What's Going ON?
Redesigning the Empolyment Narrative P.34
COVER STORY
ISSUE 29
Exceptional
Free Webinars and Training P.18
MAGAZINE
Jan | Feb | MARCH 2021
COVID & Hurricanes & Elections, Oh My! My 2021 Hopes P.04
TIMES
From the director, Mary Jacob
My Expedition into the World of Special Healthcare Needs and Advocacy BY Jessica Michot P.28
CONTENTS
MISSION The Mission of Families Helping Families of Greater New Orleans is to educate and connect children and adults with disabilities, and their families to resources, services, and supports to attend school, work, and thrive in their communities.
OUR TEAM executive director MARY JACOB mjacob@fhfofgno.org - Ext. 207 statewide 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 director of peer to peer support LAURA S. NATA lsnata@fhfofgno.org - Ext. 209 community resource specialist THUY NGUYEN tnguyen@fhfofgno.org - Ext. 211 community resource specialist STEVEN NGUYEN snguyen@fhfofgno.org - Ext. 212 director of training JESSICA RODRIGUE jrodrigue@fhfofgno.org - Ext. 204 director of administrative services DENISE SWEATMAN dsweatman@fhfofgno.org - Ext. 203
Mia, Michael, and Gabriel Michot
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.
Exceptional Times
28 COVER STORY: My Expedition into the World of Special Healthcare Needs and Advocacy By Jessica Michot
1st Quarter Jan | Feb | March 2021
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
04 COVID & Hurricanes & Elections, Oh My! My 2021 Hopes 07 New Videos to Help You Talk with Your Children about Bullying 08 My Friend, My Colleague, and My Yin A Tribute to JamieTindle 10 LIFE SKILLS TRAINING: Learning to “adult” isn’t just for grown-ups! 12 IDEA turns 45 18 What's Going On? 24 BEING YOUR OWN BOSS: Business Ownership and Entrepreneurship 33 Stay safe while video conferencing 34 Your Civil Rights and Disaster Assistance 35 Sus derechos civiles y la asistencia por desastre 36 Redesigning the Employment Narrative 53 8 Things to Know about the U.S. COVID-19 Vaccination Program 54 Resources for Parents & Educators 56 Awareness Calendar 62 Family Engagement Group members Needed 63 Youth Engagement Group Members Needed 64 Basics of the Early Intervention Process under Part C of IDEA 68 Virtual Youth Leadership Lab 70 Vaccine Information Statement (VIS)
700 Hickory Avenue Harahan, LA 70123 504.888.9111 800.766.7736 504.353.2350 fax info@fhfofgno.org fhfofgno.org
These new dates are officially etched in my brain forever. They now occupy their own little space tucked away where I keep other important dates like birthdays and anniversaries, and major event dates like May 3, 1978; September 11, 2001; August 29, 2005; and August 14, 2016. Now I can add March 13, 2020, the date we entered Phase 1 of the Pandemic; August 27, 2020, the date Hurricane Laura made Landfall in Cameron Parish; and November 3, 2020, the date of what will go down in history as the most controversial U.S. Presidential Election of our time, if not all time.
by Mary Jacob
When I think about a way to describe 2020, the first image that comes to my mind is the old mechanical bull rides. In my head, I imagined riding that bull like Sissy in the movie Urban Cowboy. However, the reality was that I never had the courage to try this out, knowing in advance I’d land on my derriere within 1.0 seconds of that bull bucking. From January to March 12th would be like the beginning of the ride – nice and smooth. But on March 13th someone moved the switch a little faster and suddenly that bull was jerking and bucking like crazy, and typically that meant someone was flying off of it. If COVID wasn’t bad enough, let’s add in a generous serving of hurricanes. This year turned out to be the most active hurricane season in history. No one in Louisiana was spared. For the first time, even north Louisiana experienced significant damage. Cameron and Calcasieu Parishes were nearly obliterated. Our sister agencies, Families Helping Families of Southeast LA in Lake Charles had 100% of their staff impacted and displaced. Additionally, Families Helping Families at the Crossroads in Pineville and Families Helping Families of Northeast in Monroe had staff displaced, damages, and loss of power for an extended time. Hurricane season seemed like it would never end and for the first time, I didn’t complain one bit about losing power for five days from Hurricane Zeta. I was thankful every day for the things I had, knowing how much worse it could have been. Amid COVID and hurricanes was a Presidential election like I’ve never witnessed before. To say the past 4 years have been interesting would be an understatement. It didn’t matter if you liked President Trump or not, he certainly challenged the status quo presidential decorum. Many Americans adored this change, while others pleaded for him to stop. Some people couldn’t wait for the latest tweet, while others shook their heads in disbelief. Nobody may have benefited from the chaos more than late-night television. Both President Trump and Congresswoman Nancy Pelosi provided enough material to put late-night television writers out of a job. On November 3, 2020, Americans that didn't vote by mail or participate in early voting cast the final votes for either President Trump or former Vice-President Biden. I don’t think anyone believed the results would go uncontested, regardless of who was on the winning side. It was just a matter of time to see how far it would be taken and what states would find themselves in the crossfire of the alleged loser. At last count, President Trump and others filed over fifty lawsuits contesting election processes, vote counting, and the vote certification process. But on December 14, 2020, the Electoral College voted to elect Vice President Joe Biden as our next President. In addition to COVID, hurricanes, and the presidential election, we witnessed mass closing of schools, virtual schools becoming the new norm, business closures, churches televising their services, tourism shutdowns, curbside pickups, and more people working from home than we ever thought was possible. Every festival scheduled was canceled. The Saints would play in an empty Superdome. The Pelicans would play in an NBA bubble. College football would be delayed and true sports fanatics would find themselves watching rebroadcasts of anything and everything sports-related. Drive-by events became the new thing. We did drive-by events for anything from birthday parties to trick or treating. Who would have ever imagined the latest fashion accessory would be a mask? You can now go basic or get all the bling you want on your mask. Who would have ever expected to have your temperature taken so frequently, and by complete strangers? Elective surgeries and medical procedures were limited. A record number of women have accepted their natural hair color and many embraced shopping apps and delivery services for the first time in their lives. If anyone would have predicted this on January 1, 2020, I suspect people would have thought they’d lost their minds. Sadly, as we close out 2020, COVID numbers are on the rise, there is still plenty of hurricane devastation, and the Presidential election is still getting ample air time. While things appear to be spinning out of control, the staff at Families Helping Families of GNO have continued to do what we do best: support parents the best way we can. We have taken 2020 in stride. While our office remains closed to the public and our staff are still not participating in any in-person meetings, we are attending record numbers of meetings via virtual technology and supporting families effectively. During our recent evaluation of services, families overwhelmingly reported they still feel supported and haven’t noticed any changes. This was music to my ears; I felt we were still serving families, but you still want to hear it from the families themselves. As we approach the New Year--and I’m sure everyone is happy to close the door to 2020--I will raise my glass and quickly kick 2020 in the rear end and welcome 2021 with much higher hopes than ever before. While there remains plenty of pain and hardship to go around, I’m looking for more optimism in the future. For me, 2021 will not be a year of resolutions, but a year of hopes. These hopes started formulating in March but really came to life within the past few months: I hope we can finally move on beyond COVID-19, whether it’s by vaccination or other means. I don’t anticipate this happening early in 2021, but I do hope it will happen before we close out 2021. I hope for a very quiet hurricane season. We do not need a repeat of the 2020 devastation. I also hope everyone impacted by the 2020 hurricane season finds their way back home or wherever they want to be. I hope for an uneventful Presidential transition. I hope people can return to their norms and the familiarity that brings them peace and harmony. I hope people will be less judgemental and be more accepting of those who think differently from themselves. I hope people truly embrace equity for all. I hope all school-age children receive the quality education they deserve in a safe, nurturing environment. I hope people listen to understand and not to respond. It’s the only way we can learn. I hope anyone that is silently suffering from mental or physical illness finds the answers they need to heal. I hope to make fewer family sacrifices. I hope for more self-care. I wish everyone a year filled with good health, strength, hopes, and dreams. Happy 2021!
COVID & Hurricanes & Elections, Oh My! My 2021 Hopes
Top left: Coronavirus COVID-19. Bottom left: President Elect, Joseph Robinette Biden Jr., President Donald John Trump. Above: Hurricane Laura.
ET
New Videos to Help You Talk with Your Children about Bullying
Happy New Year
Schools across the country are gearing up for a few weeks off for winter break. This can be a great time to check in with your child and talk to them about their experiences with bullying and cyberbullying. You may have stories to share with them about how you handled bullying as a child or teenager, too. StopBullying.gov can help you start the conversation with resources like our new, short animated videos that show how different young people overcame being bullied in middle school. StopBullying.gov’s new animated video series is based on real experiences. You can watch these video stories with your children to prompt a discussion about bullying they’ve experienced or witnessed. You can ask questions such as: Have you witnessed any bullying like this? Who has been bullied? Have you ever bullied anyone? Have you ever been bullied? Why do you think the children who are bullying them (or you) are doing it? Do any adults know about the bullying incidents? What do you think can be done to stop it? You can also share information with your child about what they can do when they witness bullying or cyberbullying. Read more at StopBullying.gov or check out the videos on the StopBullying.gov YouTube channel.
I often say nonprofit leadership isn't for sissies. To quote Joan Garry, a nationally renowned nonprofit consultant: "Nonprofits are Messy – Not enough money. Too many cooks. An abundance of passion." Joan says there are five attributes all great non-profit executive directors must possess. These attributes perfectly describe my friend, my colleague, and the yin to my yang – Jamie Tindle: Authenticity – People have to believe in you. They want to know what they see is what they get, and this couldn't be more true for Jamie Tindle. She is the most authentic person I know. Whether or not you think that’s a good trait depends on where you stand. But families that depend on FHF for services will agree that they need to know they are connecting with someone authentic. Impostors are quickly identified. Conviction – We must feel comfortable speaking out about what we believe in without fear of alienating others. This is not always easy, but Jamie possesses this skill. When thinking about conviction and Jamie, I think of the quote by Chandini Portteus: "You fight for what's right, you set that vision of where we could be – and then you go after it yourself." Joy – Who wants to work in an industry or place that doesn't bring them joy? How often do you meet people that aren't happy with their work? Jamie has found great joy in the work she has done over the past 15 years. Humor – Nonprofit work is serious business. We are trying to solve problems for families that are often struggling with unimaginable issues. Every once in a while you must find some humor to relieve the stress. Jamie and I often found our comic relief with each other. Fearlessness – Joan Garry believes that with authenticity and conviction comes a sense of fearlessness, and I must agree. Fearlessness is about doing the things most people avoid: having those difficult talks with staff, calling donors and asking for money, having conversations with board members about their board responsibilities, challenging systems that are reluctant to change, and calling legislators and reminding them of their obligations. Jamie will admit there were times she was fearful, but she knew not to show it. For the most part, she fearlessly led FHF of GBR with her passion and conviction. Everyone has that one person in their life that made them feel like they were a better person just for knowing them. Jamie is that person for me. She is a true friend, a remarkable colleague and most importantly – she is the work yin to my yang. In many ways we are complete opposites, but our seemingly opposite or contrary forces actually complemented each other and created a nice interconnected balance in our jobs. We are very similar in our devotion to what we do. More often than not, we feel the weight of the world on our shoulders, feel there is no margin for error, and attempt to be world-class jugglers. We work 60- to 70-hour weeks, we sacrifice our family life to support others in crisis-situations, and due to limited funding for administrative support, we often find ourselves wearing many hats just to keep the organization financially stable. We lose sleep worrying about our own family, our staff, the families we serve, the scarce resources – and this is when things are going well. We know we are just one misstep away from all the balls we are juggling crashing down. Throw in a pandemic and, well, things can quickly go haywire on you. Jamie possesses remarkable people skills and is a natural storyteller. I like to say Jamie and I could both walk into Wal-Mart and ask for a $1,000 donation and she'd come out with $10,000, while I'd come out with $100. She has the mysterious "it" factor when it comes to raising money. Jamie Tindle, like myself, considers it a privilege to lead one of the FHF Centers. This isn't a job or career choice; it truly is a passion. Jamie's passion is best described in this quote by Vincent Van Gogh: "Your profession is not what brings home your weekly paycheck, your profession is what you're been put on Earth to do, with such passion and such intensity that it becomes spiritual in calling." The birth of Jamie's passion came the day her son, Alex was born and eventually diagnosed with the developmental disability Cardiofaciocutaneous Syndrome (CFC). This personal connection became a huge driving factor in her quest for improved services for individuals with disabilities. Jamie regularly works 70-hour weeks and then goes home to take on the role of primary caregiver for Alex. It's only on the rarest occasions that Jamie can step away from these personal responsibilities. Jamie epitomizes the saying, "Great leaders don't set out to be a leader… they set out to make a difference. It's never about the role, but always about the goal." The goal for Jamie was to make sure her son Alex, and others with disabilities, had the opportunity to live the most amazing life they could live, regardless of their disability. Living and leading can be exhausting when you know everything you do and every decision you make can positively or negatively impact someone's life. Jamie and I originally met in 2002 when we both worked at Families Helping Families centers as Family Facilitators under what was then called the Louisiana Department of Education School Improvement Grant (SIG). This grant would be the first of many SIG grants awarded to Louisiana. At the time Jamie worked at Northshore Families Helping Families and I was at FHF of GNO. I don't think either of us ever thought about becoming executive directors for an FHF Center. We were moms of young kids, working part-time, and just trying to survive. It wasn't until we both became executive directors that our friendship blossomed into one that will last a lifetime. Fifteen years ago when Jamie took over the leadership role at Families Helping Families of Greater Baton Rouge, the agency was a hot mess. Due to poor governance, the previous board didn't provide proper oversight to ensure the agency had the resources and talent it needed to survive. The reputation of the agency was anything but flattering, but none of this fazed Jamie. She knew the agency needed life-support and she was convinced she could provide the oxygen it needed to not only stay alive but to actually thrive. She instinctively knew what needed to be done to accomplish the transformation. Her accomplishments were nothing short of amazing. Here are a few of the things that I think she was most proud of: Rebranding the Public Image - Jamie knew she would never lead the organization to sustainability without rebranding. The public image was dismal and she needed to take the reins and become the face of FHF of GBR. She had to convince the public, families, state agencies, donors, and others to trust her and her determination to bring the agency to a new level of success. Changing public image isn't the easiest thing to do, but Jamie was determined to make this happen. In doing so, she also implemented ways to give back to the community by creating events and partnerships that would shine the spotlight on FHF of GBR. This included partnering with many businesses to host an annual Thanksgiving Celebration for over 500 people and partnering with BREC to host an annual luau for over 700 people. Financial Stability Transforming a decade-old failing nonprofit isn't an easy task. For Jamie it was a mission, because she knew families deserved a well-run, financially stable family resource center in the Greater Baton Rouge area. In addition to acquiring back all of her lost state contracts, Jamie was determined to find new funding -- and more importantly – unrestricted funding. This would allow her to leave the small, cramped office they were leasing to ultimately purchasing the large office building they currently occupy. Jamie was able to drastically increase the annual revenue of FHF of GBR. In Jamie's 15 years, she was able to raise over 2 million dollars above and beyond what she received in state contracts to support programs. This is a remarkable accomplishment by any standard of measurement. Resource Center for Autism Spectrum Disorders Unrestricted funding also allowed Jamie to create and sustain the Resource Center for Autism Spectrum Disorders in Baton Rouge. This center supports parents of children with autism in the GBR area with family-to-family support, education, training, information, and referral. Active for Autism 5K Run/Walk & Fun Fest One of the annual events Jamie was very proud of was the Active for Autism Run/Walk & Fun Fest. Active for Autism started as a small walk and grew into a premier 5K event in the GBR area. The event promotes awareness, acceptance, and inclusion of those who are affected by an Autism Spectrum Disorder. The event also provided the $100,000 revenue needed to support the Resource Center for Autism Spectrum Disorders. Jamie never sought or expected recognition for her dedication and hard work. She did deserve recognition and there was no shortage of it from community members, families, and other organizations. Some of the more notable recognitions she received was being the recipient of the Louisiana State Police Superintendent's Award of Excellence and the Family Road of Greater Baton Rouge Solaris Award. The award I have the fondest memories of and had the pleasure of celebrating with her was being the recipient of the Blue Cross Blue Shield Angel Award. This very competitive and sought after award not only comes with great distinction, it came with a $20,000 donation to FHF of GBR. Tributes to Jamie were made by the then head of Louisiana State Police, Colonial Mike Edmonson, Scott Rogers, Jamie Fletcher, Katrina Coots, Gloria Stockton, Madison Tindle, Alex Tindle, and myself. You can watch her video here. These tributes recognized her remarkable dedication and commitment to FHF of GBR. Colonial Mike Edmonson of the Louisiana State Police said, “When you look at an angel, Jamie epitomizes what an angel really is – she looks for ways to be extraordinary every day.” Scott Rogers said, “When you look at her heart, you can see a woman that is truly driven by something greater than earning dollars. She doesn’t just do an 8 to 5 job – she goes beyond the call of duty.” Katrina Coots said, “It doesn’t matter what time of day it is, if someone needs something, Jamie is that person that will be there.” Her daughter called her a role model, her son said she was the greatest lady in the world, and her mom is so incredibly proud of what she’s accomplished. It's hard to come up with one word to describe Jamie. So many words pop into my head, but they all seem to fall under passion. Passion is defined as “a feeling of intense enthusiasm towards or compelling desire for someone or something.” Passion can range from eager interest in or admiration for an idea, proposal, or cause; to enthusiastic enjoyment of an interest or activity; to strong attraction, excitement, or emotion towards a person. Jamie has said she refers to Alex as “the birth of her passion." Passion is what gives you boundless energy; intense, almost single-minded focus; and the willpower to overcome even the most daunting obstacles. While many of us become comfortable in our routine, regardless of how insanely crazy it may be, others like Jamie become self-aware of when the passion is fading. It's hard to imagine being so passionate about something for 15 years and then finding the flame flickering out. In the non-profit world, it's what separates the true leaders from the ones just doing a job. True leaders recognize when they've taken the agency the furthest they can take it and know when it's time to step away. A couple of years ago Jamie and I had a conversation about when you know it's time to step away. She wasn't sure what she was feeling, but things just didn't seem right. In fear of losing her time, talent, historical knowledge, and more, her board of directors gave her a sabbatical in hopes they would recharge the passion. It worked for a while, but I knew deep down inside it wasn't a permanent fix and I didn't like it. I knew Jamie was ready to move on. I knew she still had so much passion left in her to do great things. I knew she needed a new joy. But, I selfishly didn't want to lose my friend, my colleague, and my yin. I still needed her in my life. I needed my sparring partner, my sounding board, my confidant. I needed to hear on really bad days, the sun would still come up tomorrow. The idea of supporting her to let go was unfathomable to me. Yet, I knew when this day came, it would be the greatest day for her. This God-fearing woman always sees the glass half full – never ever is it half empty. No matter what challenges are dropped at her feet, she accepts them and uses God as her moral compass. She knew God always had a plan – even if it wasn’t obvious at the time. Over the past years, Jamie has longed for a more balanced life. Her family was expanding and she wanted to spend more time with them and enjoy her new role as a Mimi, a role she covets and wouldn't trade for anything. I think about how becoming a grandmother changed both of us. We know the sacrifices we made for our own family. Jamie was ready for that change - she had accomplished so much, during some very rough times. She has earned the right to spend as much time as she wants with her family and friends. It was mid-2020 when the Families Helping Families network quietly lost one of our longtime great leaders. Due to COVID, there wasn't an opportunity for any real fanfare to celebrate her career and her accomplishments and appropriately thank her for what she did in the 15 years she lead FHF of GBR. A previous board member and now friend, Sharon Dufrene, said, “I watched your incredible dedication and resolve, your impeccable work ethic and your hands-on leadership mold the re-creation of FHF of GBR. If it were up to me, there would be a parade, noisemakers, confetti and an official Jamie Tindle Day in Louisiana.” Unfortunately, COVID-19 robbed us all of the opportunity to celebrate her appropriately. Emeasoba George wrote, "The greatest legacy anyone can leave behind is to positively impact the lives of others. Whenever you add value to other people's lives, you are unknowingly leaving footprints on the sands of time that live on, even after your demise." Thankfully, I'm not writing this article about the death of Jamie, but celebrating her still passionate life. Jamie has left many many footprints in the sand during her tenure as the Executive Director of FHF of GBR. By no stretch of the imagination will this article ever give Jamie the farewell, recognition, and acknowledgment she deserves, but I do hope my words and the words of these others will provide her with a small taste of what she means to so many others. Jamie, it has been a real honor to be your friend. Your devotion and dedication to people with disabilities and the FHF network was exceptional. Your enduring commitment didn’t go unrecognized by those of us that truly understand the numerous challenges an executive director of a nonprofit faces daily. Don’t ever forget the phenomenal person you are and the natural gifts you give to the world daily. Your love and friendship are some of the greatest gifts I’ve ever received. I wish you the best of everything wonderful in 2021!
Jamie & Mary
My Friend, My Colleague, and My Yin A Tribute to JamieTindle
continued on p.42
Every job – even a good job – has an expiration date. For some it comes when they find a new job; for others the expiration date comes when the boss decides it’s time for something new. But in the nonprofit world, where leaders are often defined by their passion for the mission, an organization leader often leaves when they've accomplished all they could for an organization. When this happens, they often move on to a new passion and find fresh joy in helping others.
LIFE SKILLS TRAINING: Learning to “adult” isn’t just for grown-ups!
Why is it that every time I see an article on Life Skills Training with people with developmental disabilities, it’s aimed at youth and young adults? I don’t know about you, but my experience with my son has been that any new skill takes a LOT of time and many, many repetitions before it “takes,” if you know what I mean. So why are we waiting until a child becomes a teen or young adult before we start thinking about life skills?
by Sharon Blackmon
I know my excuse: My son had so many special health concerns as a young child, just about the last thing on our minds was what he was going to do as an adult. We were so busy just getting from one day to the next with no major health episodes, adulthood seemed a million years away. And unfortunately, as a result I think I underestimated what he could do and what he could learn. I don’t want to say that I babied him… but maybe I did. Just a little. What exactly are “life skills,” anyway? In general, life skills are any basic abilities you need to be independent (or more independent) in life. They break down into several categories, including housekeeping, technical, survival, money management, safety, self-awareness, relationships, and wellness/mental health skills, to name a few. We generally think of life skills as “adulting” skills, which is probably why we may not start to think about teaching them until our kids are a little older. But we don’t do our children – or ourselves – any favors by waiting until high school to start the process. So when, exactly, is a good time to think about teaching life skills? Since most of us have been at home with our children more in the past year than may be our norm, we parents have started realizing (1) that our kids may be a little less independent than we would like, especially when mom or dad is trying to work and take care of the kids’ needs at the same time, and (2) that now may just be the perfect time to start some good old-fashioned basic training for children of all ages! When thinking about typical learners as opposed to diverse learners, let’s be honest: typical learners will pick up a lot of things with no prompting whatsoever, while diverse learners will need more prompting and may even need to learn by rote and repetition. That’s something I’ve noticed with my typically-developing daughter after raising a son with diverse learning needs. It was almost shocking to my system when my daughter, as a toddler, would spout out, “No, mama! I do it myself!” What?? Those words were foreign to me! She learned to dress herself and put on her own shoes because she was motivated to do so by something deep inside her that craved independence. My son, not so much! Now part of the issue was that his motor skills weren’t what hers were. And another part of it was that he didn’t care if he got dressed or not. And maybe even a little part of it was that his mama babied him. Maybe. Just a tiny bit. Engaging children and young adults in performing life skills and activities of daily living boosts their confidence and emotional health by giving them some measure of control. Try to consider developmental appropriateness rather than age-appropriateness, though; some children are very precocious and wise beyond their years while others will need to learn competence at very basic tasks. Some jobs may need to be performed hand-over-hand, and that’s okay! My son holds his toothbrush while I put my hand over his to guide it, but at least he is understanding what to do and is involved in the process. He is also ambulatory and can pick up his clothes off the bathroom floor after bath and take them to his hamper; a child using a wheelchair may need help with parts of that job. But even draping the clothes over their arm, wheeling them to the hamper, and having them drop the clothes into the basket is engaging them in the task and giving them control over some of their own self-care. Let’s look at some potential chores our children might do. Teaching these tasks is a good place to start life skills training: Helping put toys away Dressing him/herself (or at least assist) Putting clothes in the hamper after undressing Assisting with setting the table Clearing his/her plate after meals Brushing teeth with assistance Washing face with assistance Remember also that success need not be measured by the child being able to completely perform the job start to finish. Think of each task in its basic parts: your child may be able to lift toys and drop them into a box if you position him there and pile the toys within arm’s reach. Or “assisting with setting the table” may mean giving everyone a fork after the plates have been placed. With mastery of that piece, you might eventually add placing forksandnapkins at each place. Consider these basic safety skills children should learn: Their full (first and last) name At least one parent or caregiver’s first and last name A phone number or address of someone to reach in case of an emergency How to make an emergency phone call on a cell phone (it’s not the same as a land line!) How to cross a street safely Now let’s think about simple housekeeping duties to teach: Dusting easy-to-reach places Basic laundry chores like bringing dirty clothes to the laundry and putting away clean clothes Setting the table for meals Clearing away dishes after meals Wiping the table after dishes are cleared ·Hanging towel after a bath Rinsing bath tub Wiping sink and bathroom counter daily Washing dishes Making the bed Sweeping and vacuuming the floors Being safe around household cleaners Here are a few self-care tasks, from simplest to more complex: Choosing clothing Dressing/undressing Donning/doffing shoes (slip-ons are easiest!) Washing face Washing hands Brushing teeth Brushing hair Physically going to the toilet Taking down pants to toilet Cleaning self after toileting Pulling up clothing after toileting Bathing self Washing hair Drying hair ·Shaving Taking care of feminine hygiene needs And now for some beginning cooking ideas: Putting groceries away, remembering what items go in the pantry and which ones will need to be kept in the freezer or refrigerator Making a basic no-cook meal like a sandwich Mixing or stirring a recipe like chicken or tuna salad Cutting ingredients like fruits or soft vegetables with a plastic serrated knife Safely using the microwave for reheating leftovers Washing dishes It’s never too early to start teaching money management! This list goes from very simple money handling up to more complex operations: Identifying coins or bills and their value Combining coins or bills to make a given amount Physically handling and managing money (storing in a wallet or change purse, handing over money to cashier for a purchase) Counting change Receiving an allowance or other income Learning give/save/spend principles Opening a bank account Identifying bills and coins needed to make a purchase Using a debit card Writing a check Balancing an account As they say, “Necessity is the mother of invention.” So don’t feel like you need to sit around and think up life skills lesson plans: trust me, if you just pay attention to the events in any given day, those tasks you need to work on will present themselves! When a child needs help with some activity of daily living, consider whether that task is something they could be learning to do themselves. Then think about breaking the job down into steps, as if you were doing a YouTube tutorial on the subject. Try to start with the very basic parts of the job, and as they are successful add more steps until they are either independent or at least more independent than they were. Consider also that some minor modifications may help your child be more independent with certain activities of daily living. When my son was potty-training years ago, he couldn’t tell me he needed to go to the toilet because he doesn’t talk. So I bought a cheap door bell and installed the button with Velcro on the door frame of the bathroom. Every time I took him to potty we would ring the bell. Then one glorious day I heard the bell ring from the front of the house! Now that he is older, he can go to the toilet on his own but may need help with cleaning. We have a countertop bell near the toilet – one of those “dingers” you see on store counters sometimes – and he rings it when he needs help. He also wears elastic-waist pants so that he can be independent with going to the toilet, since his dexterity isn’t good for snaps or buttons. All of these are simple and inexpensive adjustments we made to help him be more autonomous. While it may often be easier just to do it ourselves and move on, we do our kids a disservice by not using teachable moments to increase their independence. It is highly likely that they will outlive us, so let’s make sure they are as self-sufficient as possible. For more ideas on teaching life skills, you might talk with your child’s teacher or an Occupational Therapist. You could also do a quick internet search on the specific topic you’re addressing. Note the following links for more information: Life Skills Advocate blog 48 Life Skills Everyone Should Learn 65 Life Skills to Teach Kids at Every Age I Did it All By Myself! An Age-by-Age Guide to Teaching Your Child Life Skills YouTube – life skills videos for special education students
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The Individuals with Disabilities Education Act's 45th Anniversary
Nov. 29, 2020, marked the 45th anniversary of President Gerald Ford signing the Education for All Handicapped Children Act (Public Law 94-142) into law. The 1990 amendment to Public Law 94-142 changed the law’s name to the Individuals with Disabilities Education Act (IDEA). During the week of November 30, 2020, the Office of Special Education and Rehabilitative Services (OSERS), the Office of Special Education Programs (OSEP), and the United States Department of Education celebrated 45 years of providing education, supports and services to infants, toddlers, children and youth with disabilities and their families through the IDEA. HISTORY The IDEA has experienced numerous changes over the years in an effort to better support infants, toddlers, children and youth with disabilities. Congress enacted the Education for All Handicapped Children Act (Public Law 94-142), also known as the EHA, in 1975 to support states and localities in protecting the rights of, meeting the individual needs of, and improving the results for infants, toddlers, children, and youth with disabilities and their families. This landmark law’s name changed to the Individuals with Disabilities Education Act, or IDEA, in a 1990 reauthorization. The law was last reauthorized in 2004, and the department has periodically issued new or revised regulations to address the implementation and interpretation of the IDEA. Before EHA, many children were denied access to education and opportunities to learn. In 1970, U.S. schools educated only one in five children with disabilities, and many states had laws excluding certain students, including children who were deaf, blind, emotionally disturbed, or had an intellectual disability. Since the passage of EHA in 1975, significant progress has been made toward meeting major national goals for developing and implementing effective programs and services for early intervention, special education, and related services. The U.S. has progressed from excluding nearly 1.8 million children with disabilities from public schools prior to EHA implementation to providing more than 7.5 million children with disabilities with special education and related services designed to meet their individual needs in the 2018-19 school year. In 2018-19, more than 64% of children with disabilities were in general education classrooms 80% or more of their school day (IDEA Part B Child Count and Educational Environments Collection), and early intervention services were provided to more than 400,000 infants and toddlers with disabilities and their families (IDEA Part C Child Count and Settings). Other accomplishments directly attributable to the IDEA include educating more children in their neighborhood schools, rather than in separate schools and institutions, and contributing to improvements in the rate of high school graduation, post-secondary school enrollment, and post-school employment for youth with disabilities who have benefited from the IDEA. CONDITIONS BEFORE EHA AND IDEA Before the EHA’s enactment, the fate of many individuals with disabilities was likely dim. Many individuals lived in state institutions for persons with intellectual disabilities or mental illness. Many of these restrictive settings provided only minimal food, clothing, and shelter, and persons with disabilities were often merely accommodated rather than assessed, educated and rehabilitated. Further, most families were not afforded the opportunity to take part in planning or placement decisions regarding their child, and resources were not available to enable children with significant disabilities to live at home and receive an education at neighborhood schools in their community. 1950s, 1960s AND 1970s: INITIAL FEDERAL RESPONSE In the 1950s and 1960s, the federal government, with the strong support and advocacy of family associations, began to develop and validate practices for children with disabilities and their families. These practices laid the foundation for implementing effective programs and services of early intervention and special education in states and localities across the country. Early federal legislation supported improved programs and services. Notable examples included: the Training of Professional Personnel Act of 1959 (Public Law 86-158), which helped train leaders to educate children with mental retardation*; the Captioned Films Acts of 1958 (Public Law 85-905), the training provisions for teachers of students with mental retardation* (Public Law 85-926), and 1961 (Public Law 87-715), which supported the production and distribution of accessible films; the Teachers of the Deaf Act of 1961 (Public Law 87-276), which trained instructional personnel for children who were deaf or hard of hearing; the Mental Retardation Facilities and Community Mental Health Centers Construction Act of 1963 (Public Law 88-164) expanded previous specific training programs to include training across all disability areas; the Elementary and Secondary Education Act of 1965 (Public Law 89-10) and the State Schools Act (Public Law 89-313) provided states with direct grant assistance to help educate children with disabilities; and the Handicapped Children’s Early Education Assistance Act of 1968 (Public Law 90-538) and the Economic Opportunities Amendments of 1972 (Public Law 92-424) authorized support for, respectively, exemplary early childhood programs and increased Head Start enrollment for young children with disabilities. Landmark court decisions further advanced increased educational opportunities for children with disabilities. For example, the Pennsylvania Association for Retarded Citizens v. Commonwealth (1971) and Mills v. Board of Education of the District of Columbia (1972) established the responsibility of states and localities to educate children with disabilities. * A 2017 revision reflected changes made to the Individuals with Disabilities Education Act by Rosa’s Law, which replaces references to “mental retardation” in Federal law with “intellectual disability” or “intellectual disabilities.” 1975: PUBLIC LAW 94-142 On November 29, 1975, President Gerald Ford signed into law the Education for All Handicapped Children Act (Public Law 94-142), or the EHA. The EHA guaranteed a free, appropriate public education, or FAPE, to each child with a disability in every state and locality across the country. The four purposes of the EHA were: to assure that all children with disabilities have available to them…a free appropriate public education which emphasizes special education and related services designed to meet their unique needs, to assure that the rights of children with disabilities and their parents…are protected, to assist States and localities to provide for the education of all children with disabilities, and to assess and assure the effectiveness of efforts to educate all children with disabilities. The law authorized financial incentives to enable states and localities to comply with the EHA. The EHA was a response to Congressional concern for two groups of children: the more than 1 million children with disabilities excluded entirely from the education system and the children with disabilities who had only limited access to the education system and were therefore denied an appropriate education. This latter group comprised more than half of all children with disabilities who were living in the U.S. at that time. Facts and Figures In the 1976-77 school year, 3,694,000 students aged 3 through 21 were served under the EHA. 1980s and 1990s, including the introduction to early intervention To achieve the national goals for access to education for all children with disabilities, several special issues and special populations required federal attention. Key amendments to the law in the 1980s and 1990s reflected these national concerns. Reauthorizations The 1986 reauthorization (Public Law 99-457) addressed early intervention and mandated that individual states provide services to families of children born with disabilities from the time they are born. Previously, these services were not available until a child reached the age of three. The 1990 reauthorization ( Law 110-476 Public) changed the law’s name from EHA to the Individuals with Disabilities Education Act, or IDEA. It also added traumatic brain injury and autism as new disability categories. Additionally, Congress mandated that as a part of a student’s individualized education program (IEP), an individual transition plan (ITP) must be developed to help the student transition to post-secondary life. The 1997 (Public Law 105-17) reauthorization articulated a new challenge to improve results for children with disabilities and their families. This included an emphasis on access to the general curriculum. Additionally, states were given the authority to expand the “developmental delay” definition to also include students up to age nine. The law also required parents be provided an opportunity to attempt to resolve disputes with schools and local educational agencies (LEAs) through mediation and provided a process for doing so. Birth Through Age 2 The 1980s saw a national concern for young children with disabilities and their families. While the EHA mandated programs and services for children 3 to 21 years that were consistent with state law, the 1986 amendments to the EHA mandated that states provide programs and services from birth. These early intervention and preschool programs prepared young children with disabilities to meet the academic and social challenges that lie ahead of them, both while in school and in later life. Facts and Figures In the 1980-81 school year, 4,144,000 students aged 3 through 21 were served under EHA. By the 1990-91 school year, 4,710,000 infants, toddlers, children, and youth with disabilities from birth through age 21 were served under IDEA. Ages 3 Through 21 The 1980s and 1990s saw a push to expand the opportunities for educating children with disabilities in the least restrictive environment. For example, in the early 1980s, EHA supported several “Severely Handicapped Institutes” to develop and validate effective approaches for integrating children with significant disabilities with their non-disabled family members at home and their non-disabled classmates at school. Model projects’ efforts led the way for millions of children with significant disabilities to attend their neighborhood schools and learn the life skills needed for full, active participation in integrated activities with their family members, friends, neighbors and co-workers. Additionally, in 1982, the U.S. Supreme Court addressed for the first time, what is meant by a free appropriate public education under EHA. In Hendrick Hudson Dist. Bd. Of Ed. v. Rowley, the Supreme Court concluded that to meet its obligation to provide FAPE, the school district must provide access to specialized instruction and related services which are individually designed to provide educational benefit to the child with a disability. In 2017, the Court revisited the question of what level of educational benefit the school district must confer on children with disabilities to provide FAPE, as noted in Endrew F. v. Douglas County School District Re-1 (2017) below. The law has also supported the preparation of students for vocational success through new and improved transition programs. The law’s 1983 amendments (Public Law 98-199), 1990 amendments (Public Law 101-476) and 1997 amendments (Public Law 105-17) supported initiatives for transition services from high school to adult living. Because of these mandates, each transition-aged student’s IEP must include transition plans or procedures for: Identifying appropriate employment and other postschool adult living objectives for the student; Referring the student to appropriate community agencies; and Linking the student to available community resources, including job placement and other follow-up services. The IEP must also specifically designate who is responsible for each transition activity. Facts and Figures Of student with disabilities ages 14 through 21 who were known to have left school in the 1994-95 school year: 52% graduated with a regular diploma, 63% graduated with a regular diploma or certificate of completion, and 34% dropped out. 2000s and 2010s In 2004, the IDEA reauthorization aligned the IDEA with the No Child Left Behind Act requirements. The 2004 reauthorization called for: Early intervening services for children not currently identified as needing special education but who need additional academic and behavioral support to succeed in a general education environment, Greater accountability and improved educational outcomes, and Raised standards for instructors who teach special education classes. The 2000s and 2010s saw revised regulations to the IDEA. The department issued these periodic revisions to address the implementation and interpretation of the IDEA. In August 2006, the department issued regulations necessitated by the 2004 reauthorization. The 2006 IDEA regulations required schools to use research-based interventions in the process of assisting students with learning difficulties or determining eligibility for special education. The 2006 regulations also addressed other new requirements included in the 2004 reauthorization, such as: The resolution process required when a parent files a due process complaint, and Shifting the responsibility to provide equitable services for parentally-placed private school children with disabilities to the local educational agency (LEA) in which the private school is located. In 2008, the department issued regulations it determined were needed to clarify and strengthen effective implementation and administration of IDEA programs. These IDEA regulations addressed: Parental consent for continued special education and related services; Non-attorney representation in due process hearings; State monitoring, technical assistance, and enforcement; Allocation of funds; and Positive efforts to employ and advance in employment individuals with disabilities. Both 2011 and 2013 regulations included clarifications or revisions to the IDEA for infants and toddlers with disabilities programs. Additionally, the 2013 regulations revised the parental consent requirements related to a child’s or parent’s public benefits and ensured parent of children with disabilities are specifically informed of all their legal protections when public agencies seek access to public benefits or insurance to pay for services required under the IDEA. The 2015 revisions revised regulations governing the requirement that LEAs maintain fiscal effort; removed the authority for states to define modified academic achievement standards and develop alternate assessments based in those modified academic achievement standards or eligible students with disabilities. Notably, a 2017 revision reflected changes made to the Individuals with Disabilities Education Act by Rosa’s Law, which replaces references to “mental retardation” in Federal law with “intellectual disability” or “intellectual disabilities.” Other 2017 revisions removed and revised IDEA definitions based on the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the Every Student Succeeds Act of 2015 (ESSA). In March 2017, the Supreme Court ruled on a landmark case that defines the scope of FAPE requirements under IDEA. In Endrew F. v. Douglas County School District Re-1, the Supreme Court determined that “[t]o meet its substantive obligation under the IDEA, a school must offer an IEP reasonably calculated to enable a child to make progress appropriate in light of the child’s circumstances.” The Court additionally emphasized the requirement that “every child should have the chance to meet challenging objectives.” Facts and Figures Birth Through Age 2 In 2005-06, 299,048 infants and toddlers with disabilities from birth through age 2 were served under IDEA, Part C. By 2018-19, 409,315 infants and toddlers with disabilities from birth through age 2 were served under IDEA, Part C. Ages 3 Through 21 In the 2018-19 school year, 7,130,238 students with disabilities from 3 through 21 were served under IDEA, Part B. In the 2017-18 school year, 72.7% of students with disabilities, age 14-21, exiting school graduated with a regular high school diploma and 16% dropped out. Educators/Service Providers In the 2005-06 school year, 695,466 teachers and related service personnel were employed to serve students age 3 through 21. By the 2017-18 school year, 942,446 teachers and related service personnel were employed to serve students age 3 through 21. STAKEHOLDERS Families From the beginning of special education legislation, families of children with disabilities have been considered important partners in meeting the needs of children with disabilities. IDEA includes key principles to guide families and professionals to work together to enhance the educational opportunities for their children. IDEA requires active parent participation throughout the educational process including the development of the child’s IEP. IDEA 1997 amendments mandated that schools report progress to parents of children with disabilities as frequently as they report to parents of non-disabled children. The intent was to maintain an equal and respectful partnership between schools and families. Educators and Service Providers IDEA has continued the long-standing federal commitment to provide an adequate supply of qualified teachers. Today, hundreds of thousands of professionals specializing in early childhood and special education are being trained with IDEA support. These professionals include early intervention staff, classroom teachers, therapists, counselors, psychologists, program administrators, and other professionals who will work with future generations of children with disabilities and their families. IDEA has supported states and localities in meeting their identified challenges for personnel preparation. For example, IDEA has supported local communities who were developing and implementing early childhood programs; schools serving students with low-incidence disabilities, such as children who are blind or deaf or children with autism or traumatic brain injury; and schools in rural or large urban areas, where financial and other resources are often scarce. State Lead Agencies, State Educational Agencies, and Local Educational Agencies The IDEA requires states and other public agencies to implement programs designed to improve results for infants, toddlers, children and youth with disabilities and their families. Additionally, the IDEA allows for the award of annual formula grants to states to support early intervention services for infants and toddlers with disabilities and their families, and the provision of special education and related services to preschool children ages three through five, and children and youth with disabilities Discretionary Grant Recipients IDEA discretionary grants award grants through a competitive process to state educational agencies, institutions of higher education, and other nonprofit organizations to support technical assistance and dissemination, technology and media services, state personnel development grants, personnel preparation, state data collections, and parent-training and information centers. SOURCES U.S. Department of Education, Office of Special Education and Rehabilitative Services. “History: Twenty-Five Years of Progress in Educating Children With Disabilities Through IDEA.” U.S. Department of Education, Office of Special Education Programs, Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, selected years, 1979 through 2019. U.S. Department of Education, EDFacts Data Warehouse (EDW): “IDEA Part B Personnel Collection” 2011-12 to 2017-18. Data from 2011 includes US and Outlying areas data from 2012 – 2017 includes the US, Outlying Areas, and Freely Associated States. U.S. Department of Education, EDFacts Data Warehouse (EDW): “IDEA Part B Exiting Collection,” selected years, 1996 through 2018.
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Families Helping Families of Greater New Orleans the Louisiana Parent Training & Information Center (LaPTIC) invites you to join us for our FREE monthly webinars. Our webinars provide attendees with important training on a variety of educational topics and supports and services available to individuals with disabilities and their families in the community.
JANUARY 2021 - TRAINING CALENDAR
Parent Rights in Special Education - Join us for this new interactive online training where we will discuss parent rights in special education. Learning goals include: Understanding your special education rights including: Parental participation; Access to education records; When informed consent is required; Prior written notice; Independent Education Evaluation; Your right to disagree with school; and More Co-Sponsor: FHF Crossroads Date: Tuesday, January 5, 2021 Time: 11:00 am – 12:00 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Special Education FAQ 1.0 - Join us for this new interactive training on the most frequently asked questions about special education and younger children. Learning Goals includes: Transitioning from EarlySteps to school services; Evaluation requirements and timelines; Who qualifies for special education; Evaluation requirements for students in private schools; What to do if your child is struggling in school; How to handle bullying in school; and More Co-Sponsor: FHF SWLA Date: Thursday, January 7, 2021 Time: 12:00 pm – 1:00 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Special Education Dispute Resolution Option - Join us for this new interactive training as we discuss Special Education dispute resolution options when parents disagree. Learning Goals includes: The frequently used acronyms; The different informal and formal dispute resolutions options offered by the Louisiana Department of Education; How to request a dispute resolution option; and More Co-Sponsor: FHF NELA Date: Monday, January 11, 2021 Time: 12:00 pm – 1:00 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Navigating the IEP: Part 1 - Join us for this new interactive training as we navigate the different sections of the IEP. During Part 1 of the 3 Part series, we will be discussing the General Student Information Section of the IEP. Co-Sponsor: FHF NOLA Date: Wednesday, January 13, 2021 Time: 12:00 pm- 1:00 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Navigating the IEP: Part 2 - Join us for this new interactive training as we navigate the different sections of the IEP. During Part 2 of the 3 Part series, we will go through the instructional plan, annual goals and accommodations. Co-Sponsor: FHF Acadiana Date: Wednesday, January 20, 2021 Time: 12:00 pm – 1:00 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Unlocking Ambitious IEP Goals - Join us as we discusssome tips to help you focus on making your child’s IEP as complete as possible to ensure good outcomes. During this webinar, we will discuss measurable annual goals and how they are written, your role as an IEP team member and how to create a result driven IEP. Co-Sponsor: Bayou Land FHF Date: Saturday, January 23, 2021 Time: 10:00 am – 11:00 am Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Navigating the IEP: Part 3 - Join us for this new interactive training as we navigate the different sections of the IEP. During Part 3 of the 3 Part series, we will be finishing up with program/ placement and services. Co-Sponsor: Northshore FHF Date: Monday, January 25, 2021 Time: 12:00 pm – 1:00 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. 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. Date: Tuesday, January 26, 2021 Time: 8:00 pm – 9:00 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students.
Special Education FAQ 3.0 - Join us for this new interactive training on the most frequently asked questions about the transition process from high school to adult life. Date: Tuesday, March 2, 2021 Time: 11:30 am - 12:30 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Navigating the IEP: Part 1 - Join us for this new interactive training as we navigate the different sections of the IEP. Date: Tuesday, March 2, 2021 Time: 12:30 pm - 1:30 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Special Education Dispute Resolution Option - Join us for this new interactive training as we discuss Special Education dispute resolution options when parents disagree. Learning Goals includes: The frequently used acronyms; The different informal and formal dispute resolutions options offered by the Louisiana Department of Education; How to request a dispute resolution option; and More Date: Tuesday, March 2, 2021 Time: 8:00 pm - 9:00 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Special Education FAQ 1.0 - Join us for this new interactive training on the most frequently asked questions about special education and younger children. Learning Goals includes: Transitioning from EarlySteps to school services; Evaluation requirements and timelines; Who qualifies for special education; Evaluation requirements for students in private schools; What to do if your child is struggling in school; ·How to handle bullying in school; and More. Date: Wednesday, March 10, 2021 Time: 12:00 pm - 1:00 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Parent Rights in Special Education - Join us for this new interactive online training where we will discuss parent rights in special education. Learning goals include: Understanding your special education rights including: Parental participation; Access to education records; When informed consent is required; Prior written notice; Independent Education Evaluation; Your right to disagree with school; and More Date: Wednesday, March 10, 2021 Time: 7:00 pm - 8:00 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Navigating the IEP: Part 2 - Join us for this new interactive training as we navigate the different sections of the IEP. Date: Thursday, March 11, 2021 Time: 12:00 pm - 1:00 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Special Education Dispute Resolution Option - Join us for this new interactive training as we discuss Special Education dispute resolution options when parents disagree. Learning Goals includes: The frequently used acronyms; The different informal and formal dispute resolutions options offered by the Louisiana Department of Education; How to request a dispute resolution option; and More Date: Monday, March 15, 2021 Time :11:30 am - 12:30 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Navigating the IEP: Part 3 - Join us for this new interactive training as we navigate the different sections of the IEP. Date: Tuesday, March 16, 2021 Time: 12:00 pm - 1:00 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Special Education FAQ 2.0 - Join us for this new interactive training on the most frequently asked questions about the Individualized Education Program (IEP) Process. Date: Wednesday, March 17, 2021 Time: 12:00 pm - 1:00 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Parent Rights in Special Education - Join us for this new interactive online training where we will discuss parent rights in special education. Learning goals include: Understanding your special education rights including: Parental participation; Access to education records; When informed consent is required; Prior written notice; Independent Education Evaluation; Your right to disagree with school; and More Date: Saturday, March 20, 2021 Time: 10:00 am - 11:00 am Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Special Education Dispute Resolution Option - Join us for this new interactive training as we discuss Special Education dispute resolution options when parents disagree. Learning Goals includes: ·The frequently used acronyms; ·The different informal and formal dispute resolutions options offered by the Louisiana Department of Education; ·How to request a dispute resolution option; and ·More Date: Monday, March 22, 2021 Time: 11:30 am - 12:30 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Navigating the IEP: Part 1 - Join us for this new interactive training as we navigate the different sections of the IEP. Date: Tuesday, March 23, 2021 Time: 12:00 pm - 1:00 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Special Education FAQ 3.0 - Join us for this new interactive training on the most frequently asked questions about the transition process from high school to adult life. Date: Wednesday, March 24, 2021 Time: 12:00 pm - 1:00 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Special Education FAQ 1.0 - Join us for this new interactive training on the most frequently asked questions about special education and younger children. Learning Goals includes: Transitioning from EarlySteps to school services; Evaluation requirements and timelines; Who qualifies for special education; Evaluation requirements for students in private schools; What to do if your child is struggling in school; How to handle bullying in school; and More. Date: Wednesday, March 24, 2021 Time: 7:00 pm - 8:00 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Parent Rights in Special Education - Join us for this new interactive online training where we will discuss parent rights in special education. Learning goals include: Understanding your special education rights including: Parental participation; Access to education records; When informed consent is required; Prior written notice; Independent Education Evaluation; Your right to disagree with school; and More Date: Monday, March 29, 2021 Time: 11:30 am - 12:30 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students.
Special Education FAQ 1.0 - Join us for this new interactive training on the most frequently asked questions about special education and younger children. Learning Goals includes: Transitioning from EarlySteps to school services; Evaluation requirements and timelines; Who qualifies for special education; Evaluation requirements for students in private schools; What to do if your child is struggling in school; How to handle bullying in school; and More Date: Wednesday, February 3, 2021 Time: 12:00 pm – 1:00 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. IEP Tips and Pointers - This webinar features tried and true tips on how to positively advocate for your children, strengthen the relationships between parents and service agencies, and help create the appropriate IEP program. This webinar is perfect for families looking for ways to make the IEP meeting a more positive experience for everyone involved. Date: Thursday, February 4, 2021 Time: 11:00 am – 12:00 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Mapping Dreams (Transition to Adulthood) - The transition your child will make from being a child to becoming an adult member of the community is an important journey, and one that requires a plan. It's important to begin thinking about your child’s transition to adult life as early as possible. Your child will need to make many significant decisions during this journey to adult life.In this presentation, we will explore what families and youth can do to help plan for the student’s transition from high school to adult employment, postsecondary education or training, and independent living. Date: Monday, February 8, 2021 Time: 12:00 pm – 1:00 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Special Education FAQ 2.0 - Join us for this new interactive training on the most frequently asked questions about the Individualized Education Program (IEP) Process. Date: Tuesday, February 9, 2021 Time: 12:00 pm – 1:00 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? Date: Tuesday, February 9, 2021 Time: 8:00 pm – 9:00 pm Audience: Parents, Caregivers, and Professionals Parent Rights in Special Education - Join us for this new interactive online training where we will discuss parent rights in special education. Learning goals include: Understanding your special education rights including: Parental participation; Access to education records; When informed consent is required; Prior written notice; Independent Education Evaluation; Your right to disagree with school; and More Date: Saturday, February 20, 2021 Time: 10:00 am – 11:00 am Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Special Education Dispute Resolution Option - Join us for this new interactive training as we discuss Special Education dispute resolution options when parents disagree. Learning Goals includes: The frequently used acronyms; The different informal and formal dispute resolutions options offered by the Louisiana Department of Education; How to request a dispute resolution option; and More Date: Tuesday, February 23, 2021 Time: 12:00 pm – 1:00 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Special Education FAQ 3.0 - Join us for this new interactive training on the most frequently asked questions about the transition process from high school to adult life. Date: Wednesday, February 24, 2021 Time: 12:00 pm – 1:00 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students.
FEBRUARY 2021
MARCH 2021
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Want to learn more? Check out this video from Cary Griffin, of Griffin-Hammis Associates and Rural Institute at University of Montana. He provides a basic overview on starting a small business, what to expect, and how you state VR system and the Social Security Administration may be able to help.
BEING YOUR OWN BOSS: Business Ownership and Entrepreneurship
LEARN MORE
PERSPECTIVES
“The way to get started is to quit talking and begin doing…” ~ Walt Disney
MAKING YOUR POINT
We all have heard of Walt Disney, founder of the Disney Company, perhaps the largest entertainment empire in the world. Disney loved to draw and took art classes as a boy. His first job was as an illustrator. The rest is history. He got famous by pursuing what he loved, and by taking some risks. What few know, is that Walter Disney was very shy and insecure. He also had dyslexia. In this issue of RAISE, we explore options for business ownership and self-employment for people with disabilities. Self-employment is a popular choice among people with disabilities. The Small Business Administration reports that 14.3 percent of people with disabilities started businesses – a larger percentage than the general population, where 12.2 percent start a business. According to Alice Doyel, author of No More Job Interviews: Self-Employment Strategies for People With Disabilities, there are 5 advantages of self-employment for people with disabilities: Work activities that fit personal interests and capabilities Control of the company Workplace supports and accommodations to meet needs and enhance success Connections with other community business members Long-term employment with the opportunity for personal growth
Collette Divitto loves to bake and wanted a job making cookies, but faced rejection. Today, the Boston native owns Collette’s Cookies. The goal of her company is to create jobs for other people with I/DD. Visit Collette's webiste at https://www.colletteys.com/
AVOID SCAMS While working from home and starting a business sounds like a great idea, there are pitfalls and dangers. People with disabilities and others looking for work-at-home opportunities find money-making strategies that sound “too good to be true.” Fraud, scams and deception are rampant.
TAKE ACTION
IEP GOALS TO PREPARE A FUTURE BUSINESS OWNER
Students need skills to start a business. Here are some considerations as you guide youth in developing IEP Goals: Stage 1 — BASICS Students should experience various facets of business ownership. At this first stage the focus is on understanding the basics of our economy, the career opportunities that result, and the need to master basic skills to be successful in a free market economy. Motivation to learn and a sense of individual opportunity are the special outcomes at this stage of the life-long learning model. Stage 2 — COMPETENCY AWARENESS Youth will learn to speak the language of business, and see the problems from the small business owner’s point of view. This is particularly needed in career and technical education. The emphasis is on beginning competencies that may be taught as an entire entrepreneurship class or included as part of other courses related to entrepreneurship. For example, cash flow problems could be used in a math class, and sales demonstrations could be part of a communications class. Stage 3 — CREATIVE APPLICATIONS At this stage, youth take time to explore business ideas and a variety of ways to plan the continued from p.25 business. Although, it is still only an educational experience, youth must gain a greater depth and breadth of knowledge than they may have from previous stages. This stage encourages youth to create a unique business idea and carry the decision-making process through a complete business plan. The best programs enable students to actually experience the operation of a business as well. This stage may take place in advanced high school career and technical programs, two-year colleges where there are special courses and/or associate degree programs, and some colleges and universities. The outcome is for youth to learn how it might be possible to become an entrepreneur and to practice the processes of business. Stage 4 — START-UP After youth/young adults have had time to gain job experience and/or further their education, many are in need of special assistance to assemble a business idea. Community education programs focusing on business start-up assistance are widely available in career and technical programs, community-based assistance programs, community colleges, 4-year colleges, and universities. The U.S. Small Business Administration sponsors many of these training programs. Stage 5 — GROWTH Often, business owners do not seek help until it is almost too late. A series of continuing seminars or support groups can assist the entrepreneur in recognizing potential problems and how to deal with them in a thorough and timely manner. Many community colleges and continuing education programs at universities or colleges offer such seminars and workshops for their business community. They recognize that the best economic development plan is to help the community’s existing businesses grow and prosper. Source: Consortium for Entrepreneurship Education This information appears in the National Collaborative on Workforce and Disability for Youth's Road to Self Sufficiency: A Guide to Entrepreneurship for Youth with Disabilities.
VIEW THE PDF
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Learn from Business Owners: Challenges and Opportunities Listen in as self-employed owners of small businesses who have a disability describe what it is really like and how they got started. The video panel discussion was moderated by Kait Masters, Community Development Manager for HoneyBook and Rising Tide. Topics of conversation include: How disability influenced their decision to start a business. How business owners can be more inclusive and accommodating to clients with disabilities. What reasonable accommodations look like and how to start facilitating change. The importance of community for people with disabilities.
TICKET TO WORK PROGRAM For those who receive Social Security Disability Insurance (SSDI) or Supplemental Security Income (SSI), the Social Security’s Ticket to Work (TTW) program may help pave the path to success in self-employment. The TTW program supports career development for people ages 18 through 64 who receive Social Security Disability benefits (SSI or SSDI) and who want to work. The program is free and voluntary. It helps people move toward financial independence and connects them with the services and support they need to succeed in the workforce, including self-employment. Ticket to Work connects people with free employment services to help them decide if working is right for them, prepare them for work, find a job or maintain success while working. Participants receive services such as career counseling, vocational rehabilitation, and job placement and training from authorized Ticket to Work service providers, such as Employment Networks (EN) or your State Vocational Rehabilitation (VR) agency. The service provider the student chooses will serve as an important part of their "employment team" that will help them on the journey to financial independence. The TTW program offers access to a wide variety of free services, including an Employment Team. The team can help youth develop a business idea, write a business plan, and find funding to help you start a business. Along the way, they can also provide guidance and support, like identifying accommodations. As the student’s business grows and begins earning income, a Benefits Counselor can help them understand how their earnings will affect cash payments, Medicare or Medicaid and any other benefits. Two important programs that can help: Social Security Work Incentives PASS (Plan to Achieve Self Support) may help youth set aside resources to help start a business. Learn more about Ticket to Work Or call 866-968-7842 or 866-833-2967 (TTY) Monday through Friday, 8 a.m. to 8 p.m. ET.
SELF-EMPLOYMENT Q&A We turn to the Virginia Commonwealth University for guidance on self-employment. Through an emerging practice called “Discovery,” job seekers with a disability can use the framework of customized employment to help identify the kinds of self-employment opportunities that are a good fit to their own skills, interests, talents and desires. Read the self-employment q&a at
TOOLS THAT WORK
A CLOSER LOOK
My Expedition into the World of Special Healthcare Needs and Advocacy
Jessica and Gabriel
I am Jessica Michot, a Livingston parish resident, wife, and mother of four. I also have a bachelor’s degree in social work and am the Founder/Vice-Chair of Trach Mommas of Louisiana. This lengthy expedition into the world of special healthcare needs and advocacy began in 2012 when my identical twin sons were born at 27 weeks gestation due to Twin-to-Twin Transfusion Syndrome. They both had tracheostomies, g-tubes, and required a ventilator as well as supplemental oxygen. Both boys stayed in a Baton Rouge hospital’s NICU for over a year. Michael passed away there eight days after his first birthday, but Gabriel was able to come home shortly afterward. Gabriel had several medical complexities in addition to developmental delays and Autism, but he absolutely thrived in the home setting. Sadly though, our beloved Gabriel passed away in 2019, shortly after his seventh birthday. Trach Mommas’ journey started with a few informal lunch dates with mothers of children who had tracheostomies. These moms came together over a desperate need for support that could only be found in each other. We craved commonality; desired to belong where we had all been outsiders in other groups. In early 2016, a severe budget crisis loomed and threatened Medicaid’s Home and Community-Based Services (HCBS) for individuals with disabilities. The intent of these HCBS programs is to provide services and supports that are not otherwise available and that assist an individual to remain in or return to the community. Without hesitation, we knew we had to fight. The desire to be legitimized began to sprout, and in April of 2016 Trach Mommas became a 501c3 organization. The primary services offered at that time were support and advocacy. We continued to fight for HCBS throughout the state’s regular session and two special sessions. Funding from the implementation of Medicaid Expansion greatly helped save those services by helping to balance Louisiana Department of Health’s budget deficit. The Great Flood of August 2016 redefined Trach Mommas. When several of our families experienced the loss of property, it included all of their medical supplies and some equipment. A desperate post in a few Facebook groups led to donations from across the country. Specialized medical supplies, formulas, and equipment came via mail, U-Hauls, trucks, horse trailers, and even a large shipment via Southwest Cargo. We collected over two tons of supplies. Another desperate plea, this time for storage space, led to the ALS Association taking our supplies and us into their office. The tremendous need in our area compelled us to expand our services to include disaster relief; however, we knew our trach families were not the only ones impacted by the flood. Consequently, our mission expanded to include individuals with all medical complexities or disabilities as well as the aging population. We were welcomed with open arms to the Emergency Management Disability and Aging Coalition, or EMDAC. We received donations through EMDAC, partners such as FEMA, Red Cross, state and local agencies, and the general public. We served countless families over the course of the year that we worked on the Great Flood disaster relief. In the summer of 2017, Trach Mommas attempted to meet with U.S. Senator Bill Cassidy regarding the Graham-Cassidy Bill, the bill he co-sponsored to repeal and replace the Affordable Care Act. If the bill passed, it would have allowed for cuts and caps to Medicaid as well as lifetime caps to private insurance. We attended several local town hall meetings, but our attempts to talk with Senator Cassidy were blocked or went unnoticed. We staged a sit-in at Senator Cassidy’s Baton Rouge office. Staffers met with us but gave us the same standard response on the Graham-Cassidy bill; they would not discuss our concerns. On a long road trip to yet another child’s funeral, we were frustrated and heartbroken. We did not want to attend more funerals for children with medical complexities or disabilities, especially when they were the result of deficient health care policies. This finalized our decision to move forward with our next plan. Trach Mommas wanted to do something big to capture Senator Cassidy’s attention. We put in several calls to disability organizations across the state to pitch an outlandish suggestion: a bus trip from Baton Rouge, Louisiana, to Washington D.C. Southwest Louisiana Independent Living Center (SLIC) heeded that call. Combining the two organizations, we were able to get a bus full of self-advocates, children with medical complexities or disabilities, their parents, disability leaders, and other allies to commit to the trip, which was more than 20 hours one way. Many of us were strangers coming from all different backgrounds, experiences, and even party affiliations. Everyone was excited and eager to face Senator Cassidy to let him know how the Graham-Cassidy Bill would be detrimental to them. CNN even asked to join our number to document the whole process. The only thing missing was the funding. We were able to raise enough money beforehand to cover some expenses but still needed $25,000 to cover everything. During the trip, we were honored to meet with some amazing activists from Georgia ADAPT, a statewide disability rights grassroots organization. We were also welcomed with open arms by the D.C. area chapter of ADAPT. They later would join us in our first order of business after arriving: blocking the doors to the Republican National Committee. Our presence was noted even as our requests were dismissed. Our plight was also chronicled by TIME Magazine. The second item on our agenda was completed when everyone in our group went to Senator Cassidy’s D.C. office. We again requested to speak with Senator Cassidy but instead were met by reluctant staffers who gave us the same standard response. It was frustrating. But because of the size of our group and the media attention we received, we were now able to capture the attention of a much broader audience. Senator Cassidy finally heard our pleas and concerns, but he did nothing to alter his bill. All the while, the $25,000 we still owed for the trip weighed heavy on our minds. The CNN coverage drew attention from quite an unexpected person: singer Rod Stewart! We were contacted by his publicist shortly after returning to Louisiana. Mr. Stewart paid the remaining $25,000 for the trip. In addition, he gave an endearing tribute and dedicated “Forever Young” to the trip’s participants at a concert. In the end, the Graham-Cassidy bill failed and the Affordable Care Act remained. We considered our advocacy a great success! It forged long-standing relationships with other advocates, allies, and organizations; but most of all I believe that it helped each one of us recognize that we are tougher than we realize and stronger together. This was an accomplishment of great teamwork! Since 2016 and the trip to Washington, D.C., Trach Mommas has continued on much the same path providing support, advocacy, and disaster relief. The only difference is that we grew significantly and now have our own office space, nicknamed by our Mommas as “The Warehouse.” We also brought our disaster relief to the national level, providing vital medical supplies, equipment, and DME to families all over the country who were impacted by natural disasters. This last year has been a time of great change and struggle. We grieved the loss of our beloved Gabriel in September 2019. But we were able to take our mission a little bit further by providing disaster relief to the Bahamas. We then stepped out of the box a little more in 2020, providing services during the COVID 19 pandemic. Trach Mommas remains a very grassroots organization. We rely heavily on volunteers and monetary donations to continue our mission as well as to maintain our office space. We also rely on those collaborative efforts and relationships, realizing that we are stronger together as a community. For additional information, please follow us on Facebook @Trach Mommas of Louisiana. Our website is trachmommas.org. Trach Mommas is a 501c3 organization accepting tax-deductible monetary donations to continue to meet the needs of our state. To contribute via PayPal: support@trachmommas.org
“Alone, we can do so little; together, we can do so much.” ~Helen Keller
by Rosario Méndez Division of Consumer and Business Education, FTC
Caleb Taylor
Have you been video conferencing in these days of social distancing? It’s pretty cool to see several people at once on the screen and be able to have a conversation as if everyone was in the same room. But we don’t want strangers in our meetings — and we’d all probably rather keep our information to ourselves. So let’s review some basic safety tips: Use passwords and/or unique ID numbers for each meeting. If the conferencing service gives you these features, enable them for each meeting you host. If you’re not the host, ask whoever it is to do it. Other tools may be available to limit access to your video conference, like the ability to approve each participant before joining. Consider enabling those, too. Keep the video conferencing software up to date. Many video conferencing companies are updating their software as they learn about vulnerabilities, so it’s important to have those patches and fixes. But, you should only accept updates directly from the service’s website. This is true, too, if you need to download a video conferencing app. You should only download it directly from the service’s website or a platform’s app store. Don’t open unexpected video conference invitations. Hackers are sending emails mimicking video conferencing invitations. Those emails may have links that download malware on your computer or device. If you’re not expecting a video conference invitation, check first with the host separately. If you’re the host, tell the participants in advance that you’ll be sending the link. Protect your privacy. Your camera and microphone may be on by default when you join a video conference, so check the settings in advance to learn how to mute yourself or turn off your camera if you need to. Also, keep in mind that your video conference may be recorded, so it’s best to avoid sharing private information via video conference. It’s also a good idea to review the service’s privacy policies to understand how your information will be handled. A note about telehealth conferencing. If you’re conferencing remotely with a health care provider, ask about dedicated telehealth conferencing services that can include more safeguards to keep information private.
Stay safe while video conferencing
Chas Taylor
“There is no power for change greater than a community discovering what it cares about.” ~Margaret J. Wheatley
"The greatness of a community is most accurately measured by the compassionate actions of its members." ~Coretta Scott King
RaShad and son Jaylen
The dawn of the disability rights movement brought forth the entrance of the disability community onto the scene of the rigid modern-day workforce. This work structure was not built with disability in mind. Workers with disabilities had to conform to this structure and ask for accommodations in hopes that they would be accepted rather than just work alongside their non-disabled peers. The Rehabilitation Act of 1973, the enforcement of Section 504, and the signing of the Americans with Disabilities Act empowered the disability community to ask for accommodations; but at the same time, this legislation did not encourage accessibility to be built into the current structure. Therefore, making accommodations look like extra expenses rather than what they really are, an investment for an equal opportunity, and even possibly a benefit for all. When the global pandemic of 2020 took over the world stage, employers reacted by reshaping the structure of employment. For years, the disability community had advocated for this work-from-home structure, but until organizations were driven by the health benefit of society as a whole, the request for this accommodation did not seem viable. We now see that working from home is indeed viable for those who desire this option. Many organizations like Amazon, Microsoft, and Google have realized that there are economic and environmental benefits of embracing a work-from-home structure. This once “so-called” accommodation represents how designing structures to be accessible to the disability community is beneficial to more people than just those who are disabled. Disability drives innovation. The world, just like the work structure, was not built for the disability community. I myself experienced this first hand. My first employer told me that due to my legal blindness, he did not know what he would have me do if I returned to work. No empathy. No innovation. It took having a boss who is also disabled for me to build my career as a disabled woman. I have greatly benefitted from the work-from-home model. Not only was the “transition” to working while social distancing simple when quarantine began, but Wandke Consulting, the company for which I work, has been able to utilize our knowledge and needs for adaptation and innovation to assist other organizations in their transition to working via online as well. Incorporating Universal Design into the current infrastructure would allow anyone to have access to that design regardless of age or ability with minimal or no accommodations. Curb Cut Theory, a design that has been created with disability in mind, is innovation striving to attain Universal Design. From ramps and elevators to online platforms becoming compatible with assistive technologies, innovation is improving accessibility everywhere. Curb cuts provide access for people who cannot step off or onto a curb but also benefit anyone pushing a stroller or cart. Texting and email were both originally created for the Deaf community but they are now technologies that most people cannot imagine living without. Disability is diversity. The disability community makes up the largest minority in both the United States and the world; 61 million people live with a disability in the US and there are over 1 billion people with a disability worldwide. Disability impacts all aspects of life. It intersects with every other identity in which one can identify, and it does not discriminate in that anyone can become a member of the disability community at any time. In creating a sustainable world, society must embrace the idea that accessibility is not a burden. When society is empowered by this idea, they will be able to comprehend that “accessibility is an investment, not an expense” and only then will Universal Design finally be the norm and create equity and inclusion for all. The National Resources for Advocacy, Independence, Self-determination and Employment (RAISE) Technical Assistance Center works with the seven (7) RSA-funded Parent Training & Information Centers to develop and disseminate information and resources that increase their capacity to serve youth and young adults with disabilities and their families. RAISE supports RSA-PTIs and OSEP Parent Centers so they can: 1. Increase their knowledge and skills for serving of youth with disabilities & their families 2. Improve the quality of family and youth resources 3. Collaborate with state agencies, independent living centers, and others impacting transition outcomes 4. Increase access to high quality resources 5. Empower the voice of youth and families 6. Improve the lives of people with disabilities.
“Redesigning the Employment Narrative”, by Kyann Flint
Graham at the Louisiana Baptist All-State Youth Choir
cont. from p.11
IDEA 45 years p.17
SCORE small business hub can provide free local support to young entrepreneurs considering starting their own business. SCORE’s mission is to foster vibrant small business communities through mentoring and education. With the nation’s largest network of volunteer, expert business mentors, SCORE has helped more than 11 million entrepreneurs since 1964. There are more than 300 local chapters across the nation. They offer recorded webinars, courses on demand and live programs. Resources En Español: Con más de 50 años de experiencia, SCORE ha recopilado los recursos que necesita para que su pequeña empresa sea un éxito. Nuestra misión es apoyar a todo los empresarios de los Estados Unidos. Griffin-Hammis Associates offers support and training on self-employment and can help coordinate resources. The website is packed with resources and information, including guidebooks, and information on business planning. They offer consulting service to help coordinate funding through Vocational Rehabilitation Agency, Social Security Plans to Achieve Self Support (PASS) and Individual Development Accounts (IDA). Want more help? Cary Griffin (of Griffin-Hammis) has published a book on self-employment for People with Disabilities. Small Business Association’s mission is to maintain and strengthen the nation's economy by aiding, counseling, assisting and protecting the interests of small businesses and by helping families and businesses recover from national disasters. The US Department of Labor’s Office on Disability Employment Policy has a great section of self-employment and entrepreneurship. The National Collaborative on Workforce and Disability for Youth offers this guide, The Road to Self-Sufficiency: A Guide to Entrepreneurship for Youth to Entrepreneurship for Youth with Disabilities. The Guide is a resource for organizations working with youth on career exploration and employment options, and policymakers by showing how entrepreneurship can be used in their programs.
RESOURCES
March - p.23
Jamie Tindle p.09
Left: Jamie & daughter Madison Right: Jamie & son Alex
Jamie at Rally
Jamie & her grandson
Jamie at ACTIVE for Autism
Jamie & her granddaughter
Friends and Collegues TRIBUTE Jamie
It has been my great pleasure to have the privilege to know Jamie Tindle for the past year. She has always been a shining example of “walking the walk” as well as “talking the talk” when it comes to her passion for making a positive difference in the lives of others. She consistently works to support others, and the world is a better place for having people like her in it. ~Nicole Flores
Jamie, you have a huge heart that is only outmatched by your beautiful smile and shining spirit. I can always count on you to find the silver lining when all I can find is the dark cloud. You have a servant's heart and wherever you land I know you will make a huge difference for everyone you touch. I will miss having your viewpoint in our Director's meetings and your encouragement. I know you will shine brightly anywhere you land! ~ Susan Riehn
Jamie Tindle was the first Families Helping Families director I met many years ago. She instantly put an image of what FHF employees were in my mind - they are family members just like me and they get it. While I didn't live in her region I relied on her a few times when I needed help or guidance, and then even more so during my time as ED at NFHF. Region 2 families were blessed to have Jamie for the time they did, and I know that she will thrive and make a lasting impact wherever life leads her. Thank you Jamie for being a gracious, compassionate, and lifelong friend. I wish you nothing but success and love in 2021! ~Katie Corkern
Jamie Tindle gave everything to her position as the Executive Director of Families Helping Families of Greater Baton Rouge. She started and finished every day supporting individuals with disabilities and their families. Enhancing the lives of her community was not just a job to Jamie, it was a lifestyle. FHF of GBR transformed greatly during the time that Jamie led the team. She up-leveled the organization drastically by continuously networking, collaborating, and jumping on every opportunity that would positively enhance the FHF of GBR community. Her positivity and golden energy were felt by those that had the privilege of working with her. Thank you, Jamie, for your immense dedication to individuals with disabilities and their families. ~Carly Knapp
Jamie Tindle is a saint. She shoulders burdens quietly leaving those around her wondering how she keeps that smile on her face. Jamie is a passionate woman. It's that passion that allows her to turn obstacles into opportunities without missing a beat. I am proud to call Jamie Tindle my friend. ~Stuart Poulton
My dearest Jamie, your presence in my life this year has been everything encouraging. I truly admire your compassion for people and deeply value the honesty of our friendship. You're a light to those around you. Thank you for your positive energy that pushes me to do better. I'm super excited for the new opportunities coming your way in 2021, and I pray you will always remain true to yourself because who you are is more than enough. Strong women like you aren't simply born, they are made by the storms they walk through. Thank you for always lending a hand, and for helping and guiding others through their storms. Your contributions give fresh beginnings to those in need. I hope you will never underestimate the power you have to take your life in a new direction. Happy New Year, Jamie!! Happy New Adventures my precious friend. Love you dearly!! ~Barbara Edmondson
Jamie, it has truly been a pleasure working with you for the past 12 years. Your passion and dedication to the disability community is unparalleled. Your advocacy is truly a light in the disability community. A house is made with walls and beams. A home is made with love and dreams. You will always have a home in the Families Helping Families network. You will truly be missed. We wish you the best in your future endeavors. ~Chanel Jackson
Jamie is an advocate who knows what is important. She consistently demonstrates that "winning" is not the goal, it’s ensuring the child for whom she is advocating gets the services provided him/her that are guaranteed by law. She contains a wealth of knowledge and never hesitated to share that knowledge with me when I first started. But even more importantly, she intently listened to my questions, my observations, my suggestions, and my opinions when they differed from hers. And it is because of this unusual combination of strengths and abilities that she immediately earned my respect for her passion and her work and for the way she demonstrated them both! Jamie's departure as an FHF Director will leave a hole for her community that won't be filled any time soon. My hope for Jamie is that 2021 brings her an opportunity that will capitalize on her passion for people with disabilities and their families so that they, too, can have a better New Year…because of her! ~Charlie Michel
I've never met anyone with more energy, faith, and tenacity for people with disabilities than Jamie Tindle! Honestly, she kind of wears me out just thinking of all she does for others in a day. Never one to accept the status quo or the answer no, Jamie uses her gifts of encouragement and ability to connect with people to change systems to make Louisiana a better place for people with disabilities to live, learn, work, and play. Personally speaking, Jamie is a stalwart friend who lifts my spirit and bolsters me to carry on being the best advocate and caregiver for my son. ~Julie Johnson
When I started as Executive Director at Northshore FHF last year, Jamie was one of the first to reach out to me and offer help. She always answered my questions with grace and patience! During the pandemic, we directors around the state started "meeting" weekly. We all created a wonderful bond of sharing and caring. I got to know Jamie during this time and came to realize she was a huge asset to the families and self-advocates who contacted her center. As a parent herself, she always knew how to comfort, educate, and help make the lives of parents a little less stressful. Her knowledge and expertise will be missed among the families and directors from Families Helping Families. She lived what she believed. ~Kathy Dillon
My Dear Friend, Fifteen years ago, with my very first board meeting, I found out the center I represented was all but ready to close its doors. I’m betting few remember (or even knew about) the crisis days when many felt FHFGBR could not be saved, those 15 years ago and a community almost lost an incredibly valuable resource. A few may remember that it was you who stepped into our lives, a part-time and temporary helper that we convinced to stay on as Executive Director. And maybe only a handful of people can specifically state -- because we emphatically know -- it was you who saved the center we loved and desperately needed. I can proudly state, I know. I was there and I remember. You moved a center, with state and private contracts being pulled, to what is now the most respected and well-developed nonprofit agency in our region. A center that went from a negative balance sheet and a sinking reputation, to owning a beautiful and spacious building with a well-trained and dedicated staff. I watched your incredible dedication and resolve, your impeccable work ethic and your hands-on leadership, mold the re-creation of FHFGBR. And I happen to know you showed up for work every single day for 15 years, loving your job. We cannot diminish the efforts of many who helped. But it must be stated out loud -- so that families remember-- it was you who would not allow FHFGBR to fail those 15 years ago and every day since. I strongly suspect you do not know how to fail, my friend. You have not only touched the many families who came to the center in the last 15 years, but also those who will reach out for help in the many years to come. You are, plainly, a hero -- my hero. The fact that you have also become a treasured friend, outside of our professional relationship, is a bonus card I am so blessed to have won. Your love and support for my family is gift from God. You were the friend who never let go of my hand when I lost Allen. Eleven years later, gratefully, you're still holding on. You deserve every happiness in the world, not only because of who you are, but what you have done for so many of us. I sincerely thank you. ~Sharon Dufrene
Jamie, I could never say enough about what you taught me in the 7 years of working with you at FHF. As a fresh college student you welcomed me in and pushed me to do things I didn’t know I was capable of doing. You taught me about the career path I wanted to lead, but more importantly you opened my eyes to a world I didn’t know anything about. I got to watch you pour your passion into the fight for individuals with disabilities. What you do and have done is simply amazing for all. You never put yourself first and you’ll always stand your ground on things you know people deserve. I hope you know how many people you truly reach each and every day! Cheers to 2021 and new adventures. ~Kayley Williams
Jamie, I really do not know how to take you not being a director anymore. More than any other director, including myself, you have created and forged relationships in your community in such a remarkable way. The fundraising ability which you have shown outshines all of us as former fellow directors. This is a remarkable ability which is very rare in today’s times, with all the competition. I trust there is someone out there, if not already, who recognizes your uniqueness and "grabs" the opportunity while they can. God bless and always know I am here to assist in any project you might encounter. At the ripe “old” age of 70, I sometimes perceive things others might not with my experience. You are one of those "exceptions to the rule" I have rarely found in my career. ~ James Sprinkle
They tell me that Leaders are made and not born. Leaders are made up of hard work, effort, and time. This definition of a leader is definitely you. Your contributions to the organization have been immense and tremendous. I have learned a lot from you you and will miss the random emails and straightforward advice that you have given. Despite all, let your light continue to shine. Continue to be the Leader, Mom, and super Advocate you are. ~Aisha Johnson
There are individuals in this world that have the ability to make each person they encounter feel unique and special. Jamie is one of those individuals. She always finds something positive to say about everyone she meets and every situation she's in, good or bad. She makes it a priority to try to see things from all sides and understand the actions of others and how she can contribute positively to everything she does. She has the sincerest compassion for those she serves. She sets a great example of what a leader should be! I have been blessed to know and love Jamie and know she will be a blessing to all those she encounters. ~Stacey Guidry
1. The safety of COVID-19 vaccines is a top priority. The U.S. vaccine safety system ensures that all vaccines are as safe as possible. Learn how federal partners are working together to ensure the safety of COVID-19 vaccines. CDC has developed a new tool, v-safe, as an additional layer of safety monitoring to increase our ability to rapidly detect any safety issues with COVID-19 vaccines. V-safe is a new smartphone-based, after-vaccination health checker for people who receive COVID-19 vaccines. 2. COVID-19 vaccination will help protect you from getting COVID-19. Two doses are needed. You need 2 doses of the currently available COVID-19 vaccine. A second shot 3 weeks after your first shot is needed to get the most protection the vaccine has to offer against this serious disease. 3. Right now, CDC recommends COVID-19 vaccine be offered to healthcare personnel and residents of long-term care facilities. Because the current supply of COVID-19 vaccine in the United States is limited, CDC recommends that initial supplies of COVID-19 vaccine be offered to healthcare personnel and long-term care facility residents. Learn more about who should be vaccinated first when vaccine supplies are limited. 4. There is currently a limited supply of COVID-19 vaccine in the United States, but supply will increase in the weeks and months to come. The goal is for everyone to be able to easily get vaccinated against COVID-19 as soon as large enough quantities are available. Once vaccine is widely available, the plan is to have several thousand vaccination providers offering COVID-19 vaccines in doctors’ offices, retail pharmacies, hospitals, and federally qualified health centers. 5. After COVID-19 vaccination, you may have some side effects. This is a normal sign that your body is building protection. The side effects from COVID-19 vaccination may feel like flu and might even affect your ability to do daily activities, but they should go away in a few days. Learn more about what side effects to expect and get helpful tips on how to reduce pain and discomfort after your vaccination. 6. Cost is not an obstacle to getting vaccinated against COVID-19. Vaccine doses purchased with U.S. taxpayer dollars will be given to the American people at no cost. However, vaccination providers may be able to charge administration fees for giving the shot. Vaccination providers can get this fee reimbursed by the patient’s public or private insurance company or, for uninsured patients, by the Health Resources and Services Administration’s Provider Relief Fund 7. The first COVID-19 vaccine is being used under an Emergency Use Authorization (EUA) from the U.S. Food and Drug Administration (FDA). Many other vaccines are still being developed and tested. Learn more about FDA’s Emergency Use Authorization authority and watch a video on what an EUA is. If more COVID-19 vaccines are authorized or approved by FDA, the Advisory Committee on Immunization Practices (ACIP) will quickly hold public meetings to review all available data about each vaccine and make recommendations for their use in the United States. Learn more about how CDC is making COVID-19 vaccine recommendations. All ACIP-recommended vaccines will be included in the U.S. COVID-19 Vaccination Program. CDC continues to work at all levels with partners, including healthcare associations, on a flexible COVID-19 vaccination program that can accommodate different vaccines and adapt to different scenarios. State, tribal, local, and territorial health departments have developed distribution plans to make sure all recommended vaccines are available to their communities. 8. COVID-19 vaccines are one of many important tools to help us stop this pandemic. It’s important for everyone to continue using all the tools available to help stop this pandemic as we learn more about how COVID-19 vaccines work in real-world conditions. Cover your mouth and nose with a mask when around others, stay at least 6 feet away from others, avoid crowds, and wash your hands often. CDC will continue to update this website as vaccine recommendations and supply change. Source: cdc.gov/coronavirus/2019-ncov/vaccines/ 8-things.html
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Now that there is an authorized and recommended vaccine to prevent COVID-19 in the United States, here are 8 things you need to know about the new COVID-19 Vaccination Program and COVID-19 vaccines.
After my child’s diagnosis of autism in 2017, the first call I made was to Jamie Tindle. She not only encouraged me, she assured me that we would get through this as she would be with us every step of the way. Thank you, Jamie, for keeping your promise by walking beside me for every step of our journey. You have truly helped not only my family but countless others. You were a true light for us at such a dark time, I'll forever be grateful for the encouragement you gave me when I needed it. You are amazing in your tireless efforts and never-ending positivity in taking care of everyone. I am so proud and honored to have you as a friend. You are a true inspiration to us all. ~Melissa Pereira LeBlanc & Family
Jamie, you have been such a blessing in my life just as you have been for so many other families. I am so fortunate to have you as a friend and mentor for so many years. You have taught me to be a fierce advocate for my son as well as others with disabilities in our community. You pushed me, encouraged me, and supported me through some of the more turbulent times in my life; and for that, I will be forever grateful. Although I have moved almost 300 miles away, you are always close in my heart. I hope at this phase in your career you are able to take pride in all of your accomplishments and have peace in the knowledge that you have made a difference in the lives of so many. I personally know the sacrifices that you have made over the years to serve the families in the community. I wish you the very best in your new adventures and a career where you are able to move at a slower pace and offer the luxury of more free time to spend with your family and loved ones. I’m sending all my love to you and the family. ~Toni (Peters) McClung
Jamie, you are a servant leader and my family is grateful for what you do for the entire disability community. You are a light in the darkness when we thought all answers were "no" during a very uncertain time in our state post-Katrina. You and your son experienced the most traumatic events in the 2016 Historical Flooding event when you had to evacuate places where you sought refuge because soon enough they, too, took on water. I've watched you be an example of positivity when you lost your home but were able to smile and be joyful about the blessings that came with it, too. You are resilient, a fighter, a true momma bear warrior and I'm so proud to work alongside you all these years, and to have earned your friendship. While 2020 has had us hyper-focusing on the negative, I'm humbled and honored by your faith through these dark days to focus on finding the positive. It's a choice you have made that quietly speaks to the hearts of those who watch how you navigate things, and you inspire us all to keep our eyes focused on what we can control and to find joy amidst the chaos. May you find abundant blessings in 2021, I cannot wait to see what God has in store for you!! ~Kodi Wilson
8 Things to Know about the U.S. COVID-19 Vaccination Program
Louisiana Office of the Governor Disability Affairs Resources – Offers state resources on a variety of topics: Accessibility, advocacy and legal rights, assistive technology, blind/low vision, deaf/hearing information, developmental disabilities, disability driving information, education, emergency preparedness, employment, financial aid, health, housing, independent living, transportation, mental disabilities, library services.
Louisiana Family Voices is in a unique position to provide families with the knowledge and assistance they need to make informed choices that support their child’s health, education, and development. As parents of children with a disability or special health care needs, they personally have felt completely overwhelmed and confused in their search for information, services, and supports to meet the needs of their own families. They wish to extend thier services to families who find themselves in this apprehensive situation. They hope to give families support and information that will make their means of access a bit easier. Louisiana Family Voices Provides info, referral, education, and support through: Conferences Education Individualized Assistance Lending Library List Serves Newsletters Resource Guides Support Groups Surveys Training Topical Calls Website The Louisiana Family-to-Family Health “We are family members ourselves, with first hand knowledge of raising a child or youth with special health care needs.” Information Center Provides: Assistance to families and professionals in navigating health care systems Finding resources Peer to peer support Information, education, training, support and referral services to families with children and youth with special health care needs For more information, please contact: Bayou Land Families Helping Families is the Family-to-Family Health Information Center (F2F) and the Family Voices Affiliate Organization (FVAO) in Louisiana. Bayou Land Families Helping Families PO Box 1345 Thibodaux, LA 70302-1345 Phone: (985) 447-4461 Primary Contact(s): Julie Folse (985) 447-4461 Chrissy Kraemer (985) 447-4461 Charles Michel (985) 447-4461 Email: f2fhic@gmail.com
Supplemental Nutrition Assistance Program (SNAP) -- This program (formerly called Food Stamps) provides low-income individuals assistance with purchasing food through an electronic debit card. It is available for families who meet the household eligibility requirements, as determined by their state. SNAP is not limited to children or adults with disabilities, but there are special eligibility provisions for individuals with disabilities.
RESOURCES for PARENTS & EDUCATORS
Supplemental Security Income (SSI) – Children with qualifying disabilities whose families meet SSI’s low income and asset requirements are eligible to receive monthly cash payments intended to help families meet their child’s needs. The resources and income of the minor’s parents are “deemed” to the child. The 2016 resource limit is $3,000 for a two- adult household and $2,000 for a one-adult household, although the value of the family home, furnishings and automobile is not considered. Income limits are based on a complex formula dependent on certain factors, If the family meets the income and asset limits and the minor child meets the SSI disability standard, the minor child may receive a monthly SSI payment of up to $733. Social Security Survivor Benefits/Social Security Disability Benefits – Monthly cash benefits are available for unmarried children under 18 upon the death, retirement or disability of a parent who is eligible for Social Security.
Medicaid -- Funded by both the federal and state governments, this program varies greatly, depending on location. In most states, if a child with disabilities receives SSI, he/she is automatically qualified for Medicaid. In other states, the child may qualify based on meeting the income and resource requirements. In addition, for some Medicaid waiver programs, if the child is cared for at home but requires the level of care provided in an institution, s/he can be found eligible. In addition to covering health care, the program pays for durable medical equipment and, depending upon the state’s waiver programs, in-home support and other community-based services. Given long waiting lists for many waiver programs, it may be important to sign up early. Children’s Health Insurance Program (CHIP) -- This program varies by state and is referred to by different names in each. It provides comprehensive health coverage, including dental care, to individuals under 19 whose families can’t afford private insurance but whose incomes are too high for Medicaid. There is usually no asset limit. In some states, a modest premium is charged to those at the higher end of the income spectrum.
Martin Luther King, Jr. was a social activist and Baptist minister who played a key role in the American civil rights movement from the mid-1950s until his assassination in 1968. King sought equality and human rights for African Americans, the economically disadvantaged and all victims of injustice through peaceful protest. He was the driving force behind watershed events such as the Montgomery Bus Boycott and the 1963 March on Washington, which helped bring about such landmark legislation as the Civil Rights Act and the Voting Rights Act. King was awarded the Nobel Peace Prize in 1964 and is remembered each year on Martin Luther King, Jr. Day, a U.S. federal holiday since 1986.
Martin Luther King, Jr. Day Monday, January 18
JANUARY
Awareness Calendar
Happy New Year - 2021 Birth Defects Awareness Month - Join the nationwide effort to raise awareness of birth defects, their causes, and their impact! Not all birth defects can be prevented. Cervical Health Awareness Month - The United States Congress designated January as Cervical Health Awareness Month. Nearly 13,000 women in the United States are diagnosed with cervical cancer each year, but the disease is preventable with vaccination and appropriate screening (Pap and HPV tests). Healthy Weight Awareness Month - get physical and physically activity as it’s proven to help with achieving and maintaining a healthy weight. National Blood Donor Month - declared by President Richard Nixon in 1970, to pay tribute to voluntary blood donors and increase donation by others. The acute need for blood was reflected earlier this month in the Red Cross's emergency call for donations. National Glaucoma Awareness Month - an important time to spread the word about this sight-stealing disease. Currently, more than 3 million people in the United States have glaucoma. National Mentoring Month - a campaign held each January to promote youth mentoring in the United States. It was inaugurated in 2002, and is spearheaded by the Harvard School of Public Health, MENTOR, and the Corporation for National and Community Service. January 7, 2021 – I Am a Mentor Day - A day for volunteer mentors to celebrate their role and reflect on the ways mentees have enhanced their world. January 17, 2021 – International Mentoring Day - In honor of Muhammad Ali’s birthday, join the international conversation on social media where photos, videos and messages of powerful mentoring stories are shared. Use #MentoringDay & #Mentoring month in your posts! January 18, 2021 – Dr. Martin Luther King, Jr. Day of Service - A day to share in the inspirational words of Dr. MLK, Jr. and elevate the spirit of service through volunteerism. January 27 – January 29, 2021 – National Mentoring Summit January 29, 2021 – #ThankYourMentor Day National Radon Action Month - To protect the lives of all Americans, the U.S. Environmental Protection Agency (EPA) has designated January as National Radon Action Month. National Stalking Awareness Month - an annual call to action to recognize and respond to the serious crime of stalking. It is critical to raise the issue of stalking as its own form of gender-based violence as well as a crime that frequently predicts and co-occurs with physical and sexual violence. National Winter Sports Traumatic Brain Injury (TBI) Awareness Month - calls attention to the fact that although sports injuries contribute to fatalities infrequently, the leading cause of death from sports-related injuries is traumatic brain injury. Poverty in America Awareness Month - a time when individuals, charities, and large organizations can reexamine their commitment to helping those in need. There are roughly 40.6 million people living in poverty in the United States, and Native Americans tend to be over-represented within this population. Thyroid Awareness Month - Up to 20 million Americans have a thyroid condition — and up to 60 percent of them don't know it. The thyroid can be either overactive or underactive. National Folic Acid Awareness Week - The first week of January. Folic acid is a B-vitamin that is necessary for proper cell growth. If taken before and during early pregnancy, folic acid can prevent up to 70% of some serious birth defects of the brain and spine, called neural tube defects. World Braille Day - January 4 | Braille is a tactile representation of alphabetic and numerical symbols using six dots to represent each letter and number, and even musical, mathematical and scientific symbols. Braille (named after its inventor in 19th century France, Louis Braille) is used by blind and partially sighted people to read the same books and periodicals as those printed in a visual font. Use of braille allows the communication of important information to and from individuals who are blind or partially sighted, ensuring competency, independence and equality. Kawasaki Disease Awareness Day - January 26 | an illness that causes inflammation (swelling and redness) in blood vessels throughout the body. It happens in three phases, and a lasting fever usually is the first sign. World Leprosy Day Last Sunday of January | raises awareness of a disease that many people believe to be extinct. Today it is not just the disease that is forgotten, but the people too. Chronic Traumatic Encephalopathy (CTE) Awareness Day - January 30 | Sadly the disease has been found in youth athletes as well as professional players. This day is to spread awareness that our brains are very fragile and need protection. Helmets do not protect from CTE.
American Heart Month- Raise awareness about heart health and urge those around you to prevent heart disease. #OurHearts are healthier together. Black History Month (African-American History Month) - The Library of Congress, National Archives and Records Administration, National Endowment for the Humanities, National Gallery of Art, National Park Service, Smithsonian Institution and United States Holocaust Memorial Museum join in paying tribute to the generations of African Americans who struggled with adversity to achieve full citizenship in American society. National Children’s Dental Health Month - is an observance that brings together thousands of dedicated dental professionals, healthcare providers, and educators to promote the benefits of good oral health to children, their caregivers, teachers and many others. The 2021 slogan is “Water: Nature's Drink.” Low Vision Awareness Month National Cancer Prevention Month Teen Dating Violence Awareness Month - Every February across the United States, teens and those who support them join together for a national effort to raise awareness to teen dating violence. Dating violence is more common than many people think. One in three teens in the U.S. will experience physical, sexual, or emotional abuse by someone they are in a relationship with before they become adults. And nearly half (43%) of college women report experiencing violent and abusive dating behaviors. By joining together every February, we can spread awareness and stop dating abuse before it starts! February 1-7 - Children's Mental Health week in an effort to raise awareness and end prejudice and discrimination. Children's Mental Health Matters! This year’s Children’s Mental Health Week is taking place on 1-7 February 2021 and the theme is Express Yourself. February 2 - Groundhog Day - February 2nd each year brings the most-watched weather forecast of the year—and the only one led by a rodent. Legend has it that on this morning if a groundhog can see its shadow, there will be six more weeks of winter. If it cannot see its shadow, spring is on the way. February 2 - Rheumatoid Arthritis Awareness Day - is a disease that affects 1.5 million Americans, most of them women. And arthritis is only one symptom of the disease. February 4 - World Cancer Day - An international awareness day led by the Union for International Cancer Control (UICC) to raise worldwide attention and inspire action for a cancer-free future. February 5 – Go Red for Women Day Join the movement and help raise awareness of women’s heart health. Our Go Red for Women activation kits include everything you need to spread the word and start the conversation. Plus, proceeds from your purchase help fund our mission to end heart disease and stroke in women. February 5 - Give Kids a Smile Day - The ADA Foundation's Give Kids A Smile program kicks off on the first Friday in February each year. Then, throughout the year, dentists all across the country gather in hundreds of locations to offer free dental services to children who may not otherwise have access to a dentist. February 7-14 - Congenital Heart Disease (CHD) Awareness Week - An opportunity to show appreciation to the doctors and nurses at Primary Children's Medical Center who care for our kids. IHH also does outreach and public education about CHD's at the hospital throughout the week. February 11 - World Day of the Sick - The National Association of Catholic Chaplains has developed resources to help with the planning and celebration of World Day of the Sick. The resources include suggestions and prayers that can be used by individuals as well as by dioceses, parishes, health care institutions, and other organizations. (International) February 14 - Valentine’s Day February 15 - International Childhood Cancer Day - a global collaborative campaign to raise awareness about childhood cancer, and to express support for children and adolescents with cancer, the survivors and their families. February 17 - Random Acts of Kindness Day - has grown in popularity each year. It is celebrated by individuals, groups and organizations, nationwide, to encourage acts of kindness. It is a favorite day to many, as people everywhere are enjoying doing these acts of kindness. February 19 - Coast Guard Reserves Birthday the official birthday of the United States Coast Guard Reserve. Officially set-up in the late 1930s as a “civilian reserve” operation, it was non-military in nature. February 20 - World Day of Social Justice (Recognized by the UN) - (International) - Social justice is an underlying principle for peaceful and prosperous coexistence within and among nations. February 22 - National Heart Valve Disease (U.S.) - increase recognition of the specific risks and symptoms of heart valve disease, improve detection and treatment, and ultimately save lives. February 27 - Anosmia Awareness Day - loss of the sense of smell. February 28 - Rare Disease Day - There are over 300 million people living with one or more of over 6,000 identified rare diseases around the world. Rare diseases currently affect 3.5% - 5.9% of the worldwide population.
FEBRUARY
26th - Purple Day – Epilepsy Awareness Day - Purple Day is an international grassroots effort dedicated to increasing awareness about epilepsy worldwide. On March 26th annually, people in countries around the world are invited to wear purple and host events in support of epilepsy awareness. Last year, people in dozens of countries on all continents including Antarctica participated in Purple Day!
Multiple Sclerosis Awareness Month - Every day, people living with MS do whatever it takes to move their lives forward despite the challenges. By sharing their stories, we help people better understand life with MS and become inspired to do whatever it takes to change the world for people living with MS.
MARCH
National Women’s History Month The Library of Congress, National Archives and Records Administration, National Endowment for the Humanities, National Gallery of Art, National Park Service, Smithsonian Institution and United States Holocaust Memorial Museum join in commemorating and encouraging the study, observance and celebration of the vital role of women in American history.
World Down Syndrome Day (WDSD), 21 March, is a global awareness day which has been officially observed by the United Nations since 2012. The date for WDSD being the 21st day of the 3rd month, was selected to signify the uniqueness of the triplication (trisomy) of the 21st chromosome which causes Down syndrome. Down Syndrome International (DSi) encourages our friends all over the world to choose their own activities and events on WDSD to help raise awareness of what Down syndrome is, what it means to have Down syndrome, and how people with Down syndrome play a vital role in our lives and communities.
21st - World Down Syndrome Day
Cerebral Palsy Awareness Month - The month of March is designated as National Cerebral Palsy Awareness Month. National Cerebral Palsy Awareness Month is committed to raising awareness of the disorder as well as the ongoing research efforts being done to find new treatments and hopefully a cure.
Colorectal Cancer Awareness Month Kidney Cancer Awareness Month Multiple Myeloma Awareness Month National Nutrition Month 2nd - Read Across America Day - Celebrate a nation of diverse readers with these recommended books, authors, and teaching resources that represent an array of experiences and cultures. 3rd - World Wildlife Day 8th - International Women’s Day - An equal world is an enabled world. 14th - World Kidney Day - a global campaign aimed at raising awareness of the importance of our kidneys. 15th - World Sleep Day
Brain Injury Awareness Month - March is Brain Injury Awareness Month. For more than three decades, the Brain Injury Association of America (BIAA) has proudly led the nation in observing Brain Injury Awareness Month by conducting an engaging public awareness campaign in March of each year.
21st - International Day for the Elimination of Racial Discrimination - 21st - International Day of Forests 21st - World Poetry Day 22nd - World Water Day - World Water Day, 22 March 2021, is about what water means to people, its true value and how we can better protect this vital resource. Your voice will help shape the forthcoming World Water Day campaign, leading up to 22 March 2021. And your conversations will inform a report about what water means to people around the world. 23rd - World Meteorological Day - World Meteorological Day takes place every year on 23 March and commemorates the coming into force on 23 March 1950 of the Convention establishing the World Meteorological Organization. It showcases the essential contribution of National Meteorological and Hydrological Services to the safety and wellbeing of society and is celebrated with activities around the world. The themes chosen for World Meteorological Day reflect topical weather, climate or water-related issues. 24th - World Tuberculosis Day - Each year, World TB Day is recognized on March 24. This annual event commemorates the date in 1882 when Dr. Robert Koch announced his discovery of Mycobacterium tuberculosis, the bacillus that causes tuberculosis (TB). 30th - Earth Hour - Join millions of people around the world and switch off your lights in support of nature and our planet on Saturday, 27 March, 2021 at 8:30 pm- 9:30 pm your local time.
Initial IFSP meeting is held, & the initial IFSP is written.
Early intervention is designed to help infants and toddlers with developmental delays or diagnosed disabilities. The EI program is available in every State and is coordinated by the State’s lead agency. The lead agency must ensure that all infants and toddlers with disabilities in the State who may have a developmental delay or a diagnosed disability are identified and evaluated. This agency conducts public awareness and child find activities throughout the State to let residents know that early intervention services are available to help eligible infants and toddlers with disabilities.
The infant or toddler is evaluated to determine eligibility.
Steps 1-2 look at how an infant or toddler is identified as having a disability and in need of early intervention services, including the evaluation process and the determination of the child’s eligibility. 1. Hospital staff, physicians, healthcare providers, childcare providers, and parents are the people most likely to interact with and observe newborn children, infants, and toddlers on a regular basis. Any of these individuals may notice that an infant or toddler possibly has a developmental delay or a diagnosed condition that may result in developmental delays such that early intervention services can help. It’s important to act and connect the child and family with the early intervention system. But how? Each State has a referral system to ensure that infants and toddlers suspected of having a developmental delay or disability can easily be referred to the early intervention (EI) system. There are two main ways that children are connected with EI: Primary referral source ssuch as physicians and hospitals and other programs refer the child to the EI program through the State’s referral system. Parents can contact the EI program directly (which is sometimes called child find in the State) and ask that their infant or toddler be evaluated. 2. Parental consent is needed before the child may be evaluated. Once the parents give their consent, the child is evaluated in five major developmental areas to see: (a) if he or she meets the State’s definition of delay or disability, and (b) to determine the child’s eligibility for EI services. The five developmental areas are: cognitive development physical development, including vision and hearing communication development social or emotional development adaptive development Indepth assessments are conducted to determine the child’s unique needs and the EI services appropriate to address those needs. With approval of the family members involved, assessments of family members are also conducted to identify the resources, concerns, and priorities of the family related to the development of the child. The evaluation and assessment process must be completed within 45 days of the child being referred to the EI program. The initial meeting to write an Individualized Family Service Plan (IFSP) for an eligible child and family (see Step 3) must also be held within those 45 days. Based on the results of administering all evaluation procedures, the qualified personnel who conduct the evaluation determine if the infant or toddler is eligible for EI services. If yes (the child is eligible), a meeting is scheduled to develop an IFSP. If no (the child is found not eligible), parents are informed in writing of that determination and their right to dispute it (called prior written notice). Step 3 looks at what happens immediately after an infant or toddler is determined eligible for EI services. 3. Once the infant or toddler is found eligible for EI, a meeting is held with the parent to identify appropriate services and develop an IFSP for the child. Parents receive notice of the initial IFSP meeting and other information in a document called theprior written notice. They also receive written information about their parental rights, which is called the procedural safeguards notice. The meeting to develop the IFSP must be conducted in the family’s native language or other mode of communication (e.g., sign language), unless it is clearly not feasible to do so. The group that develops the IFSP is known as the IFSP Team. This team includes the child’s parents, advocates or other family members as requested by the parents, the service coordinator assigned to the family, individuals involved in the child’s evaluation, and, as appropriate, the individuals who will provide the EI services to the child. The IFSP must include certain information, such as: the current levels of developmental functioning of the child; the family’s resources, priorities, and concerns about such development; the child’s measurable results or outcomes to be achieved; the EI services identified as appropriate for the child based on his or her needs; the settings where EI services will be provided; and other services the child will receive. Early intervention services are to be provided in natural environments to the maximum extent appropriate. Natural environments are settings that are natural or typical for a same-aged infant or toddler without a disability. Examples may include the home or community settings (such as the child’s daycare if the child is in daycare). If an EI service is to be provided in a setting that is not a natural environment, the IFSP Team must include an appropriate justification in the IFSP. The child’s parent must give consent to the provision of each EI service identified in the IFSP. A parent may consent to a particular EI service without jeopardizing the child’s right to receive any of the other EI services identified in the IFSP. Parents may also revoke their consent for an EI service at any time. That revocation of consent is not retroactive. Steps 4-6 summarize what happens after the initial IFSP is written and the lead agency receives parental consent to provide the EI services identified in the IFSP. 4. Each EI service listed in the IFSP must be made available as soon as possible after parents give their consent for that service. The service coordinator serves as the single point of contact for the family and helps coordinate the EI services for the child and family. 5. The IFSP is reviewed at least every six months to see if changes need to be made, given the child’s growth or changes in developmental status, or given changes in the family’s priorities and concerns. The IFSP periodic review may be held more frequently if the family requests it or if conditions warrant it. Parents receive a prior written noticeif there is a proposal or refusal to conduct a reevaluation or to change EI services for the child. If there are no changes being proposed, the six-month IFSP review meeting may be a small meeting with just the service coordinator and the parent and an advocate or other family member requested by the parent. 6. The IFSP must be reviewed annually. The annual review meeting is held with the service coordinator, the parent, an advocate or other family member requested by the parent, and appropriate service providers. IFSP Team members review the progress the child is making in meeting the measurable results or outcomes listed in the IFSP. Do changes need to be made to the IFSP to reflect the child’s current levels of developmental functioning or the family’s resources, priorities, and concerns about that development? If so, the IFSP Team revises the IFSP, as needed. Transitioning from Early Intervention Steps 7–8 summarize what happens as the infant or toddler with a disability approaches his or her 3rd birthday, when eligibility for early intervention typically ends. These steps are meant to prepare for the child’s smooth transition from Part C services to Part B or other appropriate services or programs. 7. Part C services end when the child reaches age 3. At least 90 days before the child’s 3rd birthday, with the approval of the family, the lead agency or EI provider will hold a conference with parents to develop a transition plan. This conference may also be held up to 9 months before the child turns 3, at the discretion of all parties. The program options available to the toddler upon leaving the EI program are reviewed and may include: preschool services under Part B of IDEA; elementary school or preschool services for children participating under a State’s extended Part C option;* early education, Head Start, or Early Head Start or childcare programs; or other appropriate services. The transition meeting also focuses on the transition steps and services the child and family need to ensure they make a smooth transition from Part C to the next program setting. This information is included in the transition plan, and the transition plan is included in the child’s IFSP. (For many children who are referred to Part C after their 2nd birthday, the transition plan may be part of the initial IFSP.) Parent consent is needed before the transition plan may be implemented. Some exiting toddlers may be eligible for preschool services under Part B of IDEA. For each of these children: The transition conference described under Step 7 must occur; and The State educational agency (SEA) and the child’s local educational agency (LEA) must be notified. About the transition conference If the child is potentially eligible for preschool services under Part B, with family approval, participants in the conference include the lead agency, family, and the LEA, as well as other members of the IFSP Team, including the service coordinator and individuals invited by the family. About the transition notification When a toddler is potentially eligible for preschool services under Part B of IDEA, the lead agency or EI provider must notify the SEA and the child’s LEA that the toddler will soon reach the age of eligibility for services under Part B. This transition notification must take place at least 90 days before the child’s 3rd birthday. The notification includes the child’s name, date of birth, residence, and parent contact information. Once notified, and before the child turns 3, the LEA must: provide the procedural safeguards notice to parents, which explains the procedural safeguards available to them under IDEA; decide if the child is suspected of having a disability as that term is defined under IDEA Part B and therefore needs to be evaluated to determine his or her eligibility under Part B, and, if so, conduct that evaluation; and make sure that an Individualized Education Program (IEP) is developed for the child, if he or she is found eligible for preschool services under Part B. 8. By age 3, the child exits the Part C early intervention program. The child transitions either to the Part B preschool program or to another appropriate program, if one is available in the State.
Basics of the Early Intervention Process under Part C of IDEA
An infant or toddler may have a developmental delay or disability. Concerned, someone refers child to Part C.
Every six months IFSP is reviewed & revised, as needed.
The IFSP is reviewed annually.
For all toddlers in EI A transition plan for the child’s exit from Part C is included in the IFSP at least 90 days before the child’s 3rd birthday.
For children potentially eligible for Part B services Lead agency must notify the SEA & the child’s LEA. The LEA must take specific actions before the child’s 3rd birthday.
Early intervention services are provided.
Child exits early intervention.
VIRTUAL YOUTH LEADERSHIP LAB
*States now have the option to continue providing early intervention services to children past their third birthday. This is known as the Part C extension option. Source: NICHCY: Parent Center Hub
Vaccination p.51
Making COVID-19 Vaccination Recommendations CDC makes vaccination recommendations, including those for COVID-19 vaccines, based on input from the Advisory Committee on Immunization Practices. Learn more
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.
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 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.
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!
700 Hickory Avenue Harahan, LA 70123 504-888-9111 800-766-7736 504-353-2350 fax info@fhfofgno.org fhfofgno.org