to help them better understand concepts. Educational platforms online, computer activities and software, and even video games can offer a controllable and predictable learning environment that is more fitting for a child with autism. A controllable learning environment both encourages attention and helps lessen frustration associated with common mistakes, because they offer the ability for the child to work autonomously and can be configured to cater to specific senses, like sight or sound. Jules Csillag, an NYC-based speech-language pathologist who specializes in special education and technology, told the Huffington Post that classrooms can be tricky for those with autism. Classrooms can have unspoken rules that are hard to understand, but communication and teaching technologies can help. She said, “Teachers are becoming more comfortable with technology. More and more, it is allowing them to customize a curriculum for students [with ASD].” Encourages independence Technology that assists with everyday activities may help a child with autism grow to be more independent. For example, visual schedules can help the child learn how to follow a routine without outside instruction, or video modeling can be used to teach certain skills in imagery, such as brushing hair or putting on clothing. Builds confidence levels Technology can also provide a safe space for children with ASD. For example, in-person interactions can be stressful, background noise can feel threatening and lack of understanding of non-verbal cues can be frustrating. Online, children and teens with autism feel more confident in their communications because conversations are taking place in what is perceived as a safe space. This paired with the ability to do things independently may lead to a further boost in self-confidence levels. Helps with problem-solving skills Video game technology can force a player to utilize problem-solving skills. Where doing the same action repeatedly may not yield a positive outcome, determining a new way to achieve a task or win a game can translate into real-life problem-solving skills for someone with autism. How technology can be harmful to children with ASD It is imperative that parents of children with ASD become familiar with the risks involved with technology use in addition to the benefits. Here are some things to look out for: Potential for sleep disturbances Children with autism have a lack of melatonin, which regulates sleep patterns. In fact, up to 80% of children with ASD have sleep difficulties. Spending time staring at a screen can actually suppress melatonin production further, which can cause sleep disturbances. Social skills impairment Even though social interactions can happen online, pertinent components of in-person social interaction are lacking when relying on technology for communication, such as making eye contact and getting familiar with body language. Too much screen time can hinder these types of social skill developments further for a child with autism. Increased anxiety and screen time addiction Autism and anxiety disorders often coexist. Although the use of technology can often reduce anxiety in children with autism, too much screen time is known to be problematic for all children. For example, there’s a heightened risk of both anxiety and depression for all children when there are high levels of screen time, but those with autism may be more at risk than others because they are more prone to anxiety and more likely to have obsessive-compulsive traits. In fact, children with autism have a greater risk of developing a social media addiction, and internet dependency may be more prevalent, because they can be more attracted to the comfort and stimulation of using a computerized device. Cyberbullying and exposure to unsafe people Online exposure to bullies or people with ill intent is a major risk for children or teens with autism who may be easier tricked into doing something they shouldn’t because of missed social cues or an inability to communicate. They may also be duped into believing they are talking to a “friend” when they are actually talking to a predator. Cyberbullying can have even more negative implications for a child with autism than usual. Mark Atkinson, the Director of Policy at Ambitious About Autism stated on the organization’s website, “Such a negative experience [like cyberbullying] can be distressing and disorientating for a young person with autism and learning disabilities, especially as it may take longer for them to understand what’s happening and to tell their families.” It is also important for parents to monitor their child’s online activities to prevent their private information from being exposed. Technology and ASD best practices Since technology and computer use can be such a benefit for children with ASD, it shouldn’t be eliminated altogether to avoid the risks. Instead, it is best to use technology with best practices in mind and to develop a set of guidelines. Set limits for internet usage. Compulsive internet usage may be more prevalent among people with ASD, so it is best to set a predetermined time allowance for screen time. For example, limit time spent online by using a timer or make technology available only at certain times during the daily routine. Create ground rules for device usage. Ground rules for internet usage are important for all children, including those with ASD. The rules should be short and succinct, but children should know if they deviate from these rules they may lose their online privileges temporarily. For example, some rules might be: no communicating with strangers on social media or only specific websites are allowed. Monitor and talk about online time. Monitoring the child while online is important, so check in frequently and check usage history on a regular basis. Beyond this, it is important to openly communicate about time spent online with the child. An interrogation is not going to go well, so just bring up a discussion about what the child or teen did while online, what they learned or who they talked to. Block websites that may have addictive or inappropriate content. The internet is rife with sites that can be especially addictive in nature, such as gambling or pornographic websites. A child with ASD should especially be protected from exposure to this kind of content. Utilize internet safe search settings and third-party parental control software to prohibit access to these websites. Further, some of the best internet providers can help you filter unsafe websites through your router. Talk to your child about the dangers of this kind of content and teach them to alert you if another child is encouraging them to access the content on unprotected devices. Use technology as a supplement for in-person social interaction. Technology offers a lot of social opportunities, but it should never be all of the social interaction a child with ASD gets. You can encourage real-life social interaction by requiring certain games online to be played with siblings in-person, or restricting gaming time to only instances when there is no one around to play with. Assistive technology for ASD Assistive technology is defined as a piece of equipment or system that can be used to alleviate challenges faced by individuals with disabilities. Assistive technology can come in a lot of forms, from everyday items like specially designed doorknobs and mobility items to devices that translate text into speech. Assistive technologies for people with ASD are incredibly valuable, and can help individuals navigate various challenges related to communication, social skills and daily living. Communication Assistive tech for ASD can provide both augmentative and alternative communication resources to promote independence. Speech-generating devices like GoTalks have a synthesized speech system that is activated with the touch of a button. Basic voice commands can be synthesized by pushing a button. In addition to standalone devices, several helpful apps are available that can be added to standard smartphones and tablets. I Can Have Conversations with You! and Proloquo2Go are two examples that use alternative communication methods to build communication skills. Social skills Interactive software, apps and games are available for nurturing stronger social skills. For example, You Are a Social Detective! is interactive software designed to help children with ASD understand social behavior and proper etiquette in social settings. Another example, Meet Heckerty, is a free downloadable app-style game that teaches ideas like caring and loyalty. Daily living There are also apps and games available that promote life skills development. For example, Life Skills Winner is an application available online and on smartphones or mobile devices. People with ASD can use the app to score points when learning how to achieve certain daily living activities. Choiceworks is another app example, which helps children complete daily tasks and helps them understand their feelings. Apps like these can help with tasks like staying on a schedule or breaking down daily living activities into easy-to-follow steps. AbleData is an excellent resource to find assistive technology products for a range of challenges faced by people with autism. Final thoughts Technology, when used safely and with limits, can enhance the lives of children with autism spectrum disorder. The right programs and devices can help with learning, skills development and more. However, there are many downsides that parents must be conscious of so they can create a plan for technology use that benefits their child with as little risk as possible. With proper usage rules in place, consistent monitoring and a bit of insight, children with ASD can reap the full advantages of technology and stay safe.
Source - isp.com
Tech Safety Guide for Parents of Children With ASD
Sheena Harris is a freelance writer with 10 years of experience working with clients in the mental health field. She has worked hand-in-hand with some of the biggest care providers in the autism community to create informational content for parents, teachers and other caregivers of children with ASD. Disclaimer: This Content is not intended to be a substitute for professional medical advice, diagnosis, or treatment. Always seek the advice of your physician or other qualified health providers with any questions you may have regarding a medical condition.
Up until COVID-19 hit the scenes when someone ask you if you were masking, you thought they were asking you about dressing up for Mardi Gras. Now masking has taken on a completely new meaning. I am going to be 100% honest. I hate wearing a mask. I honestly loathe it. I have accepted the fact that I need to wear one when in public – rather I’m protecting others or myself.
To Mask or Not to Mask
On Friday, March 13, 2020, I left work for an afternoon hair appointment. For the next hour, I spoke to my stylist about the state of affairs in regards to the coronavirus. We’d just heard school was closing for a month, and she was playing out all the possible scenarios of how she was going to continue working while having three children at home. Nowhere in that conversation was it ever mentioned that the salon would close. She finished up, I paid my bill, we knocked elbows and I told her I would see her in 6 weeks. As I walked out the door, I couldn’t help but notice the contingency of people that seemed to be coming and going from Langenstein’s. The whole toilet paper and sanitizing wipes issue entered my head and in a split second, I decided I too should join the herd of people that were filing into the store. How was I to know when I left the store how epic that trip would turn out to be, and that I would barely leave my home for the next few months? We officially started teleworking from home the next Monday. My new normal was rolling out of bed, walking 8 feet to my grandkids playroom, which I had turned into my home office, and starting to work. As I write this article, it has been almost 8 weeks of no makeup, no jewelry, and some days questioning the purpose of getting dressed. And on my worst days, keeping my zoom camera off. I was working nonstop, more hours than ever before, but I still obsessed about leaving the house. My first trip out of the house was about 4 weeks later when I did a drive by birthday party. It was safe, I did not have to leave my car and overall it felt good. Nevertheless, I quickly returned home and retreated. About a week later my husband convinced me to go to Sam’s with him. By now, everyone was wearing masks and I agreed it would probably be a safe trip. What I did not anticipate was my reaction to wearing the mask. It was the first time I would have to wear one: the first time I was in a public venue with lots of other people. In the car, I looked in the mirror, proudly put my mask on, and immediately started feeling like I was going to hyperventilate. I was about to go into a full-blow panic attack. I knew I was claustrophobic, but I never imagined the mask would do that to me. After that experience, other than a few trips to my office with no one around, I never left my house again. I literally stayed home for a few weeks with no desire to go anywhere. Every day I listened to the Governor’s press conference, Dr. Fauci’s updates and read random articles I would find online. I was in a period of grant writing that seemed to take over my life 24/7 and I was honestly content, as I did not need to make up excuses why I did not want to leave my house. So here we are mid-summer. All the talk on social media is about kids going back to school, to mask or not to mask. How do we social distance in school? How do we keep kids safe, while continuing education? There are so many things to consider. Many districts are contemplating virtual school, typical school versus a hybrid approach. I get at least one message or call a day from someone wanting to know what I know. As I have told everyone, I do not know anything more than you know. However, here are some recommendations I have made to others and would like to share with you: Parents have reported their child has started wearing a mask: After starting out for a few minutes and gradually increasing the time. By the parent modeling wearing a mask, causing the child to become interested in wearing one, too. After purchasing a mask with a pattern the child likes: i.e. superheroes, princesses, etc. With praise and positive reinforcement when they are successfully wearing their masks. Schools will need to balance the need to wear masks with overall safety and special education compliance. Go to your school district’s website for information. There is a lot of information on social media that may or may not be true. Include some IEP goals specific to COVID. Don‘t complain about wearing a mask in front of your child. Consider implementing some positive behavior supports, when needed. As much as I’m starting to dislike the term, “new normal”, these are different times. And no matter what your personal belief is about the coronavirus, we all need to work together to protect our most vulnerable populations. Happy Mask Wearing!
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Singing the Praises of MUSIC THERAPY
by Sharon Blackmon
One sunny spring day my sophomore year of high school, I was in the band room practicing when my band director came out of his office to show me an article he’d run across in a magazine. The article was about how Music Therapy was being used in many different aspects of treatment of anything from addiction to pain management to insomnia. He said, “Sharon, this sounds like something that would interest you.” And the rest, as they say, is history. Later that spring, when I was at the University of Alabama for All-State Band, I saw posters everywhere about their new Music Therapy Program. I corresponded with Dr. Carol Prickett, Professor of Music Therapy at Alabama, and I was hooked! Two short years later I began the course of study that would forever change my life. Nowadays almost everyone has heard the term Music Therapy in some context, and more and more people have benefited from its use by a skilled practitioner. But what, exactly, is Music Therapy? According to the American Music Therapy Association (AMTA), Music Therapy is “the clinical and evidence-based use of music interventions to accomplish individualized goals within a therapeutic relationship by a credentialed professional who has completed an approved music therapy program.” Basically, it is the use of music as a tool by a trained professional to address non-musical goals and affect behavior change. And just like Occupational or Physical Therapists, Music Therapists must have a degree and appropriate training and credentials to practice. They must complete a Bachelor’s Degree or higher from one of 72 approved colleges and universities, including a 1200-hour (6-month) internship. They must hold the MT-BC credential, which is issued through the Certification Board for Music Therapists and requires continuing education to maintain. One of our local radio stations has a station-identification clip that boasts, “Music Therapy for your drive home.” Um, no. Listening to music on the radio may decrease your road rage, but that is NOT Music Therapy. And while music inherently has qualities that can soothe and relax and lift mood, the simple use of music as background noise in a hospital unit or in the lobby of an assisted living building is not Music Therapy either. But what about a person with Alzheimer’s listening to an iPod? No. Celebrities performing at hospitals or schools? Nope. A high school student playing guitar in a nursing home? Sorry. Here are some examples of what credentialed Music Therapists do: Work with victims of brain injury to regain functional language and motor skills. Work with older adults to lessen the effects of dementia. Work with children and adults to reduce asthma episodes. Work with hospitalized patients to reduce pain. Work with children who have autism to improve communication capabilities. Work with premature infants to improve sleep patterns and increase weight gain. Work with people who have Parkinson’s disease to improve motor function. These examples are taken straight from the AMTA website. But in my own practice through the years, working in various capacities with babies, children, teens, adults and senior adults, I’ve seen some pretty amazing things as well. I saw children speak for the first time after sustaining a brain injury in a car accident; I saw a young lady play a song on the piano for her family after losing both hands to a tragic illness; I saw senior adults dealing with intense depression brighten as a familiar song from their early adult years was played and discussed; I saw groups of people being treated for addiction come together for a group songwriting task; I saw young children with and without disabilities who were so motivated by music that they learned to sit quietly in a group, take their turn when it came, and handle fragile instruments as demonstrated without being destructive. Jackie Kranz, an early childhood Special Education inclusion teacher, saw her class benefit from weekly Music Therapy sessions. “Music therapy is amazing. The transformation in the students and their behavior on music day was always awe-inspiring. Even the most difficult student to reach LOVED music day. It was also a practical, real-life application of social skills we were constantly learning. We could practice turn-taking, waiting, ‘nice hands,’ manners, fine motor skills, gross motor skills, verbalization, communication, and even empathy! I was so inspired by the changes I saw in just one music therapy session that I started adding music to as much of the day as I could. Music therapy is an amazing asset which, in my opinion, needs to be a requirement for special education students.” Music is a versatile tool with endless applications in a therapeutic setting: listening, discussing, singing, songwriting, playing instruments alone or with others, moving or dancing, just to name a few. It can be used to promote wellness, manage stress, alleviate pain, express feelings, enhance memory, improve communication, promote physical rehabilitation, increase social interaction, decrease anxiety, manage grief or depression, and so much more. There is simply no limit to what can be accomplished through the effective use of music by a skilled professional. According to Barbara Crowe, a past president of the National Association for Music Therapy, “Music Therapy can make the difference between withdrawal and awareness, between isolation and interaction, between chronic pain and comfort – between demoralization and dignity.” Music Therapy as a clinical practice was first used in the 1940s after it was noted that soldiers being treated for physical and psychological injuries received during World War II showed considerable improvement when visited by community musicians. Their notable responses to the music had staff and physicians requesting that hospitals hire musicians. When it was seen that some sort of training should precede their admittance into the facilities, the demand grew for a college curriculum. And alas, Music Therapy as a discipline was born. More and more, the media has picked up on extraordinary things happening during Music Therapy sessions around the country. A quick Google search will produce multiple articles and news stories for almost any given month. Arizona Congresswoman Gabrielle Giffords became a spokesperson for Music Therapy after she sustained a brain injury due to a gunshot wound during an assassination attempt in 2011. Giffords was featured in an ABC News Nightline special entitled, “Gabby Giffords: Finding Voice through Music Therapy.” Other articles and television specials highlight the use of music to treat cancer, Parkinson’s disease, autism, Alzheimer’s, addiction, depression, and so much more. And just this year, Music Therapist Jon Samson won a Grammy Award for Best Children’s Music Album, “Ageless Songs for the Child Archetype.” During his acceptance speech he praised Music Therapy and credited the album and the process as being art that does more than entertain. During the Covid-19 pandemic and while under shelter-at-home orders across the country, Music Therapists have stepped up and become telehealth experts as they try to continue connecting with their clients through online formats. New Orleans area Music Therapist Jeremy Love (Love’s Music Therapy) moved immediately to develop a functional website and set up video classes and sessions for his clients. He said he knew that they needed the service, perhaps now more than ever, and he had to find a way quickly to reach them during the crisis. Besides providing individual and group sessions online, Love’s Music Therapy hosts Camp Allegro, afternoon online workshops that offer music, movement, theater and other artistic experiences for children ages 6-14, with or without disabilities. For obvious professional reasons, Music Therapy holds a very special place in my heart. But on a personal note, my own son benefited from Music Therapy during his extended NICU stay at Children’s Hospital after being born extremely premature. To this day, if we need him to attend, to learn, to calm down, to make eye contact, or to socially engage, we use music. One of the long-term effects of using music as therapy seems to be that one continues to use and rely on music to some degree throughout their lifetime. Let’s be clear: Music Therapy is not a pat answer for whatever ails you. Music therapists offer no miraculous claims to heal disease or cure illness through music. It is an evidence-based field backed by decades of research in multiple areas of use, and in the right hands it can be an extremely effective treatment for many different medical, behavioral, or rehabilitative issues. For more information on Music Therapy you can visit www.musictherapy.org. And for a list of Music Therapists in private practice in Louisiana, you can access the AMTA website or call Families Helping Families of Greater New Orleans at (504) 888-9111.
We’re at a critical juncture for public education in our state and nation. COVID-19 closed our school buildings last spring and forced our systems, schools, educators and families into uncharted territory. Systems across Louisiana responded by stepping into gaps for children. With a new school year approaching, we are providing you with guidance and support for a Strong Start for every student. These resources were developed through collaboration with experts on the virus—public health officials—and experts on what this guidance looks like when put into practice—school leaders and educators. Health guidelines are outlined by the Louisiana Department of Health to ensure student safety. Beyond those, we’ve included best practices to be considered as schools reopen. You’ll also find a checklist and other helpful resources as you plan for 2020-2021. This is not a one-size-fits-all approach. We know there are vast differences between schools, systems, and communities across the state. It’s our responsibility to develop guidance in conjunction with public health officials, then allow local leadership to make decisions based on the unique needs in their community. We need strong leadership at the local level that creatively and passionately ensures every child gets educated no matter what. Our guidance is structured on the three phases. The guidelines will look different in Phase 1, Phase 2, and Phase 3. We also must prepare for phase changes that could occur during the school year. At this time, current laws and policies relative to compulsory attendance, instructional minutes and state assessments will remain in place. We will continually monitor the pandemic and address any necessary regulatory flexibilities at the appropriate time. Like states across the country, we’ve created a plan to support our schools based on the best information available. Our top focus is the health and safety of students and employees as we support systems in their efforts to reopen and operate schools. I know this school year will look different and we will have to make adjustments. I’m also confident that we will get this done, together. As a Louisiana native, I want nothing more than to help our state improve student outcomes. You must help me by always finding a way. Dr. Cade Brumley
From the Superintendent Dr. Cade Brumley
https://www.louisianabelieves.com/resources/strong-start-2020
Louisiana Department of Education Releases 2020-2021 School Reopening Guidance
One of the Best Kept Secrets in Special Ed: Schools Can Use Teletherapy to Provide Therapy Services in IEPs Parents and school staff need to know that speech-language therapy, occupational therapy, physical therapy, tutoring, behavioral health therapy -- even speech-language and pyscho-educational evaluations -- are provided virtually. Teletherapy has allowed children with disabilities to receive these services remotely for years. If you are distressed about the services your child has not received since the schools closed, read How Schools Can Use Teletherapy to Provide Virtual Speech Language Therapy, OT and PT in IEPs. How Schools Can Use Teletherapy to Provide IEP Services includes resources you can use to support a request for services. These resources include position papers, statements and recommendations about teletherapy by professional organizations whose members work in schools.
Special Education in the COVID-19 Era: More Resources Can IEP Meetings Be Postponed Until Schools Re-Open? Includes timelines for Initial and annual IEPs, revising IEPs, online / remote IEP meetings. COVID-19 Closed My Child's School: Is the School Required to Make Up Missed Services? Answers to your questions and help to get your child's special education back on track. Contingency Learning Plans: What? Why? How to Respond Sample Letter to Report a Problem or Request an IEP Meeting New! Sample Letter to Request that School Provide Therapy Services in the Child's IEP You can request that your school district arrange for school staff to provide your child's instruction and therapy services virtually. If school staff are unavailable or are not trained to do virtual instruction and therapy, you can request that the school provide these services through teletherapy. Before you write a letter to request that the school provide therapy or other services in your child's IEP, you must educate yourself. You must assume that your child's school will be reluctant to do anything new. (Read Chapter 21 - "Rules of Adverse Assumptions" in Wrightslaw: From Emotions to Advocacy by Pam and Pete Wright.) Before you write a letter to request these services, please read these articles: The Art of Writing Letters to the School and 12 Rules for Writing GREAT Letters. You can use this new Sample Letter to Request That School Provide Services in the IEP as a template. Change the facts and details to fit your situation. Our comments and suggestions are in blue letters. Learn more about writing letters & documenting problems.
RESOURCES for PARENTS & EDUCATORS
Racial Equity Resource Guide In 2010, the W.K. Kellogg Foundation launched America Healing, an effort to put racial and structural inequalities behind us, by first putting it squarely in front of us. America Healing is a strategy for racial healing toward racial equity, and is designed to raise awareness of unconscious biases and inequities to help communities heal. In support of America Healing, the Kellogg Foundation created this comprehensive and interactive racial equity resource guide that includes practical resources aimed at helping organizations and individuals working to achieve racial healing and equity in their communities. About the Guide and What You’ll Find Within For a crash course in how the guide works, especially how you can create your own personalized guide of resources, start by watching the “How It Works” video. Types of Resources and Search Functions | The video will introduce you to the search functionality that allows you to identify resources suited to your needs or those of your organization or community. Resources include: articles organizations research books media strategies training curricula Tabs across the top of the home page | On the home page, you’ll see tabs across the top: Organizations, Guides and Workshops, and Resources. Use these to drill down into one type of resource at a time. Example | Let’s say you’re interested in identifying organizations working for racial equity. So you click on the Organizations tab, and go to a page that allows you to filter your search by such tags as media and communication; research for action; racial healing; and organizational alliances. You can also use filters for “Issues” (e.g., addressing laws, policy, and justice; advocacy and organizations) and by “State” (want to know what’s going on in your state?), and sort the results alphabetically or by publishing date. These same filters are also available to filter your results under the Guides and Workshops tab, or under the Resources tab. In this way, you can build a resource of your own, tailored to your interests, needs, and community. The results can be downloaded in PDF and/or shared through social media.
Sesame Street Let's Get Ready: Planning Together for Emergencies Sesame Street Let's Get Ready: Planning Together for Emergencies, created with support provided by PSEG, is a bilingual (English and Spanish) multiple media resource designed to help entire families, especially those with young children, to plan and prepare together for emergencies. Through simple strategies and tips that can be incorporated into everyday routines, Let's Get Ready helps children, families, and caregivers to prepare ahead of time in age-appropriate and engaging ways. Here you'll find videos, an app, and a family guide to help the whole family prepare for emergencies — together! Explore the Tools in the Kit: Read quick facts, download resource guides, and more! Family Guide Family Emergency Plan Kit Checklist Power Safety Tip Sheet
august
awareness Calendar
september
Cord Blood Awareness Month - July is National Cord Blood Awareness Month! Celebrate by spreading the word about cord blood. Cord blood is the term used for the blood collected from the umbilical cord and placenta (after birth) when a healthy baby is born. International Group B Strep Throat Awareness Month - This year is the 20th year of July as International Group B Strep Awareness Month being observed. It was created to bring awareness of group B strep to the general public. Since then it has been a focal opportunity for organizations and individuals around the world to tell their stories, share information, and promote healthy outcomes for babies worldwide. National Cleft and Craniofacial Awareness and Prevention Month - Cleft and craniofacial conditions affect thousands of infants, children, teens and adults in the United States each year. Some are born with congenital anomalies like cleft lip and palate, others with more complex, life-threatening craniofacial conditions. Some are burned; others are injured in accidents and animal attacks, or diagnosed with various oral/head/neck and skin diseases. World Hepatitis Day (July 28) - Worldwide, 290 million people are living with viral hepatitis unaware. Without finding the undiagnosed and linking them to care, million will continue to suffer, and lives will be lost. On World Hepatitis Day, 28 July, we call on people from across the world to take action and raise awareness to the the "missing millions".
july
Sept. 6-12 National Suicide Prevention Week Sept. 7 Labor Day Sept. 10 World Suicide Prevention Day Sept. 11 Reflect on 9/11 Sept. 13 National Celiac Disease Awareness Day Sept. 15 World Lymphoma Awareness Day Sept. 21 World Alzheimer’s Day Sept. 23 International Day of Sign Languages Sept. 29 World Heart Day
Juvenile Arthritis Awareness Month - Nearly 300,000 children have been diagnosed with some form of juvenile arthritis. Juvenile idiopathic arthritis (JIA), one form of juvenile arthritis, is actually quite prevalent, affecting more than 50,000 children in the United States alone. JIA is often referred to as juvenile rheumatoid arthritis (JRA) in the United States.
MedicAlert Awareness Month - Not all medical bracelets are created equal and that’s why August has been designated as MedicAlert Awareness Month. National Breastfeeding Month - In recognition of National Breastfeeding Month (NBM), each year the USBC hosts a social media advocacy and/or outreach campaign inviting breastfeeding coalitions, member/partner organizations, and individual supporters to join online actions and conversations to build support for the policy and practice changes needed to build a "landscape of breastfeeding support." National Wellness Month - Every August, Wellness Month empowers you to fall in love with self-care (and yourself in the process!) National Eye Exam Month | Children’s Eye Health and Safety Month - For many of us, July marks the halfway point of summer vacation and soon preparations for returning to school will begin. Getting a vision exam is a part of that process. Healthy vision is key to a great start to school! Family Fun Month - Each year, Family Fun Month is celebrated throughout the month of August. It is the opportune time to enjoy family with extra fun and activities. Happiness Happens Month - The holiday is based on the premise that happiness is unlimited and contagious and that sharing one's happiness and can bring a lot of joy in other people's lives. In addition, the unofficial holiday commemorates the day the first member joined the Secret Society of Happy People. In 2000, the Society expanded the celebration of happiness and declared August as Happiness Happens Month. National Immunization Awareness Month - (NIAM) is an annual observance held in August to highlight the importance of vaccination for people of all ages. Communities across the country use the month each year to raise awareness about the important role vaccines play in preventing serious, sometimes deadly, diseases across the lifespan. Spinal Muscular Atrophy Awareness Month - The SMA community officially recognizes August as Spinal Muscular Atrophy Awareness Month, an effort that Cure SMA has been coordinating since 1996. August is a great time to spotlight the work our community does year-round to raise awareness of and funds for SMA. In addition to our usual work – hosting and attending events, advocating at state and local legislatures, sharing information about SMA.
Blood Cancer Awareness Month - September was designated as National Blood Cancer Awareness Month in 2010 by the United States Congress. In recognition of Blood Cancer Awareness Month, the Leukemia Research Foundation is conducting a social media initiative to increase awareness about all blood cancers, including leukemia, lymphoma, multiple myeloma, and myelodysplastic syndromes. Childhood Cancer Awareness Month - Families, caregivers, charities and research groups across the United States observe September as Childhood Cancer Awareness Month. In the U.S., 15,780 children under the age of 21 are diagnosed with cancer every year; approximately 1/4 of them will not survive the disease. Muscular Dystrophy Awareness Month - There are many ways to get involved with MDA. Whether you’re looking to create a fundraiser, host a game night, volunteer at a camp, run a marathon, or advocate for the cause, the ways to get involved are endless. National Childhood Obesity Awareness Month - Learn ways to promote healthy growth in children and prevent obesity. National Pediculosis Prevention Month/Head Lice Prevention Month National Preparedness Month - (NPM) is recognized each September to promote family and community disaster and emergency planning now and throughout the year. The 2019 theme is Prepared, Not Scared. Be Ready for Disasters. National Recovery Month - Every September, SAMHSA sponsors Recovery Month to increase awareness and understanding of mental and substance use disorders and celebrate the people who recover. The 2019 theme is Join the Voices for Recovery: Together We Are Stronger. National Sickle Cell Month - Congress has designated September as “National Sickle Cell Awareness Month” to help focus attention on the need for research and treatment of sickle cell disease, an inherited condition that currently affects 70,000-100,000 Americans Newborn Screening Awareness Month Spinal Cord Injury Awareness Month - According to the most recent statistics from the National Spinal Cord Injury Statistical Center (NSCISC), there are estimated to be between 247,000 and 358,000 people living with SCIs living in the United States. There are estimated to be approximately 17,700 new cases occurring each year — a number that does not include individuals who die at the location of the incident that resulted in the SCI. World Alzheimer’s Month - World Alzheimer's Month is the international campaign by Alzheimer's Disease International (ADI) every September to raise awareness and challenge the stigma that surrounds dementia. Usher Syndrome Awareness Day The Usher Syndrome Coalition’s mission is to raise awareness and accelerate research for the most common genetic cause of combined deafness and blindness. The Coalition also provides information and support to individuals and families affected by Usher syndrome.
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June 22, 2020, the Office of Special Education and Rehabilitative Services’ Office of Special Education Programs (OSEP) issued Questions and Answers (Q&A) documents in response to inquiries concerning implementation of the Individuals with Disabilities Education Act (IDEA) Part B and Part C dispute resolution procedures in the current COVID-19 environment. The guidance comes in response to inquiries about how procedures should be handled in the COVID-19 environment, the Education Department said. The deparment acknoweldges that services for infants and toddlers and students with disabilities may not look the same as they use to and encourage parents and educators to work collaboratively, in the best interest of the child to resolve any disagreements that may occur. “Timely communication between parents and public agency staff can often help resolve disagreements that may arise regarding the educational services provided to a child with a disability during the pandemic,” according to the Q&A. “However, when those informal efforts prove unsuccessful, IDEA’s three dispute resolution mechanisms - mediation, state complaint and due process complaint procedures are available.” IDEA PART B DISPUTE RESOLUTION PROCEDURES IDEA PART C DISPUTE RESOLUTION PROCEDURES
Ed Department Issues New Guidance On Special Education Dispute Resolutions During Pandemic
September is National Service Dog Month They provide companionship, inspire confidence, and live to serve, protect, and assist their handlers. Guide dogs, seeing eye dogs, service pets, and assistance animals are helping their humans perform tasks, accomplish lifelong goals, embark on adventures, overcome debilitating mental illnesses, and safeguard military bases across the country and around the world.
Even with significant challenges presented by COVID-19, the 2020 Regular and Special Legislative Sessions closed with some critical wins for people with developmental disabilities and their families. Despite the noticeable absence of yellow shirts at the Capitol by multiple legislators, the Legislature was extraordinarily considerate in ensuring services and other issues impacting people with developmental disabilities were prioritized. Funding for waiver services for people with developmental disabilities were secured from the onset followed by commitments to maintain all services for people with developmental disabilities. Continued uncertainty to the economy caused by the impact of COVID-19 required the Council to reconsider advocating for its 2020 Advocacy Agenda selected from feedback of LaCAN members. Other significant outcomes included recognition of the Council's late chair by renaming Act 833 of 2014 the April Dunn Act and an option for Supported Decision Making with the Dustin Gary Act. Below are brief descriptions of some major issues impacting people with developmental disabilities. Budget Although the Legislature extended the decision for the state budget with a special session, the budget passed for Fiscal Year 21 (FY21), which begins today and is essentially a standstill budget from the FY20 budget. Advocates are thankful to Governor Edwards' administration for figuring out how to use federal dollars committed to COVID-19 to prevent a billion dollar shortfall in state funds. Perhaps the biggest win of the session resulted from decades of advocacy in the prioritization of funding for services to support home and community based services for people with developmental disabilities built into the budget from the start. The main budget bill, HB1 of the first Extraordinary Session, specifically stated the Louisiana Department of Health (LDH) shall not reduce payments for disability waiver services. April Dunn Act Advocates were pleased Act 1 of 2020 renames Act 833 of 2014 the April Dunn Act! The April Dunn Act was the landmark legislation creating pathways to graduation for certain students with disabilities. Advocates across Louisiana have been grieving the loss of April since her passing on March 28, 2020 due to complications from COVID-19. April served as Chairperson of the Developmental Disabilities Council and worked as the Senior Coordinator of the Governor's Office of Disability Affairs. Passage of HB844 by Representative Ted James, which received the honor by Governor Edwards to be signed as the first Act of 2020, appropriately honors the contributions of April and ensures her name, legacy and advocacy will continue to be remembered and respected. Supported Decision Making (Dustin Gary Act) Act 258 of 2020, referred to as the Dustin Gary Act, by Representative Paula Davis provides adults with disabilities the option of Supported Decision Making which is a less restrictive option than interdiction. With Supported Decision Making, adults with disabilities are supported and encouraged to make their own decisions about their finances, living situation, relationships, their health and the services and supports they receive. Health Care Access HB 263 (Act 181) by Representative Mike Huval adds safe guards to existing law regarding step therapy or fail first approaches to prescription drugs. Step therapy is a cost savings approach which requires patients to fail on a less costly medication before being prescribed a different medication. Act 181 increases control on medications prescribed by the patient's doctor by requiring the health coverage plan override process to be easily accessible and adding conditions for a doctor to prescribe a drug other than the generic version. Two bills by Representative MichaelEchols, HB 449 (Act 191) and HB 530 (Act 276), take steps toward ensuring behavioral health services and healthcare are delivered via telehealth when appropriate. Public Meeting Access SB 466 (Act 302) by Senator Sharon Hewitt provides for public meetings to occur via teleconferencing during states of emergency. Allowing public meetings via teleconference tends to be more accommodating for people with disabilities and has the potential to increase public input and participation in the consideration of rules and policies. School Reopening Rules and Responsibilities HB59 of the 2020 First Extraordinary Session by Representative Buddy Mincey provides immunity to schools from being held liable for civil damages for injury or death resulting from or related to exposure to an infectious disease during a declared state of emergency or public health emergency related to an infectious disease. Considering people with developmental disabilities, including children, are at increased risk of complications and death due to COVID-19, advocates were pleased an amendment to HB59 finalized by Conference Committee will require rules to be developed for the minimum standards, policies, medical exceptions, and regulations to govern the reopening of schools. Driver and Police Training HB 317 (Act 137) by Representative Francis Thompson establishes a driver's license designation for individuals with autism and requires police officers to receive training on Autism Spectrum Disorder. SB 252 (Act 223) by Senator Troy Carter requires training on accessible parking and access aisles to be provided during driver education courses.
In this video, professors Sam Wang and Peter Tsai explain the role of the ‘little brain’ in cognition, social skills, emotion control and repetitive behaviors. Read the related article here.
How the cerebellum is linked to autism
2020 Legislative Sessions Summary
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.