What's Going ON?
COVER STORY
Legislative Updates P.50
ISSUE 31
Exceptional
Free Webinars and Training P.18
MAGAZINE
JUly | aug | sept 2021
The Great LRE Debate P.04
TIMES
GOVERNOR'S OFFICE OF DISABILITY AFFAIRS
From the director, Mary Jacob
MEET THE MOTHER-DAUGHTER DUO ON A MISSION TO BRING AWARENESS TO DOWN SYNDROME P.34
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
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
COVER STORY: Meet the Mother-Daughter Duo on a Mission to Bring Awareness to Down Syndrome
3rd Quarter July | Aug | Sept 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 The Great LRE Debate 06 Road Trippin': Tips on planning a great family vacation 08 FDA Authorizes Marketing of Diagnostic Aid for Autism Spectrum Disorder 10 FHF of GNO Summer Fun Guide 11 Assistive Technology 14 Social Capital 15 Social Capital and the Power of Relationships 16 Make an impact in health education by sharing your story! 17 Health Blue Back 2 School Giveaway 18 What's Going On? 24 The Child Tax Credit 26 Deafness and Hearing Loss 31 STEMIE Video Series Why Inclusion 32 Louisiana STEM Initiatives 38 Louisiana Attendance Requirements 39 Warning Signs of Bullying 40 “My Experience with Disability and Leadership” 48 The Bipartisan Senate Bill You’ve Never Heard of Just Expanded Pathways to College 49 ED COVID-19 HANDBOOK Strategies for Safely Reopening Elementary and Secondary Schools 50 Legislative update from the Governor’s Office of Disability Affairs 54 Preparing for a Hurricane or Tropical Storm 58 Awareness Calendar 62 Elementary and Secondary School Emergency Relief Fund 64 The Council Wants Your Story! 65 GODA Conference 66 Resources for Parents & Educators 68 Family Engagement 69 Youth Engagement 70 Louisiana School Finder
700 Hickory Avenue Harahan, LA 70123 504.888.9111 800.766.7736 504.353.2350 fax info@fhfofgno.org fhfofgno.org
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by Mary Jacob
The Great LRE Debate
continued on p.46
Well, here we are, midway through the summer and already thinking about school starting back in a month or so. Families that didn't have spring IEP meetings often meet at the beginning of the school year. I notice the chatter around Least Restrictive Environment (LRE) also picks up on social media and other places at this time of the year. Sometimes these conversations get a little heated when the folks at the far end of each side defend their position. Anyone that knows anything about me knows I'm a "die-hard" inclusion advocate. I believe in science and research, and the research demonstrates that students with disabilities can achieve considerable educational benefit from access to the general education curriculum and placement in general education classes with supplementary aids and services. The research also shows that when students with and without disabilities spend time together, all students benefit. Finally, the research also shows improved adult outcomes for students with disabilities when they’ve been educated with their typical peers. Don’t confuse my position with saying that no child should ever be educated outside the regular education classroom. What I object to is the clear, blatant refusal to follow what is specifically spelled out in the Individuals with Disabilities Education Act (IDEA) about LRE. What does IDEA say about LRE? Section 300.114 of IDEA states: “Each public agency must ensure that – (i) To the maximum extent appropriate, children with disabilities, including children inpublic or private institutions or other care facilities, are educated with children who are not disabled; and (ii) Special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.“ The last part of (ii) is why I use terms like “blatant refusal.” In my 20+ years of advocating for students with disabilities, I've yet to see the use of supplementary aids and services used the way IDEA intended them to be used before students are put in a more restrictive environment. I'd say more times than not if a child has any type of intellectual disability, it's already been pre-determined that they can't achieve progress in a regular education class and are automatically placed in a more restrictive environment. How does a district know how much a student can or cannot achieve if that student isn’t given the opportunity? Often students without intellectual disabilities are also pulled out of core general education subjects for instruction in a special education class – often creating a larger learning gap from their typical peers. I decided to go down the proverbial rabbit hole a bit to understand this blatant refusal. In speaking to a Louisiana special educator that asked to remain anonymous, she talked about the bias in special education. Students that need more help are often forgotten about. Regular educators want to teach traditional learners. She said once a student qualifies for special education, the regular education teacher often “washes their hands” of the child. To add to the problem, schools do not make the time for regular and special educators to collaborate, which is crucial for successful inclusion. Bias in special education isn’t new to me, but I dug a little deeper and found this from Dr. Clio Stearns, Assistant Professor of Education at Massachusetts College of Liberal Arts: Teachers who are unable to admit to their own biases might treat students and families unfairly, and this, of course, hinders students' development and families' trust in schools. As teachers, we are often tempted to favor students who seem somehow more teachable. It is natural to have these feelings, but acknowledging them can help us step back and start from square one by getting to know students as whole people rather than representatives of particular disabilities. Racism can be particularly difficult to talk about, but it comes into play intensely in special education. Across the country, students of color are far more likely to be labeled as having behavior problems and learning disabilities. These students are also more likely to be considered oppositional and channeled directly into remedial programs or strict behavioral models. As I scooted even further down the rabbit hole, it became evident that some teachers just aren't happy with having special education students in their classrooms. The bias is very real and needs to be addressed. Teresa Cooper, an educator and author of the article, It’s Time to Address Teacher Bias Against Special Education Students, says students with disabilities can become successful learners with the right tools and the right teachers. She writes about the three biases she sees: Teachers’ bias in beliefs about rewards. Some teachers don't believe students receiving accommodations or interventions should be recognized with rewards. They refuse to acknowledge the incredible hard word that a student is doing. They don’t see it as “fair” to reward a student for doing what they are supposed to do. Teachers’ bias about accommodations. Teachers don't understand that intelligence alone doesn't equate to need. They don't always believe the accommodation is necessary, even if it is on the IEP, because the student appears to be doing fine. They might not know the parents are spending an enormous amount of extra time with them or paying for tutoring to keep them caught up. Teachers tend to judge what they see and don’t always ask enough questions to know what is really going on with a child. Teachers’ bias in beliefs about ability levels and behaviors. It's not uncommon to find a teacher that assumes that if the student can't learn, the student will be a behavior problem and will increase their workload. None of this shocked me. However, to say I’m disappointed would be an understatement. IDEA was passed in 1975, and forty-six years later we are still having this debate over where kids with disabilities should be taught. In 2008, the Office of Special Education Programs (OSEP) of the United States Department of Education sent a letter to Roberta Wohle, Director of the Office of Special Education Programs with the New Jersey Department of Education, providing LRE guidance. Individuals can write to OSEP for clarification and OSEP will usually respond in the form of a guidance letter. The guidance is specific to the questions asked, but it’s applicable to everyone, regardless of their state of residence. Let’s look at some of the information provided in this guidance. IDEA does not prescribe the number or percentage of children with disabilities who must be educated in any particular environment. IDEA’s LRE principle expresses a strong preference, not a mandate, for educating every child with a disability in the regular education environment. IDEA establishes a presumption that children with disabilities will be educated in classes and settings with their nondisabled peers unless the education of children with disabilities cannot be achieved satisfactorily in those classes and settings with the use of supplementary aids and services. IDEA requires placement decisions for each child with a disability to be based on the child's IEP and be determined by the IEP team, including the parent(s), at an IEP meeting. Public agencies also must ensure that children with disabilities are not removed from education in age-appropriate regular education classrooms solely because of needed modifications in the general curriculum. I don't believe there is any room for debating whether students with disabilities belong in regular education classes. I think the research and guidance from the Department of Education support regular education placement as the optimal LRE for most students. If you still aren't convinced, I would challenge you to ask yourself, “Where else will my child learn to be independent and economically self-sufficient?” Congress reauthorized IDEA in 2004. In the law, Congress states: Disability is a natural part of the human experience and in no way diminishes the right of individuals to participate in or contribute to society. Improving educational results for children with disabilities is an essential element of our national policy of ensuring equality of opportunity, full participation, independent living, and economic self-sufficiency for individuals with disabilities. The law doesn’t state that it applies only to some students, or only to students with average intelligence. What should really be happening in IEP meetings? The team should come to the table with an open mind about the support a student will need. When they get to the placement section of the IEP, the IEP facilitator should say to the group, “Can the child be successful with special education and related services delivered in the regular education setting, with supports and services as needed?” It’s at this moment that parents need to be very assertive and ask what supports and services are being considered. There should be a genuine dialogue going on here about what the student needs in order to be successful, instead of how the teacher can’t do what is needed. Keep in mind, this is not the normal conversation, so it may be incredibly difficult for all IEP members who’ve been indoctrinated into believing that special education services can only happen in a special education classroom. Remember, special education is a service and not a place. IDEA was founded on the principle that separate is not equal. This doesn’t mean that we don’t have some great special educators; what we do know is that the most highly qualified teachers are in regular education classrooms. A significant number of special educators are not certified teachers, content experts or even reading interventionists, and yet we are expecting them to close the achievement gap. A special educator should provide instruction and support which facilitates the participation of students with disabilities in a regular education classroom. The special educator role was supposed to be: To serve as a case manager and be responsible for the development, implementation, and evaluation of students’ IEPs. To provide the necessary information to the classroom teacher regarding the student’s disability, medical concerns, and/or equipment operation, prior to the child entering the general education classroom. To collaborate with the general education teacher in adapting the curriculum, providing appropriate modifications, ensuring the implementation of modifications, and assessing overall progress of the child. To develop schedules and supervise plans for para-educators. To complete and maintain students’ records. To maintain contact with students’ families. To team teach lessons, when appropriate. Sadly, the majority of parents I speak to about inclusion will tell me their child does better in a self-contained class. When I ask them to define “better,” they seem rather perplexed and can’t quantify or qualify what “better” really means. In reality, I rarely see a child making much progress, if any, in a special education setting. What I do frequently see is the learning gap getting wider and wider. Doesn’t your child deserve to reach their full potential? Resources: OSEP Letter to Wohle FHFofGNO LRE Fact Sheet
Full disclosure here: I really wanted to entitle this article, “ROAD TRIPPIN’: How to execute a great family vacation (and not the kids!),” but I figured that might not go over too well with everyone! I think we can all agree, though, that planning and taking a family vacation can be one of the most stressful activities we can do as parents of a child or children with special healthcare needs or disabilities. Sometimes I’m so exhausted by the time I get to our destination, I have to wonder if it’s really worth it. And I know deep down that it certainly is! We all need the exposure to different places; we need to see different things and learn about new cultures or points of interest. As I write this, our family is in the process of planning a massive (to us) road trip for this summer, covering six states and about 2500 miles. We chose this particular trip for several reasons. First, we have a wedding to attend in Tennessee anyway, so we decided to start from there and see some things we’d been wanting to see further north. Second, my youngest is a major fan of our 16th President, and being so close to his birthplace in Kentucky was just too much to pass up! So it was added to the itinerary. And third, with the past 15 months or so being what they’ve been, my teacher husband deserved to check something off his bucket list this summer. With that, the pinnacle of our trip will be donning our Saints gear and heading to the Pro Football Hall of Fame in Canton, Ohio. All of the other stops are lagniappe, as we say in Louisiana! All things considered, traveling with my son is actually a piece of cake. He absolutely loves road trips! Yes, he has autism and visiting new places is sometimes challenging; yes, he has tube feedings, so frequent stops for nutrition and bathroom breaks are required; yes, he has multiple medications and some equipment that will need to be packed. But he’s MUCH easier to handle than our typically-developing 8-year-old, who has hated riding in the car since birth; who wouldn’t even sleep in the car as an infant; who cannot be tricked into sleeping in the car by leaving home in the dark of night; who starts fussing about her butt being numb before we leave the driveway. Yes, they are as different as night and day! So let’s talk about some tips for keeping our sanity while planning and taking that family road trip with kids who are from different planets. TIP 1: PLAN, PLAN, PLAN!!! Make a list. I’m a list-maker. When my son was younger, I was a single mom and he had about half a ton of medical equipment, supplies, and meds that went with us any time we left the house. If we left the house for more than a day, we had another half a ton of equipment plus backup supplies that were needed. Since I wasn’t going to let that little fact squelch our wanderlust, I created lists of things we would need if we went to different places. For example, I had a “Hotel” list, a “Grandma’s house” list, and even a “Cabin” list, in the event that we were going glamping at a state park (which we did, several times!). I updated the lists on my computer as his needs changed, or as I realized after a trip that a particular item would have been handy to have at a certain place. So I would say the first thing to do when planning would be, “Make a list.” Think of what you’ll need to have in the car and make a list; consider where you will be going, and make a list of things you will need while there. Remember to add comfort items, favorite nighttime aids or buddies or favorite blankets, and equipment such as noise-cancelling headphones or fidgets if needed. Making a list of these things in advance keeps you from getting in a panic when your eyes pop open at midnight and you think, “I hope I remember to bring ____ on the trip!” And starting that list far in advance of the trip will free your mind to think of other things, like an itinerary! Create an itinerary. With that, second on the list under “Planning” would be to create an itinerary. I know that sounds tedious, and it may not be necessary if you have a 4-hour trip to Aunt Becky’s, where you will be for three days and then return the same way. But if you are taking a trip with multiple stops over multiple days, or even if you have several outings planned during your stay at Aunt Becky’s, an itinerary could be helpful. If you’re into keeping records or creating documents on the computer, a google sheet is a great way to keep up with multiple topics at multiple places. You could use the rows for different days, or different attractions, then label the columns across the top as WHEN, WHERE, WHAT, COST, DISTANCE, etc. Any information that you will need should be added there. If it’s important to know how many miles there are between stops, create a column for that. If you want to keep up with what equipment will be needed during that outing, make a column for it. If it is important for your teen daughter with autism to know who will be at the family gathering, make a WHO column and list as many people as possible who will be there. Make time for ample rest stops. If you’re driving several hours in a day, it will be important to plan rest stops. If time to run around and let off steam is important, don’t cut those short! Would it be a good idea to have a kickball or Frisbee handy for some physical activity at a welcome center? Think about how much rest time your crew will need and how often, and work that into the travel plan. Plan for down time. One more thing to remember when planning: DOWN TIME. We can get so excited (or anxious) about the big events that we forget to plan for all the down time: car rides, time between attractions, evenings in hotels or at Aunt Becky’s. What will the kids be doing to pass time in the car? What snacks do they like? Do they sleep in the car – will they need pillows or a favorite blanket? Would board games be a good idea for evenings, or maybe a couple of family movies? Planning for down time is important to any vacation. There is the built-in variety that can’t be helped, like traveling or waiting in line, and there is the necessary type that has to be built in to avoid overstimulation or meltdowns. If covering two attractions in a day is too much for one member of the family, it’s too much. If there is one who requires a rest or nap time, be sure to respect that on the itinerary. Anticipating those kinds of needs and avoiding over planning go a long way toward preserving everyone’s sanity on a trip! TIP 2: ENLIST THE TROOPS! Getting help and input from other family members during the early stages of planning is very important for the success of the vacation. My husband, Mr. Rand McNally (that’s Mr. Google Maps to you younger folk), has already created our itinerary, mapped our route, noted the cost of the attractions, scoped out places to stay, and researched what Covid restrictions are still in place in the different places we’ll be visiting. (That’s called delegating, moms!) Depending on their ages and interests, the kids may be able to help you with researching the attractions they want to see and important things like cost, if masks or advanced tickets are still required, whether a wheelchair would be needed, how long it would take, etc. Most websites now also tell you if they have designated “quiet zones” for people with sensory differences, if that would be helpful to know in advance. And the beauty of planning is that it is all done considerably ahead of the trip, so you can take as long as you need to get it done. Be sure to consider whether a particular point of interest will be enjoyable by the entire family, and whether it’s even manageable. Mammoth Cave is on our road trip route, and my daughter would really like to go. But my son would never be able to physically navigate the caves with all the steps and the uneven terrain, and it isn’t wheelchair friendly. So we crossed it off our list, at least for this trip. If it’s something my daughter really wants to do, we may think about going another time when we can take her without her brother. TIP 3: TALK ABOUT IT I mentioned earlier that my son has autism. Change in his routine can be unsettling. The key to getting past that is talking about what we’re going to do. When we’re about to leave for a few days, or even a day trip, we start talking to him about it at least a couple of days in advance. He doesn’t talk, but with repetition and simple language he does understand what he hears. For some kids it may be helpful to find a social story about taking a trip, or use travel icons to create your own. Finding images from websites for the attractions could be a good way to prepare a child for a new place as well. Other family members will also enjoy building the anticipation of a vacation by discussing what they’re looking forward to most. We’ve been talking about our trip since about February, and the anticipation is killing me! TIP 4: BE FLEXIBLE As we all know, anything can happen to waylay the best-laid plans. While you can’t plan for every conceivable scenario, try to be sure you’re okay with changing things up last-minute if necessary. If Charlie wakes up with one of his migraines, or Susie has a seizure and needs to sleep for a while, try not to stress over the change in schedule. Our kids watch our reactions to stress and feed off of those responses, so be purposeful about making good memories regardless of changes that have to be made during the trip. TIP 5: HAVE FUN! Above all else, HAVE FUN! Make memories, take pictures, create digital scrapbooks to look at years from now; savor time with your family, be present and engaged; play board games, take naps, go for walks, see new sights, try new food. Whatever it is that you’ve planned for this trip, do it with gusto! Roll with the changes that may happen and don’t let them get you down. You’ve planned and anticipated this time with those you love, now revel in it!
continued on p.43
ROAD TRIPPIN’: Tips on planning a great family vacation by Sharon Blackmon
According to the Centers for Disease Control, autism is estimated to affect about 1 in 54 children.
FDA Authorizes Marketing of Diagnostic Aid for Autism Spectrum Disorder
On June 2, 2021, the U.S. Food and Drug Administration authorized marketing of a device to help diagnose autism spectrum disorder (ASD). The Cognoa ASD Diagnosis Aid is a machine learning-based software intended to help health care providers diagnose ASD in children 18 months through 5 years of age who exhibit potential symptoms of the disorder. “Autism spectrum disorder can delay a child’s physical, cognitive and social development, including motor skill development, learning, communication and interacting with others. The earlier ASD can be diagnosed, the more quickly intervention strategies and appropriate therapies can begin,” said Jeff Shuren, M.D., J.D., director of the FDA’s Center for Devices and Radiological Health. “Today’s marketing authorization provides a new tool for helping diagnose children with ASD.” The Centers for Disease Control and Prevention defines ASD as a “developmental disability that can cause significant social, communication and behavioral challenges” and is estimated to affect about 1 in 54 children. Because ASD symptoms can vary greatly, the disorder may be difficult to diagnose. While ASD may be detected as early as 18 months old, many children are not diagnosed until later in childhood, which can delay treatment and early intervention. The average age of diagnosis for ASD is 4.3 years. Some delays in diagnosis are due to the need for children to be referred to specialists with expertise in ASD. The Cognoa ASD Diagnosis Aid is a software as a medical device that uses a machine learning algorithm to receive input from parents or caregivers, video analysts and health care providers to assist physicians evaluate a patient at risk of ASD. The device consists of three main components: a mobile app for caregivers and parents to answer questions about behavior problems and to upload videos of their child; a video analysis portal that allows manufacturer-trained and certified specialists to view and analyze uploaded videos of patients; and a health care provider portal that is intended for a health care provider to enter answers to pre-loaded questions about behavior problems, track the information provided by parents or caregivers and review a report of the results. After processing the information provided by parents, caregivers and healthcare providers, the ASD Diagnosis Aid reports a positive or negative diagnosis if there is sufficient information for its algorithm to make a diagnosis. If there is insufficient information to render a “Positive for ASD” or “Negative for ASD” result to help determine a diagnosis, the ASD Diagnosis Aid will report that no result can be generated. The FDA assessed the safety and effectiveness of the Cognoa ASD Diagnosis Aid in a study of 425 patients aged 18 months through 5 years in 14 different clinical care sites, with an average age of 2.8 years. The study compared the assessments made by the device directly against the assessments made by a panel of clinical experts who used the current standard ASD diagnostic process. The device provided a “Positive for ASD” or “Negative for ASD” result to aid in making a diagnosis in 32% of patients. For those with a “Positive for ASD” or “Negative for ASD” result, the device results matched the panel’s conclusions for 81% of patients who tested positive for ASD by the device and 98% of patients who tested negative for ASD by the device. In addition, the device made an accurate ASD determination in 98.4% of patients with the condition and in 78.9% of patients without the condition. The risks associated with the use of the device include misdiagnosis and delayed diagnosis of ASD, based on a false positive result (observed in 15 out of 303 study subjects without ASD), a false negative result (observed in one out of 122 study subjects with ASD) or when no result was generated. Both misdiagnosis or missed diagnosis can result in delayed treatment of ASD and delivery of treatment not appropriate for ASD. The FDA reviewed the Cognoa ASD Diagnosis Aid through the De Novo premarket review pathway, a regulatory pathway for low- to moderate-risk devices of a new type. Along with this authorization, the FDA is establishing special controls for devices of this type, including requirements related to labeling and performance testing. When met, the special controls, along with general controls, provide reasonable assurance of safety and effectiveness for devices of this type. This action creates a new regulatory classification, which means that subsequent devices of the same type with the same intended use may go through the FDA’s 510(k) premarket process, whereby devices can obtain marketing authorization by demonstrating substantial equivalence to a predicate device. The Cognoa ASD Diagnosis Aid is indicated as an aid in the diagnosis of ASD for patients 18 months through 5 years of age who are at risk of developmental delay based on concerns of a parent, caregiver, or health care provider. The device is not indicated for use as a stand-alone diagnostic device but as an adjunct to the diagnostic process. The FDA granted the marketing authorization to Cognoa, Inc. Source: US Food and Drug Administration
ET
What is Assistive Technology? Assistive technology (AT) can be thought of as any item that supports a child's ability to participate actively in his or her home, childcare program, school, or other community settings. It is a broad term that includes items ranging from something as "low tech" as a foam wedge for positioning to something as "high tech" as a power wheelchair for independent mobility. Other examples of assistive technology for young children include items such as switch-operated toys, laminated picture boards, head pointers, specialized drinking cups, adapted spoons, augmentative and alternative communication (AAC) devices, computers, and more. Federal Definitions of Assistive Technology Technology Related Assistance to Individuals with Disabilities Act of 1988 The Technology Related Assistance to Individuals with Disabilities Act of 1988 (Tech Act) first described an assistive technology device as "any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities." The Tech Act described an assistive technology service as "any service that directly assists an individual with a disability in selection, acquisition or use of an assistive technology device." Individuals with Disabilities Education Act The Individuals with Disabilities Education Act (IDEA) of 2004 uses essentially the same definition as the Tech Act, adding an exception that excludes surgically implanted medical devices. An assistive technology device is defined as "any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of a child with a disability. Exception. - The term does not include a medical device that is surgically implanted, or the replacement of such device." (§1401(B)). An assistive technology service is defined by IDEA 2004 as "any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device." (§1401(2)). The term includes: the evaluation of the needs of such child, including a functional evaluation of the child in the child's customary environment; purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices by such child; selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing assistive technology devices; coordinating and using other therapies, interventions, or services with assistive technology devices, such as those associated with existing education and rehabilitation plans and programs; training or technical assistance for such child, or, where appropriate, the family of such child; and training or technical assistance for professionals (including individuals providing education and rehabilitation services), employers, or other individuals who provide services to, employ, or are otherwise substantially involved in the major life functions of such child. Under 34 CFR §300.34(b), "related services" do not include a medical device that is surgically implanted, the optimization of that device's functioning (e.g., mapping), maintenance of that device, or the replacement of that device. For regulatory language related to the routine checking of hearing aids and the external components of surgically implanted medical devices, see 34 CFR §300.113. Benefits of AT for Infants and Young Children Assistive devices and services can be of great value in providing infants and young children with disabilities opportunities to learn and interact with their environment in ways that might not otherwise be possible. For example, assistive technology can help a child to: participate more actively in family, school and community activities play successfully with toys and other children communicate his or her needs and ideas make choices move independently Accessing and Funding AT for Infants and Young Children According to the Individuals with Disabilities Education Act (IDEA), all children who are eligible to receive special education or early intervention services are also eligible to receive assistive technology, if it is included as part of their Individualized Education Program (IEP) §614(d)) or Individualized Family Service Plan (IFSP) §636). Children with disabilities, even those who are not eligible for special education under IDEA, may also be entitled to the provision of assistive technology under Section 504 of the Rehabilitation Act or under the Americans with Disabilities Act (ADA). Part B of the IDEA requires that assistive technology be considered as part of the evaluation process §614(d)(3)(B )(v)). However, if this does not happen, an assistive technology evaluation can be requested at any time. Additionally, if parents are not satisfied with the results of the evaluation provided by their child's school, they may request an independent evaluation at the school's expense (34CFR§ 300.502(b)). Family Role Assistive technology evaluation, selection, training and maintenance should be carried out by qualified professionals, with active participation on the part of the family. The IDEA requires that all special education services be family-centered and directly related to the family's priorities and concerns for their child. Family members are in a position to provide valuable information about the child's strengths, interests and daily routines, which is critical for determining what kinds of AT devices and services will best meet the child and family's needs. According to Judge (2000) 1, AT abandonment (rejection, non-use of the device) is often due to the fact that family input played only a small role in the AT evaluation and selection process. Understanding and taking into account the values, resources, concerns and routines of the child's family helps to ensure a greater level of success when it comes to using assistive technology effectively in the child's everyday activties. Assistive Technology in Natural and Least Restrictive Environments As part of the evaluation process, families and professionals need to decide where assistive technology devices and services will be provided to best meet the child's needs. The Early Intervention Program for Infants and Toddlers (Part C of IDEA) states that assistive technology must be provided in natural environments, to the maximum extent appropriate, for children from birth to age three (34CFR§ 303.13(a)(8)). Such environments might include, for example, the child's home, childcare program or other community settings in which children without disabilities participate. The Preschool Grants Program (Section 619 under Part B of IDEA) states that services are to be provided to children aged 3-5 in the least restrictive environment (LRE) possible (34CFR§ 300.114). This means that to the maximum extent appropriate, children with disabilities should be educated with their typically developing peers. Furthermore, the IDEA Part B regulations state that the use of school-purchased assistive technology devices in a child's home or in other settings is required, if the child's IEP team determines that this is necessary for the child to receive a free and appropriate education (34CFR§ 300.105(b)). Assistive Technology and Transition Planning As the child moves from an early intervention program into a preschool program at age three, assistive technology concerns should be discussed at the transition planning conference (34CFR §303.209(c)) and should be included on the child's IEP. Issues regarding the ownership and/or portability of AT devices from one setting to the next need to be addressed early on, in order to ensure that there is no interruption in the use of these devices if they are deemed necessary for the child to receive a free appropriate public education (FAPE) under Part B of IDEA. This is an especially important issue to consider if agencies other than the school system have purchased the assistive technology device under Part C. Source: Early Childhood Technical Assistance Center
Children with disabilities have the right to participate in everyday activities with their typically developing peers. The appropriate use of assistive technology (AT) in the classroom or playgroup, at home, and in the community supports natural learning opportunities and the successful inclusion of infants, toddlers and young children with disabilities in the full array of services and settings that are available to all young children.
ASSISTIVE TECHNOLOGY
The FHFofGNO 2021 Summer Fun Guide has information on summer camps for children with special needs, virtual summer camp programs, camp guides, summer enrichment, sports, preventing summer slide, promoting literacy, fun ideas that you can do at home with your child both indoors and outdoors, and summer safety tips. If you would like to add a special needs camp or any other summer resources to the guide, please contact Bebe Bode by email at bbode@fhfofgno.org.
Al Condeluci, Ph.D. has been an advocate, a catalyst for building community capacities, and leader in understanding social culture since 1970. He is the CEO of Community Living and Support Services (CLASS), a community based support system for folks with all types of disabilities in Pittsburgh, PA. He holds an MSW and PhD from the University of Pittsburgh, where he is on faculty in the School of Health and Rehabilitation Sciences and the School of Social Work. He has also authored 7 books. Born and raised in the steel town of Pittsburgh, he lives in McKees Rocks, just outside Pittsburgh, on the family hill with his wife, children and some 30 other members of the extended Condeluci family.
Social Capital Social capital is a term that describes the notion of friendship and social connectedness. All people have some form of social capital, but only recently have sociologists recognized the power and potency of social capital. It is empowering! The more friends you have, the more help you can get in dealing with a stressful situation. In fact, research shows that the more relationships people have—especially close relationships—the better they are able to deal with the stresses of life and the better their lives become. What we know about social capital Most people get jobs using their social capital. In fact, one recent study found that 71% of respondents to a survey reported that they got their first job though a friend or family member. We know that the best way to get a new or better job is through your social networks – your social capital. Certainly, even if you find a job on your own, you still need to list references - friends that will vouch for you. Housing is another area where social capital is critical. Most people reading these words are probably living with someone they chose from their social network. In fact, social capital is an absolute for people – no one, unless they are in an institutional model, live with someone they have not chosen. Yet, most people with disabilities find themselves in housing “programs” where their roommates are selected for them by an agency, program, or case manager. Social capital is key to transportation. Engagement in the community is determined by the connections you make. Social capital is a network or set of links that bring you closer to others, whether in your neighborhood, state, or around the world. Relationships are often very difficult to maintain for individuals with the most significant disabilities. Building social capital can lead to the start of some beautiful friendships. Clearly the more social capital you have, the better your chances for getting a job, finding someone to live with, getting around, and getting connected. The more social capital people have, the more options they have in each of these critical life support areas. Source: RAISE Center, Frontline Initiative Social Capital
Social capital and the power of relationships: Al Condeluci at TEDx Grandview Ave
Make an impact in health education by sharing your story! Would you like to help educate future health professionals by sharing your experiences? The Health Partner community program at LSU Health New Orleans provides students in the first year of their program an opportunity to learn together as a team about the health, health experiences, and health goals of community members. Students from various health professions will interact with and learn from their Health Partner through face-to-face opportunities. Your participation will allow students to apply the valuable information and lessons learned from their Health Partner throughout their education and practice after graduation. Participating as a Health Partner allows you to: Contribute to the education of LSU Health students Share your experiences, goals, and opinions on health and healthcare Assist in the development of team building for LSU Health students Requirements for Health Partners Meet and interact with students at least three times over the length of the program (January-March) Allow students into their home and/or a designated community location Need to be accessible by phone, email or video (Zoom/Facetime) Must be willing to share information regarding their health, health experiences, and health goals Participate in an optional survey regarding their experience with students he Health Partner community program is under the direction of the Center for Interprofessional Education and Collaborative Practice (CIPECP). The goal of the CIPECP is to educate health students using a team-based approach in order to improve the health of our communities. If you have any questions regarding the program, you can email Tina Gunaldo, Director tgunal@lsuhsc.edu or call 504-568-4426
JULY 2021
Free WEBINARS
What Happens When Parents and School Disagree? Louisiana Special Education Dispute Resolution Options - Join us for this new interactive training as we discuss Special Education dispute resolution options when parents disagree. Learning Goals include: Frequently used acronyms; Different informal and formal dispute resolutions options offered by the Louisiana Department of Education; How to request a dispute resolution option; And more! Date: Wednesday, July 7, 2021 Time: 11:00 am – 12:00 pm Audience: Parents, Caregivers, & Profess. of School-Aged Children/Students. Louisiana’s Bullying Prevention Law - Join us as we discuss Louisiana’s Bullying Prevention law. This law applies to all public school students, regular education and special education. However, there are some significant implications that need to be considered when a student with a disability is involved. Date: Wednesday, July 7, 2021 Time: 12:30 pm – 1:30 pm Audience: Parents, Caregivers, & Profess. 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. In Part 1 of our 4 Part Series, we will cover the requirements of notification to the parent for an IEP meeting, IEP team members, IEP exceptionalities, General Student Information and Special Factors to be considered for a child with a disability. Date: Monday, July 12, 2021 Time: 11:30 am – 12:30 pm Audience: Parents, Caregivers, & Profess. 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 include: 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: Monday, July 12, 2021 Time: 1:00 pm – 2:00 pm Audience: Parents, Caregivers, & Profess. 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 involve 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, July 12, 2021 Time: 8:00 pm – 9:00 pm Audience: Parents, Caregivers, & Profess. 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. In Part 2 of our 4 Part Series, we will focus on the instructional plan, which includes the present levels of performance and challenging academic and functional goals for a student with a disability. These will be followed by Accommodations. Date: Wednesday, July 14, 2021 Time: 11:30 am – 12:30 pm Audience: Parents, Caregivers, & Profess. 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, July 14, 2021 Time: 1:00 pm – 2:00 pm Audience: Parents, Caregivers, & Profess. of School-Aged Children/Students. Top Tips for Effective IEP Meetings - Join us for this new training as we go over some of the best IEP Tips for organizing yourself for an effective IEP meeting. We break them down into three steps: before, during, and after the meeting.Implementing our top 5 tips in each of these sections should result in an effective IEP meeting. Date: Saturday, July 17, 2021 Time: 10:00 am – 11:00 am Audience: Parents, Caregivers, & Profess. 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. In Part 3 or our 4 Part Series, we will discuss the Program/ Services and Placement/ Consent Sections of the IEP. Date: Monday, July 19, 2021 Time: 11:30 am – 12:30 pm Audience: Parents, Caregivers, & Profess. of School-Aged Children/Students. The ABC’s of Extended School Year (ESY) Services - Did you know that data collected during the holidays often determine if your child will qualify for ESY Services? This training provides an overview of the ESY process for children with disabilities including how children qualify and why in many circumstances the school uses the holiday breaks in determining if a child will qualify for ESY. Date: Monday, July 19, 2021 Time: 1:00 pm – 2:00 pm Audience: Parents, Caregivers, & Profess. of School-Aged Children/Students. Navigating the IEP: Part 4 - Join us for this new interactive training as we navigate the different sections of the IEP. In Part 4 of our 4 Part Series, we will cover the transition sections of the IEP. Date :Wednesday, July 21, 2021 Time: 11:30 am – 12:30 pm Audience: Parents, Caregivers, & Profess. 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, July 21, 2021 Time: 1:00 pm – 2:00 pm Audience: Parents, Caregivers, & Profess. of School-Aged Children/Students.
What's Going On?
What Happens When Parents and School Disagree? Louisiana Special Education Dispute Resolution Options - Join us for this new interactive training as we discuss Special Education dispute resolution options when parents disagree. Learning Goals include: Frequently used acronyms; 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, August 2, 2021 Time: 12:00 pm – 1:00 pm Audience: Parents, Caregivers, & Profess. of School-Aged Children/Students. Louisiana’s Bullying Prevention Law - Join us as we discussLouisiana’s Bullying Prevention law. This law applies to all public school students, regular education and special education. However, there are some significant implications that need to be considered when a student with a disability is involved. Date: Wednesday, August 4, 2021 Time: 11:00 am – 12:00 pm Audience: Parents, Caregivers, & Profess. 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. In Part 1 of our 4 Part Series, we will cover the requirements of notification to the parent for an IEP meeting, IEP team members, IEP exceptionalities, General Student Information and Special Factors to be considered for a child with a disability. Date: Wednesday, August 4, 2021 Time: 12:30 pm – 1:30 pm Audience: Parents, Caregivers, & Profess. 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 include: 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: Thursday, August 12, 2021 Time: 12:00 pm – 1:00 pm Audience: Parents, Caregivers, & Profess. 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 involve 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, August 14, 2021 Time: 10:00 am – 11:00 am Audience: Parents, Caregivers, & Profess. 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. In Part 2 of our 4 Part Series, we will focus on the instructional plan, which includes the present levels of performance and challenging academic and functional goals for a student with a disability. These will be followed by Accommodations. Date: Monday, August 16, 2021 Time: 12:00 pm – 1:00 pm Audience: Parents, Caregivers, & Profess. 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, August 18, 2021 Time: 12:30 pm – 1:30 pm Audience: Parents, Caregivers, & Profess. of School-Aged Children/Students. Top Tips for Effective IEP Meetings - Join us for this new training as we go over some of the best IEP Tips for organizing yourself for an effective IEP meeting. We break them down into three steps: before, during, and after the meeting. Implementing our top 5 tips in each of these sections should result in an effective IEP meeting. Date: Thursday, August 19, 2021 Time: 11:00 am – 12:00 pm Audience: Parents, Caregivers, & Profess. 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. In Part 3 of our 4 Part Series, we will discuss the Program/ Services and Placement/ Consent Sections of the IEP. Date: Monday, August 23, 2021 Time: 12:00 pm – 1:00 pm Audience: Parents, Caregivers, & Profess. of School-Aged Children/Students. Navigating the IEP: Part 4 - Join us for this new interactive training as we navigate the different sections of the IEP. In Part 4 of our 4 Part Series, we will cover the transition sections of the IEP. Date: Tuesday, August 24, 2021 Time: 11:00 am – 12:00 pm Audience: Parents, Caregivers, & Profess. 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, August 24, 2021 Time: 12:30 pm – 1:30 pm Audience: Parents, Caregivers, & Profess. of School-Aged Children/Students.
AUGUST 2021
Bella and Trixie
What Happens When Parents and School Disagree? Louisiana Special Education Dispute Resolution Options - Join us for this new interactive training as we discuss Special Education dispute resolution options when parents disagree. Learning Goals include: Frequently used acronyms; Different informal and formal dispute resolutions options offered by the Louisiana Department of Education; How to request a dispute resolution option; And more! Date: Wednesday, September 1, 2021 Time: 10:00 am – 11:00 am Audience: Parents, Caregivers, & Profess. of School-Aged Children/Students. Louisiana’s Bullying Prevention Law - Join us as we discussLouisiana’s Bullying Prevention law. This law applies to all public school students, regular education and special education. However, there are some significant implications that need to be considered when a student with a disability is involved. Date: Wednesday, September 1, 2021 Time: 12:00 pm – 1:00 pm Audience: Parents, Caregivers, & Profess. 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. In Part 1 of our 4 Part Series, we will cover the requirements of notification to the parent for an IEP meeting, IEP team members, IEP exceptionalities, General Student Information and Special Factors to be considered for a child with a disability. Date: Tuesday, September 7, 2021 Time: 11:00 am – 12:00 pm Audience: Parents, Caregivers, & Profess. 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 include: 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: Tuesday, September 7, 2021 Time: 12:30 pm – 1:30 pm Audience: Parents, Caregivers, & Profess. 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. In Part 2 of our 4 Part Series, we will focus on the instructional plan, which includes the present levels of performance and challenging academic and functional goals for a student with a disability. These will be followed by Accommodations. Date: Wednesday, September 8, 2021 Time: 12:00 pm – 1:00 pm Audience: Parents, Caregivers, & Profess. of School-Aged Children/Students. Top Tips for Effective IEP Meetings - Join us for this new training as we go over some of the best IEP Tips for organizing yourself for an effective IEP meeting. We break them down into three steps: before, during, and after the meeting. Implementing our top 5 tips in each of these sections should result in an effective IEP meeting. Date: Saturday, September 11, 2021 Time: 10:00 am – 11:00 am Audience: Parents, Caregivers, & Profess. 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: Monday, September 13, 2021 Time: 12:00 pm – 1:00 pm Audience: Parents, Caregivers, & Profess. 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 involve 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: Tuesday, September 14, 2021 Time: 8:00 pm – 9:00 pm Audience: Parents, Caregivers, & Profess. 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. In Part 3 of our 4 Part Series, we will discuss the Program/ Services and Placement/Consent Sections of the IEP. Date: Tuesday, September 21, 2021 Time: 11:00 am – 12:00 pm Audience: Parents, Caregivers, & Profess. of School-Aged Children/Students. Navigating the IEP: Part 4 - Join us for this new interactive training as we navigate the different sections of the IEP. In Part 4 of our 4 Part Series, we will cover the transition sections of the IEP. Date: Tuesday, September 21, 2021 Time: 12:30 pm – 1:30 pm Audience: Parents, Caregivers, & Profess. 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: Thursday, September 23, 2021 Time: 12:00 pm – 1:00 pm Audience: Parents, Caregivers, & Profess. of School-Aged Children/Students.
If you have any questions regarding our training opportunities, please reach out to our Director of Training, Jessica Rodrigue at jrodrigue@fhfofgno.org.
SEPTEMBER 2021
For those with children, the American Rescue Plan increased the Child Tax Credit from $2,000 per child to $3,000 per child for children over the age of six and from $2,000 to $3,600 for children under the age of six, and raised the age limit from 16 to 17. All working families will get the full credit if they make up to $150,000 for a couple or $112,500 for a family with a single parent (also called Head of Household). Major tax relief for nearly all working families: $3,000 to $3,600 per child for nearly all working families The Child Tax Credit in the American Rescue Plan provides the largest child tax credit ever and historic relief to the most working families ever. $3,000 per child 6-17 years old $3,600 per child under 6 years old All working families will get the full credit if they make up to $150,000 for a couple or $112,500 for a family with a single parent (also called Head of Household) Automatic monthly payments for nearly all working families If you’ve filed tax returns for 2019 or 2020, or if you signed up to receive a stimulus check from the Internal Revenue Service, you will get this tax relief automatically. You do not need to sign up or take any action. Advancing your tax relief: Normally, tax relief for the year only comes the following year when you file your taxes, no matter how much you need it now. This year, you’ll start getting the money in July. Monthly payments starting in July: For the first time, people will receive the Child Tax Credit in monthly payments. For every child 6-17 years old, families will get $250 each month, and for every child under 6 years old, families will get $300 each month. The 80% who get their refunds from the IRS through direct deposit will get these payments in their bank account on the 15th of every month until the end of 2021. People who don’t use direct deposit will receive their payment by mail around the same time. President Biden’s American Families Plan calls for extending this tax relief for years and years The new Child Tax Credit enacted in the American Rescue Plan is only for 2021. That is why President Biden strongly believes that we should extend the new Child Tax Credit for years and years to come. That’s what he proposes in his American Families Plan. Easy sign up for low-income families to reduce child poverty If you didn’t make enough to be required to file taxes in 2020 or 2019, you can still get benefits. Low-income families with children are eligible for this crucial tax relief – including those who have not made enough money to be required to file taxes. Visit Non-Filer Sign-Up Will this affect other benefits I receive? If I sign up for the Child Tax Credit, will it affect my other government benefits (like SSI, SNAP, TANF, or WIC)? No. Receiving Child Tax Credit payments is not considered income for any family. Therefore, it will not change the amount you receive in other Federal benefits. These Federal benefits include unemployment insurance, Medicaid, SNAP, SSI, SSDI, TANF, WIC, Section 8, or Public Housing. For more information, visit the IRS page on Child Tax Credit. Download the Child Tax Credit explainer (PDF). Source: The White House
THE CHILD TAX CREDIT
The Child Tax Credit in the American Rescue Plan provides the largest Child Tax Credit ever and historic relief to the most working families ever – and most families will automatically receive monthly payments without having to take any action.
" For working families with children, this tax cut sends a clear message: help is here. - PRESIDENT BIDEN
Graham at the Louisiana Baptist All-State Youth Choir
Deafness and Hearing Loss
Caroline’s Story Caroline is six years old, with bright brown eyes and, at the moment, no front teeth, like so many other first graders. She also wears a hearing aid in each ear—and has done so since she was three, when she was diagnosed with a moderate hearing loss. For Caroline’s parents, there were many clues along the way. Caroline often didn’t respond to her name if her back was turned. She didn’t startle at noises that made other people jump. She liked the TV on loud. But it was the preschool she started attending when she was three that first put the clues together and suggested to Caroline’s parents that they have her hearing checked. The most significant clue to the preschool was Caroline’s unclear speech, especially the lack of consonants like “d” and “t” at the end of words. So Caroline’s parents took her to an audiologist, who collected a full medical history, examined the little girl’s ears inside and out, ran a battery of hearing tests and other assessments, and eventually diagnosed that Caroline’s inner ear (the cochlea) was damaged. The audiologist said she had sensorineural hearing loss. Caroline was immediately fitted with hearing aids. She also began receiving special education and related services through the public school system. Now in the first grade, she regularly gets speech therapy and other services, and her speech has improved dramatically. So has her vocabulary and her attentiveness. She sits in the front row in class, an accommodation that helps her hear the teacher clearly. She’s back on track, soaking up new information like a sponge, and eager for more. About Hearing Loss in Children Hearing is one of our five senses. Hearing gives us access to sounds in the world around us—people’s voices, their words, a car horn blown in warning or as hello! When a child has a hearing loss, it is cause for immediate attention. That’s because language and communication skills develop most rapidly in childhood, especially before the age of 3. When hearing loss goes undetected, children are delayed in developing these skills (March of Dimes, 2010). Recognizing the importance of early detection, the Centers for Disease Control and Prevention (the CDC) recommends that every newborn be screened for hearing loss as early as possible, usually before they leave the hospital. Catching a hearing loss early means that treatment can start early as well and “help the child develop communication and language skills that will last a lifetime” (CDC, 2013). Types of Hearing Loss Before we describe the types of hearing loss a person may have, it’s useful to know that sound is measured by: its loudness or intensity (measured in units called decibels, dB); and its frequency or pitch (measured in units called hertz, Hz). Hearing loss is generally described as slight, mild, moderate, severe, or profound, depending upon how well a person can hear the intensities or frequencies most strongly associated with speech. Impairments in hearing can occur in either or both areas, and may exist in only one ear or in both ears. Generally, only children whose hearing loss is greater than 90 decibels (dB) are considered deaf. There are four types of hearing loss, as follows (eHealthMD, 2013): Conductive hearing losses are caused by diseases or obstructions in the outer or middle ear (the pathways for sound to reach the inner ear). Conductive hearing losses usually affect all frequencies of hearing evenly and do not result in severe losses. A person with a conductive hearing loss usually is able to use a hearing aid well or can be helped medically or surgically. Sensorineural hearing losses result from damage to the delicate sensory hair cells of the inner ear or the nerves that supply it. These hearing losses can range from mild to profound. They often affect the person’s ability to hear certain frequencies more than others. Thus, even with amplification to increase the sound level, a person with a sensorineural hearing loss may perceive distorted sounds, sometimes making the successful use of a hearing aid impossible. A mixed hearing loss refers to a combination of conductive and sensorineural loss and means that a problem occurs in both the outer or middle and the inner ear. A central hearing loss results from damage or impairment to the nerves or nuclei of the central nervous system, either in the pathways to the brain or in the brain itself. How Common is Hearing Loss? Each year in the United States, more than 12,000 babies are born with a hearing loss; often, the cause is unknown (Centers for Disease Control and Prevention, 2010). Profound deafness occurs in 4-11 per 10,000 children; in at least 50% of these cases, the cause is genetic. Through the Universal Newborn Hearing Screening program, many states now mandate that all newborns be screened for hearing loss within hours of birth (National Center for Hearing Assessment & Management, n.d.). Signs of a Hearing Loss or Deafness Just as with Caroline, our first grader, there will be signs that a child may not be hearing normally. Parents may notice that their child: does not respond consistently to sounds or to his or her own name; asks for things to be repeated or often says “huh?” is delayed in developing speech or has unclear speech; turns the volume up loud on the TV and other electronic devices. Causes of Hearing Loss and Deafness Hearing loss and deafness can be either: acquired, meaning that the loss occurred after birth, due to illness or injury; or congenital, meaning that the hearing loss or deafness was present at birth. The most common cause of acquired hearing loss is exposure to noise (Merck Manual’s Online Medical Library, 2012). Other causes can include: build up of fluid behind the eardrum; ear infections (known as otitis media); childhood diseases, such as mumps, measles, or chicken pox; and head trauma. Congenital causes of hearing loss and deafness include: a family history of hearing loss or deafness; infections during pregnancy (such as rubella); complications during pregnancy (such as the Rh factor, maternal diabetes, or toxicity). A child’s hearing loss or deafness may also be a characteristic of another disability such as Down syndrome, Usher syndrome, Treacher Collins syndrome, Crouzon syndrome, and Alport syndrome (American Speech-Language-Hearing Association, n.d.). In all cases, early detection and treatment are very important to the child’s development. Is There Help Available? Yes, there’s a lot of help available, beginning with the free evaluation of the child. The nation’s special education law, the Individuals with Disabilities Education Act (IDEA), requires that all children suspected of having a disability be evaluated without cost to their parents to determine if they do have a disability and, because of the disability, need special services under IDEA. Those special services are: Early intervention | A system of services to support infants and toddlers with disabilities (before their 3rd birthday) and their families. Special education and related services | Services available through the public school system for school-aged children, including preschoolers (ages 3-21). To access early intervention services in Louisiana vist the Louisiana Department of Health's EarlySteps program. To access special education and related services: We recommend that you get in touch with your local public school system. Calling the elementary school in your neighborhood is an excellent place to start. The school should be able to tell you the next steps to having your child evaluated free of charge and, if found eligible, he or she can begin receiving services specially designed to address your child’s needs. There are also special services available to low-income children through the Early Periodic Screening, Diagnosis, and Treatment (EPSDT) program, the child health component of Medicaid. To learn more about the EPSDT program, visit the Health Resources & Services Administration Maternal & Child Health. The Louisiana Commission for the Deaf (LCD) provides people who are D/deaf, DeafBlind, hard of hearing, and those with speech disorders with programs and services to ensure full communication access to the world around them. Staff work closely with members of the D/deaf and DeafBlind communities to continuously improve the programs and meet their needs. LCD's goals are to allow everyone to communicate fully - regardless of their hearing, vision or speech-related abilities, improve access to needed communication supports, and to enable all people to participate in society and reach their full potential. Currently offers services in 4 areas: Telecommunications Equipment Program Hearing Aid Program Interpreting Services Support Service Provider (SSP) Program All services have eligibility requirements that need to be met in order to use them. You can apply for and access services through your local Regional Service Center (RSC). All services and equipment follow requirements set by the Americans with Disabilities Act (ADA). Learn more about these services and their eligibility requirements using the links under "Learn More." For additional resources, take a look at this page from the Governor's Office of Disability Affairs. Definition in IDEA It’s helpful to know that, while the terms “hearing impairment” and “hearing loss” are often used to describe a wide range of hearing losses, including deafness, IDEA actually defines the two terms separately, as follows: Hearing impairment is defined by IDEA as “an impairment in hearing, whether permanent or fluctuating, that adversely affects a child’s educational performance.” Deafness is defined as “a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification.” Thus, deafness is viewed as a condition that prevents an individual from receiving sound in all or most of its forms. In contrast, a child with a hearing loss can generally respond to auditory stimuli, including speech. Educational Implications Hearing loss or deafness does not affect a person’s intellectual capacity or ability to learn. However, children who are hard of hearing or deaf generally require some form of special education services in order to receive an adequate education. Such services may include: regular speech, language, and auditory training from a specialist; amplification systems; services of an interpreter for those students who use sign language; favorable seating in the class to facilitate lip reading; captioned films/videos; assistance of a notetaker, who takes notes for the student with a hearing loss, so that the student can fully attend to instruction; instruction for the teacher and peers in alternate communication methods, such as sign language; and counseling. Children who are hard of hearing will find it much more difficult than children who have normal hearing to learn vocabulary, grammar, word order, idiomatic expressions, and other aspects of verbal communication. For children who are deaf or have severe hearing losses, early, consistent, and conscious use of visible communication modes (such as sign language, fingerspelling, and Cued Speech) and/or amplification and aural/oral training can help reduce this language delay. By age four or five, most children who are deaf are enrolled in school on a full-day basis and do special work on communication and language development. Parents work with school personnel to develop an individualized education program (IEP) that details the child’s special needs and the services and supports that will be provided to meet those needs. IDEA requires that the IEP team address the communication needs of a child who is deaf or hard of hearing. It is important for teachers and audiologists to work together to teach the child to use his or her residual hearing to the maximum extent possible, even if the preferred means of communication is manual. Since the great majority of deaf children (over 90%) are born to hearing parents, programs should provide instruction for parents on implications of deafness within the family. People with hearing loss use oral or manual means of communication or a combination of the two. Oral communication includes speech, lip reading, and the use of residual hearing. Manual communication involves signs and fingerspelling. Total Communication, as a method of instruction, is a combination of the oral method plus signing and fingerspelling. Using the Relay Service Individuals with hearing loss, including those who are deaf, now have many helpful devices available to them. Text telephones (known as TTs, TTYs, or TDDs) enable persons to type phone messages over the telephone network. The Telecommunications Relay Service (TRS) makes it possible for TT users to communicate with virtually anyone (and vice versa) via telephone through a communications assistant. Dial 711 to access all telecommunications relay services anywhere in the United States. The relay service is free. Resources Alexander Graham Bell Association for the Deaf and Hard of Hearing American Academy of Audiology American Hearing Research Foundation American Society for Deaf Children American Speech-Language-Hearing Assoc Beginnings Better Hearing Centers for Disease Control and Prevention Deaf Culture Online Hands and Voices Hearing Loss Association of America Info to Go | Laurent Clerc National Deaf Education Center National Association of the Deaf National Center for Hearing Assessment & Management NIDCD | National Institute on Deafness and Other Communication Disorders
The Department-funded STEM Innovation for Inclusion in Early Education (STEMIE) promotes STEM learning for young children with disabilities. The STEMIE team recently released a series of three videos on why inclusion is important.
Social Outcomes in Inclusion In this video, you will learn what are the social outcomes of high-quality inclusive education. This video is based on Dr. Phil Strain's keynotes, A brief overview of 40 years of inclusion research at the 2019 OSEP Leadership Conference. Closed captioning available in English and Spanish.
Key Characteristics of High Quality Inclusive Education In this video, you will learn what are the key characteristics of high-quality inclusive education. This video is based on Dr. Phil Strain's keynotes, A brief overview of 40 years of inclusion research at the 2019 OSEP Leadership Conference. Closed captioning available in English and Spanish.
Let's Change Attitudes and Beliefs about Inclusion In this video, you will learn what does the literature tell us about high-quality inclusion. This video is based on Dr. Phil Strain's keynotes, A brief overview of 40 years of inclusion research at the 2019 OSEP Leadership Conference. Closed captioning available in English, Spanish, and Korean.
References American Speech-Language-Hearing Association. (n.d.). Causes of hearing loss. Available online at: www.asha.org/public/hearing/disorders/causes.htm American Speech-Language-Hearing Association. (n.d.). The prevalence and incidence of hearing loss in children. Available online at: http://www.asha.org/public/hearing/disorders/children.htm Centers for Disease Control and Prevention. (2012). Facts. Available online at: http://www.cdc.gov/ncbddd/hearingloss/facts.html Centers for Disease Control and Prevention. (2013). Hearing loss in children. Available online at: http://www.cdc.gov/ncbddd/hearingloss/about.html eHealthMD. (2013). Different types of hearing loss. Available online at: http://ehealthmd.com/content/different-types-hearing-loss#axzz2zvvrz36Q Merck Manual’s Online Medical Library. (2012). Hearing loss. Available online at: http://www.merckmanuals.com/home/ear_nose_and_throat_disorders/hearing_loss_and_deafn ess/hearing_loss.html March of Dimes. (2010). Hearing impairment. Available online at: http://www.marchofdimes.com/baby/hearing-impairment.aspx Michigan Department of Community Health. (2004). A diagram of the ear. Available online at: www.michigan.gov/documents/mdch/DCH0519A_201145_7.pdf National Center for Hearing Assessment & Management. (n.d.). Status of early hearing detection and intervention in the United States. Available online at: www.infanthearing.org/status/index.html
Video Series: Why Inclusion
LOUISIANA STEM INITIATIVE Over the next 12 years, Louisiana and the nation will see a surge in the number of job opportunities available in the fields of Science, Technology, Engineering and Mathematics, also known as STEM. Furthermore, ACT’s 2018 Louisiana State of STEM report showed that 51% of Louisiana students indicated having an interest in STEM majors and/or careers, but only 10% met the STEM benchmark demonstrating their readiness for math and science coursework in college. KEY INITIATIVE ONE-PAGER In order to better meet workforce demands, the Louisiana Department of Education, the Louisiana Board of Regents, the LaSTEM Council and the Governor’s office have teamed up to ensure Louisiana’s students have exposure to STEM courses and credentials starting in elementary school and continued through college STEM PATHWAYS Louisiana STEM Pathways are part of the Jump Start Initiative, Louisiana’s innovative career and technical education (CTE) program. The STEM Pathways better prepare students to seek a STEM degree in college or enter the workforce having earned certifications in high-wage career sectors. STEM Pathways are designed for students seeking either a TOPS Tech Diploma or University Diploma. If you have questions about the development of any of these courses, or would like for your school to participate in a pilot, please contact STEM@la.gov. Source: Louisiana Believes Stem Initiative
KEY INITIATIVE ONE-PAGER
Meet the Mother-Daughter duo on a MISSION to Bring Awareness to Down Syndrome
Precious, a fighter since birth, was born via C-Section on May 3, 2001. She has experienced much trauma since birth, but she was a fighter then and is still a fighter 20 years later. She experienced respiratory distress, swallowed meconium during the birthing process and spent two weeks in the Neonatal Intensive Care Unit (NICU). While in NICU she had a platelet transfusion. On her journey, Precious has been diagnosed with many illnesses such as Hyperthyroidism (Graves’ disease) which is uncommon with Down syndrome, Insulin Resistance, Apraxia of Speech, ADHD, Asthma, and Seizure Disorder. She uses an adaptive stroller due to having weakness in her left side, and she is not able to walk for long periods of time. In 2019, Precious was diagnosed with Moyamoya disease and experienced multiple strokes. One stroke left one side of her body impaired and required her to undergo a major brain surgery. In spite of it all, Precious is a graduate of St. Michael's Lower School, Laplace Middle School, and is a 2021 graduate of Dulles High School in Sugar Land, TX. She was the 2017 Best Dressed, 2018 Beauty Queen of Miracles Beauty Pageant, and part of the 2015 Seals Class Act Pageant. Precious is a member of GiGi's Playhouse, The GNO & Houston Down Syndrome Associations, National Down Syndrome Society, and National Down Syndrome Congress. She played baseball with the Miracle League in New Orleans for over 5 years. She is presently with the Dream League (Team Rangers) in Fort Bend County, Texas. She loves everything princess themed; Beyoncé; dancing; coloring; eating French fries; and having her nails, hair, and make-up professionally done. She loves playing baseball and watching her younger brother, Ro'Ziah, play basketball. Her favorite NFL team is the New Orleans Saints, and favorite NBA team is the New Orleans Pelicans. She sets her own trends and wants the world to know: "Just because you have a disability, it does not mean you can't be stylish." Precious’s enthusiasm and love for jewelry and fashion led her and her mother, Olantha, to open up Precious Kreations, Inc. (PK, Inc.) in 2020 during the COVID-19 Pandemic. PK, Inc. has fashionable jewelry such as earrings, necklaces, charms, and bracelets for children and adults. In addition to their jewelry collection, they have tee shirts, hair accessories and much more for babies, children and adults. Their vision is to bring awareness to Down syndrome and other physical disabilities. PK, Inc. has a parent support and advocacy program and a resource and referral program, and also provides public awareness and outreach to all families with an emphasis on African Americans and other minorities. One of the goals of the organization is to conduct outreach to insure that minorities are informed of and have access to resources in schools, businesses, community organizations, and medical facilities. Olantha has been an advocate for individuals with disabilities and the elderly ever since her daughter was born. She also owns the home & community based provider agencies Reliable Community Alternatives in New Orleans and Alternative Community Services in Houston. Precious and her brother, Ro’Ziah, are very close. She is the older of the two and never lets him forget that she is the big sister. Living with Down syndrome and her health concerns has not changed Precious's amazing outlook on life. "I must carry my diagnosis with me no matter what because there is no cure. I have chosen to embrace my diagnosis and live the best meaningful and full life that I possibly can."
Check out Precious Kreations, Inc.
Precious and her brother, Ro'ziah
Warning Signs for Bullying
continued on p.45
Louisiana Attendance Requirements
There are many warning signs that may indicate that someone is affected by bullying—either being bullied or bullying others. Recognizing the warning signs is an important first step in taking action against bullying. Not all children who are bullied or are bullying others ask for help. It is important to talk with children who show signs of being bullied or bullying others. These warning signs can also point to other issues or problems, such as depression or substance abuse. Talking to the child can help identify the root of the problem. Signs a Child Is Being Bullied Look for changes in the child. However, be aware that not all children who are bullied exhibit warning signs. Some signs that may point to a bullying problem are: Unexplainable injuries Lost or destroyed clothing, books, electronics, or jewelry Frequent headaches or stomach aches, feeling sick or faking illness Changes in eating habits, like suddenly skipping meals or binge eating. Kids may come home from school hungry because they did not eat lunch. Difficulty sleeping or frequent nightmares Declining grades, loss of interest in schoolwork, or not wanting to go to school Sudden loss of friends or avoidance of social situations Feelings of helplessness or decreased self esteem Self-destructive behaviors such as running away from home, harming themselves, or talking about suicide If you know someone in serious distress or danger, don’t ignore the problem. Get help right away. Signs a Child is Bullying Others Kids may be bullying others if they: Get into physical or verbal fights Have friends who bully others Are increasingly aggressive Get sent to the principal’s office or to detention frequently Have unexplained extra money or new belongings Blame others for their problems Don’t accept responsibility for their actions Are competitive and worry about their reputation or popularity Why don't kids ask for help? Statistics from the 2018 Indicators of School Crime and Safety - PDF show that only 20% of school bullying incidents were reported. Kids don’t tell adults for many reasons: Bullying can make a child feel helpless. Kids may want to handle it on their own to feel in control again. They may fear being seen as weak or a tattletale. Kids may fear backlash from the kid who bullied them. Bullying can be a humiliating experience. Kids may not want adults to know what is being said about them, whether true or false. They may also fear that adults will judge them or punish them for being weak. Kids who are bullied may already feel socially isolated. They may feel like no one cares or could understand. Kids may fear being rejected by their peers. Friends can help protect kids from bullying, and kids can fear losing this support. Source: Stopbullying.org
Louisiana requires students to attend school for a certain number of days to be promoted to the next grade and earn credit for a course. Under the law, students must attend school from age 7 to 18 or until they graduate from high school. Students are required to attend school regularly and must attend at least 167 days to earn credit and be eligible for promotion to the next grade. When a student misses school, their absence falls under four categories: Exempted and Excused: The student is allowed to make up the missed work and the absence is not counted against the attendance requirement. Examples are extended illness documented by a doctor or to celebrate religious holidays. There is no limit to these absences. Non-Exempted and Excused: The student is allowed to make up the missed work but the absence is counted against the attendance requirement. An example is personal or family illness documented by a parent’s note. The number of non-exempt and excused absences is based on the number of school days offered. Schools are required to offer 177 days of school, which means a student can be absent ten days. If more school days are offered, then the number of absences also increases. Unexcused: The student is not allowed to make up the missed work and the absence is counted against the attendance requirement. An example is skipping school. Suspensions: The student is allowed to make up the missed work but the absence is counted against the attendance requirement. Tardiness is not counted against the attendance requirement. School districts may have their own policy on tardiness. Students must be in attendance at least 167 days in order to pass the course or grade and earn credit. Some school districts offer makeup classes that allow students to make up missed instructional time. If a student has an excessive number of non-exempted absences, parents and legal guardians may make a formal appeal in accordance with the due process procedures established by the local school district or independent charter school. If a school district grants a waiver of the attendance requirement because of extenuating circumstances, students are eligible to make up missed work, receive grades and earn credit as long as they complete the missed work and pass the course. Under the Child Performer Trust Act, employers must provide tutors to students who are working for them in an artistic setting, such as an actor in a play or movie. If a student will be absent for more than one day within a month, the law requires the employer to provide a certified teacher on the second day of employment to provide three hours of instruction daily. If multiple students are hired, employers must provide one certified teacher for every ten students. Source: Louisiana Believes
Taylor coaching Rummel football team
2019-09 Hannah & Gang Freshman First Down Run
2019-09 Hannah Freshman First Down Run
Hannah 2020 UL Homecoming
“My Experience with Disability and Leadership” by Lillian Sellers
On her blog, Lillian Sellers expresses that confidence is more important than anything else in the transition process, and shares that it’s so important for schools to include more self-advocacy training for students and presuming competency training for teachers. My name is Lillian Sellers, and I am a senior graduating from high school in just a few weeks. My high school trajectory was somewhat different from that of my peers. Due to my educational background, I am a firm believer that leadership and success look different for everyone. This was partially attributable to my disability, but it was also due to my awareness of the right opportunities for me to learn and grow. When I was a full-time student at my school, I often felt out of place and as though I was losing out on certain key elements of the high school experience that driven honor students were expected to have. I certainly didn’t feel included with my classmates when I had to miss class for physical therapy or take courses online prior to the pandemic to accommodate my fatigue. I had to learn on my own that it was okay to take a different path to the same goal. When I ran for various leadership positions within my school, despite my grades, volunteer, and work experience, I was still overlooked by my classmates and teachers. Certain teachers would fail to accommodate my need to leave early from classes in order to get to the next class because my wheelchair would get totally lost in crowds in the hallway. I would occasionally have to skip entire assignments because they were inaccessible, such as an earth science experiments outside or calculating velocity by throwing a football in math class. In my eyes these would have been easy activities to substitute with a more accessible alternative, but in all fairness I have been accommodating my condition all my life. However, one might be surprised at how shaken some teachers become at having to change the class activity for “just one student.” Despite the pushback I still received good grades and participated as much as I was able to in the community. Even then, no matter what I did, my mobility aid and medical needs still seemed to get in the way of being a leader. I never felt like I belonged in a group, whether it was because I lost the popularity vote for class president or because I couldn’t always stay after school for student council meetings. It wasn’t until I began looking for opportunities outside of school, I realized I could be a leader and help people. This year, I took part in an internship program. I was granted credits for collaborating with an organization and I was required to provide weekly evaluations of my progress. I chose to work with the Pennsylvania Youth Leadership Network as I was a new governing board member at the start of the school year. “The mission of the Pennsylvania Youth Leadership Network is to coordinate a network that is led and driven by inclusive organizations of youth and young adults with and without disabilities across Pennsylvania. PYLN promotes advocacy, self-determination, leadership, empowerment, and service learning in the areas of transition, employment, education, and community engagement.” Being an intern helped me with learning more about the organization as well as life skills that could help me in my future career. Not only was I a valuable member of a team despite my disability, my perspective as a disabled person was important and needed in many conversations. I believe it would be extremely beneficial to students of all abilities if schools promoted activities and services outside of the school district. This year’s internship journey was life-changing for me! I became more confident in myself and my capabilities, such as public speaking and self-advocacy. This year, I was able to meet with so many wonderful people using Zoom, who I would not have been able to speak with otherwise. Working with professionals who do a lot of work with disabled young people, but who don’t normally have the chance to chat with actual individuals was really insightful and helpful for all parties. If an organization offers transition or other student services, they should be sure to consult with actual young people to make sure they are offering things that are helpful, engaging, and students really would enjoy participating in. I often believe many students, like me, are hesitant to search for places who advertise to disabled students. We don’t want to believe that we’re different. We’re always told to overcome obstacles and put ourselves out there, even though it’s inaccessible and uncomfortable. Students, and particularly parents, are fearful of what recognizing disability entails, especially at a young age. It is frequently implied that if we are proud of our disabilities and do not want to disguise it, we can not fit in. Blending in, in my opinion, has never resulted in real acceptance. When I joined the Pennsylvania Youth Leadership Network in my junior year, I immediately felt welcomed. They welcome youth from all sorts of backgrounds and prioritize self-advocacy and community collaboration above all else. They were created with people with disabilities in mind because we are frequently excluded from leadership opportunities. Regardless of the fact that I was the youngest member when I joined the governing board, I was trusted and my perspective was appreciated. Finding somewhere you feel comfortable sharing your opinion and know you will be respected makes all the difference. Though this year hasn’t been easy and I’ve made many mistakes, anyone can tell you I’ve also made great strides. I used to be so nervous when it came to planning my own future. I was so worried about saying something wrong at my own IEP meetings, but in reality you can’t say anything wrong about your own life. Now I’ve come so far as to be hosting webinars about advice for students attending their first IEP meetings. What I’ve found is that confidence is more important than anything else in the transition process. I know I’m not alone in saying when I started my transition to college, which I will complete this fall, I felt so lost and so behind. My parents and I felt as if we were entering a whole new world where everyone spoke a different language. Now I feel like I can be a translator for other young people in that position. The biggest thing that helped me back then was asking questions and talking to people with disabilities. It was far more beneficial for me to speak with someone that had been through it before than a professional who only uses lengthy, confusing language. This isn’t to say that learning the exact terms isn’t a good thing, it can just be pretty overwhelming at times. Part of why I feel comfortable transitioning now is that I was slowly immersed into the world of disability services through this internship. Sadly, this opportunity is not available to everyone and not all students seek out programs like this. That’s why I think it’s so important for schools to include more self-advocacy training for students and presuming competency training for teachers. Even though I have taken honors classes and college classes in high school people still spoke over me, and I wasn’t encouraged to run my own IEP meeting until my last year of high school. Even though my school didn’t set me up for their definition of success, I still accomplished many things I’m proud of. Through trial and error, and learning new things I found what works for me. This internship helped me learn so many new skills and gain much more confidence. If a student out there finds an opportunity to succeed in their own way, encourage them to go for it!
Vacation p.6
Source: 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.
Bullying p.39
LRE p.5
A new bipartisan bill to increase American global competitiveness passed the U.S. Senate with provisions to create state grants to expand college and career STEM pathways so students can earn college credit or an industry credential while in high school. Before kicking off a series of Education Equity Summits, the U.S. Department of Education published guidance for states and districts on the Maintenance of Equity requirement for spending COVID-19 relief funds from the American Rescue Plan, which prohibits disproportionate state and local funding cuts in high-poverty districts and schools. Finally, the Department’s Office for Civil Rights issued a request for information on school discipline policies and practices, which could make way for an update to the rescinded discipline guidance issued by the Obama administration.
The Bipartisan Senate Bill You’ve Never Heard of Just Expanded Pathways to College
ED COVID-19 HANDBOOK Roadmap to Reopening Safely and Meeting All Students’ Needs Volume 2: Roadmap to Reopening Safely and Meeting All Students’ Needs is intended to offer initial strategies for providing equitable and adequate educational opportunities that address the impact of COVID-19 on students, educators, and staff, focusing on evidence-based strategies for: Meeting students’ social, emotional, mental and physical health, and academic needs, including through meeting basic student needs; reengaging students; and providing access to a safe and inclusive learning environment; Addressing the impact of COVID-19 on students’ opportunity to learn, including closing the digital divide; implementing strategies for accelerating learning; effectively using data; and addressing resource inequities; and Supporting educator and staff well-being and stability, including stabilizing a diverse and qualified educator workforce.
ED COVID-19 HANDBOOK Strategies for Safely Reopening Elementary and Secondary Schools Initially released in February 2021; updated April 2021 Summary of Recent Changes in April 2021 Update: Revised physical distancing recommendations to reflect at least 3 feet between students in classrooms and provide clearer guidance when a greater distance (such as 6 feet) is recommended. Removed recommendation for physical barriers.
Governor John Bel Edwards signed several important pieces of legislation into law for individuals with disabilities this legislative session. These are a testament to the perseverance of many years -- and even decades -- of advocacy.
Legislative update from the Governor’s Office of Disability Affairs (GODA)
The legislation is as follows: Act 449 - HB7 - Provides a sales and use tax exemption for feminine hygiene products and diapers. Act 450 - HB172 - Provides for Medicaid coverage of dental care for certain adults with developmental and intellectual disabilities. Act 452 - HB446 - Creates and provides for the office of the state of Americans with Disabilities Act coordinator within the division of administration. Act 456 - SB86 - Requires the governing authority of each public school to develop and adopt policies for the installation and operation of video cameras in certain classrooms. Act 419 - HB170 - Provides relative to reporting of students identified as having dyslexia. Act 181 - HB187 - Amends laws relative to home health care. Act 444 - HB228 - Provides relative to restroom access for individuals with certain conditions. ·Act 72 - HB251 - Provides relative to time limitations for instituting prosecution for crimes with victims with infirmities (Extends the statute of limitations relative to crimes against individuals with disabilities). Act 194 - HB259 - Provides relative to employment for persons with disabilities (By Louisiana Association for the Blind and Lighthouse Louisiana. The intent is to close an exemption relative to unemployment insurance for Ability One Agencies). Act 22 - HB285 - Provides relative to the amount a time a person may remain in a voting machine. Act 365 - HB286 - Extends the period for early voting prior to election day in presidential elections. Act 73 - HB397 - Authorizes the La. Dept. of Health to provide education and training to healthcare providers who treat patients suffering from Alzheimer's disease or other dementia diseases. Act 321 - HB460 -Establishes the Rare Disease Advisory Council w/in Louisiana Department of Health. Act 372 - HB79 -Provides relative to treatment facilities for mental health patients. Act 415 - HB85 - Creates a literacy program for certain public school students. Act 433 - SB127 - Provides relative to specialized behavioral health rehab services in Louisiana medical assistance program. Act 210 - SB133 - Provides relative to the prioritization of health equity by the Louisiana Department of Health. Act 50 - SB191- Provides relative to coverage of certain physician-administered drugs and relate services. Sent to Governor HB253 - Provides relative to the governance and funding of the Special School District, which provides special education services through its schools and programs (At the 4/15/21 GACDA Legislative Committee, it was mentioned this bill will create LSDVI as a stand-alone entity with a governing board. This may enable more direct services to students). HB411 - Provides relative to student discipline (Would make comprehensive revisions to school discipline laws and require LDOE to publish data regarding disciplinary removals). HB648 - Establishes a grant program to be administered by the office of broadband development and connectivity in the division of administration. Pending Senate Finance HB204 - Provides relative to the delivery of Medicaid-funded services for persons with disabilities. (Prohibits the limitation of hours a DSP can work in 24hrs in an emergency situation based on the Plan of Care; allows DSPs to live in the home w/the recipient limited to 40 hours; allows quarterly check-ins to be conducted virtually upon request 5enate-19-21 S Voted with Amendments from Committee Senate Health and Welfare) HB468 - Provides relative to excretion of Medicaid coverage for an individual experiencing postpartum. Pending House Administration of Criminal Justice HB238- Creates the crimes of felony and misdemeanor intentional exposure to a sexually transmitted disease (The intent of this legislation is the punishing of individuals who purposefully infect others with STDs. There is a provision that creates enhanced penalties if a person has an intellectual disability. This is possibly a bill-drafting error by the authors or drafters of the bill. It was mentioned at the 4/15/21 GACDA Legislative Committee that the author maybe working on re-wording the aforementioned provision). HB68- Provides relative to restricting solitary confinement Pending House Commerce HB476-Provides relative to broadband (Broadband and high speed data infrastructure expansion would allow individuals with disabilities and their families in more rural areas of the state the opportunity to access information and telehealth services). Pending House Health and Welfare HB91- Authorizes transportation network companies to provide nonemergency medical transportation services through the state Medicaid program Legislation that failed to pass House vote HB 324 - Prohibits corporal punishment in public elementary and secondary schools (Corporal punishment for students with 504 plans and IEPs was banned in 2017. Often children with disabilities aren't identified by 504 or IEP so they can be subjected to corporal punishment. Legislation that can positively or negatively affect individuals with disabilities is decided upon every year. As the parent of a son with autism, I feel it is important to keep abreast of the legislation that will affect the services and supports he receives. There are many opportunities to stay informed and get involved in advocacy. Governor’s Office of Disability Affairs The Governor’s Office of Disability Affairs (GODA) strives to serve as an informational resource for people with disabilities, their families and the agencies that serve them. GODA was established and designed by the Governor’s Office to adequately educate, address and resolve issues relative to the disability community. Their goal is to promote, encourage and support citizens with disabilities so they may have an equal opportunity to actively participate in all aspects of life. There are numerous state and community organizations across Louisiana that work in partnership with GODA. Their collaboration and partnership enable them to facilitate positive progress for Louisiana citizens with disabilities. Louisiana Developmental Disability Council LaCAN (Louisiana Council’s Advocacy Network) LaCAN is a grassroots advocacy network that utilizes orchestrated advocacy campaigns to achieve desired results. Every action alert you receive is the result of a decision that is made by a group of people. An orchestrated advocacy campaign creates a united: Message – everyone has the same basic message and/or request Time – everyone takes action within a certain time frame Target – everyone focuses on specific policymakers Grassroots advocacy works because: Large numbers of people deliver the same message to the same target within an established time frame A unified message is stronger and has a good chance of seeing desired results LaCAN provides information and support to individuals wanting to advocate for systems change in the areas of home and community-based services, education, and employment. Regional LaCAN teams include individuals with disabilities, their family members, and professionals. These members are notified by email or phone when communication with state agency officials, legislators or the Governor is necessary. Partners in Policymaking Partners in Policymaking is a national leadership training program for people with developmental disabilities and parents of young children with developmental disabilities. It provides the most current knowledge about disability issues and develops the competencies necessary for effective advocacy to influence public policy at all levels of government. The goal of Partners in Policymaking is to achieve productive partnerships between people needing and using services and those who make public policy. It is designed to provide knowledge and skills building so that participants may work to obtain state of the art services for themselves and others. Partners in Policymaking also educates participants about current issues and best practices and familiarizes them with policymaking and the legislative processes at the local, state and federal levels. Individual sessions are devoted to specific topics presented by nationally known experts in their fields. For people with developmental disabilities and parents of young children with developmental disabilities. Partners offers six weekend sessions over a six-month period for leadership development.
Sources: Governors Office of Disability Affaris, Louisiana Developmental Disabilities Council. Below: How a Bill Becomes a Law - Louisiana House of Representatives.
Make a Plan. Hurricane season starts on May 15 in the north Pacific and June 1 in the Atlantic and the Caribbean. It ends on November 30. Before hurricane season each year, make sure you and your family are prepared by planning ahead. Write down emergency phone numbers and keep them on the refrigerator or near every phone in your house. Program them into your cell phone too. Prepare an emergency supply kit. Locate the nearest shelter and different routes you can take to get there from your home. If shelter locations in your area have not been identified, learn how to find them in the event of a storm. Pet owners: Pre-identify shelters, a pet-friendly hotel, or an out-of-town friend or relative where you can take your pets in an evacuation. Local animal shelters may be able to offer advice on what to do with your pets if you are asked to evacuate your home.
PREPARING FOR A HURRICANE OR OTHER TROPICAL STORM
Gather emergency supplies. During and after a hurricane, you may need supplies to keep your family safe and healthy. Remember that a hurricane could cut off your power and water supply. You also may not be able to drive because of damage to your car. Roads may be flooded or blocked. That’s why it’s best to be prepared—stock up on everything you might need now. Be sure to prepare the following: An emergency food and water supply. An emergency medicine supply. Emergency power sources such as flashlights (don’t forget extra batteries). Safety and personal items. Important documents, including medical documents, wills, passports, and personal identification. A fire extinguisher. Make sure your family knows where to find it and how to use it! Read the National Fire Protection Association’s tips for using fire extinguishers. Know the difference between a hurricane “watch” and “warning.” Listen for National Weather Service alerts on TV or radio or check for them online. There are two kinds of alerts: A hurricane watch means hurricane conditions (sustained winds of 74 miles per hour [mph] or higher) are possible in a stated area. Experts announce hurricane watches 48 hours before they expect tropical-storm-force winds (sustained winds of 39 to 73 mph) to start. A hurricane warning is more serious. It means hurricane-force winds are expected in a stated area. Experts issue these warnings 36 hours before tropical-storm-force winds are expected in the area to give people enough time to prepare for the storm. For more information about hurricane watches and warnings, check out the National Weather Service’s Hurricane Center. If you hear that there is a hurricane watch or warning in your area, you can take steps to get ready. Get your car ready. Make sure your car is ready before the storm hits. Fill your car’s gas tank. Move cars and trucks into your garage or under cover. Always keep an emergency kit in your car. Visit Ready.gov for information on how to prepare your car and what to include in your kit. If you don’t own a car, consider making plans with friends or family or call authorities to get a ride if you need to evacuate. Get your family and pets ready. Go over your emergency plan with your family. Keep checking for updates about the storm. Watch TV, listen to the radio, or check online. Call the hospital, public health department, or the police about special needs. If you or a loved one is older or disabled and won’t be able to leave quickly, get advice on what to do. Put pets and farm animals in a safe place. Read more about pet safety during an emergency. Get your home ready. Clear your yard. Make sure there’s nothing that could blow around during the storm and damage your home. Move bikes, lawn furniture, grills, propane tanks, and building material inside or under shelter. Cover up windows and doors. Use storm shutters or nail pieces of plywood to the outside window frames to protect your windows. This can help keep you safe from pieces of shattered glass. Be ready to turn off your power. If you see flooding, downed power lines, or you have to leave your home, switch your power off. Fill clean water containers with drinking water. You’ll want to do this in case you lose your water supply during the storm. You can also fill up your sinks and bathtubs with water for washing. Check your carbon monoxide (CO) detector’s battery to prevent CO poisoning Be ready to evacuate or stay at home. Always listen to authorities regarding whether you should evacuate or stay at home. If a hurricane is coming, you may hear an order from authorities to evacuate (leave your home). Never ignore an order to evacuate. Even sturdy, well-built houses may not hold up against a hurricane. Staying home to protect your property is not worth risking your health and safety. You may hear an order to stay at home. If driving conditions are dangerous, staying at home might be safer than leaving. If you need to evacuate: Grab your emergency supply kit and only take what you really need with you (cell phone, chargers, medicines, identification like a passport or license, and cash). Unplug your appliances. If you have time, turn off the gas, electricity, and water. Follow the roads that emergency workers recommend even if there’s traffic. Other routes might be blocked or flooded. Never drive through flooded areas—cars and other vehicles can be swept away or may stall in just 6 inches of moving water. Contact your local emergency management office and ask if they offer accommodations for owners and their pets. Learn more about evacuating with your pet. If you need to stay home: Keep your emergency supply kit in a place you can easily access. Listen to the radio or TV for updates on the hurricane. Stay inside. Even if it looks calm, don’t go outside. Wait until you hear or see an official message that the hurricane is over. Sometimes, weather gets calm in the middle of a storm but then quickly gets bad again. Stay away from windows—you could get hurt by pieces of broken glass or flying debris during a storm. Stay in a room with no windows, or go inside a closet. Be ready to leave. If emergency authorities order you to leave or if your home is damaged, you may need to go to a shelter or a neighbor’s house. Get A Game Plan App The LA Get A Game Plan App is the official emergency preparedness mobile app provided by the Louisiana Governor’s Office of Homeland Security and Emergency Preparedness (GOHSEP). This app allows Louisiana residents to access emergency information on the go and get prepared prior to an emergency happening. Users can prepare customized emergency plans, review the Louisiana Emergency Preparedness Guide, and get up-to-date information about evacuations. The app even allows you to notify family and friends that you are safe in the event of an emergency. Real-time notifications are sent directly to the device from GOHSEP to provide the most up-to-the-minute information for residents. For more information on emergency preparedness planning for individuals with disabilities, elders, and their familes, please review the State Resource Guide for Individuals with Disabilities. Resources: CDC , LA Governor's Office of Diasbaility Affairs (GODA), LA getagameplan.org
On July 26, 2021 the Americans with Disabilities Act (ADA) turns 31! On July 26th we celebrate this important civil rights law that prohibits discrimination against individuals with disabilities in all areas of public life, including jobs, schools, transportation, and all public and private places that are open to the general public. The purpose of the law is to make sure that people with disabilities have the same rights and opportunities as everyone else. #ADA31 #ThanksToTheADA
MedicAlert Awareness Month - Not all medical bracelets are created equal and that’s why August has been designated as MedicAlert Awareness Month. National Breastfeeding Month - In recognition of National Breastfeeding Month (NBM), each year the USBC hosts a social media advocacy and/or outreach campaign inviting breastfeeding coalitions, member/partner organizations, and individual supporters to join online actions and conversations to build support for the policy and practice changes needed to build a "landscape of breastfeeding support." National Wellness Month - Every August, Wellness Month empowers you to fall in love with self-care (and yourself in the process!) National Eye Exam Month | Children’s Eye Health and Safety Month - For many of us, July marks the halfway point of summer vacation and soon preparations for returning to school will begin. Getting a vision exam is a part of that process. Healthy vision is key to a great start to school! Family Fun Month - Each year, Family Fun Month is celebrated throughout the month of August. It is the opportune time to enjoy family with extra fun and activities. Happiness Happens Month - The holiday is based on the premise that happiness is unlimited and contagious and that sharing one's happiness and can bring a lot of joy in other people's lives. National Immunization Awareness Month - (NIAM) is an annual observance held in August to highlight the importance of vaccination for people of all ages. Communities across the country use the month each year to raise awareness about the important role vaccines play in preventing serious, sometimes deadly, diseases across the lifespan. Spinal Muscular Atrophy Awareness Month - The SMA community officially recognizes August as Spinal Muscular Atrophy Awareness Month, an effort that Cure SMA has been coordinating since 1996. August is a great time to spotlight the work our community does year-round to raise awareness of and funds for SMA. In addition to our usual work – hosting and attending events, advocating at state and local legislatures, sharing information about SMA.
July 22, 2021 is World Fragile X Day
Fragile X Awareness Month - Fragile X syndrome (FXS) is a genetic condition that causes intellectual disability, behavioral and learning challenges, and various physical characteristics. Though FXS occurs in both genders, males are more frequently affected than females, and generally with greater severity.
World Hepatitis Day (July 28) - Worldwide, 290 million people are living with viral hepatitis unaware. Without finding the undiagnosed and linking them to care, million will continue to suffer, and lives will be lost. On World Hepatitis Day, 28 July, we call on people from across the world to take action and raise awareness to the the "missing millions". Cord Blood Awareness Month - July is National Cord Blood Awareness Month! Celebrate by spreading the word about cord blood. Cord blood is the term used for the blood collected from the umbilical cord and placenta (after birth) when a healthy baby is born. International Group B Strep Throat Awareness Month - This year is the 20th year of July as International Group B Strep Awareness Month being observed. It was created to bring awareness of group B strep to the general public. Since then it has been a focal opportunity for organizations and individuals around the world to tell their stories, share information, and promote healthy outcomes for babies worldwide. National Cleft and Craniofacial Awareness and Prevention Month - Cleft and craniofacial conditions affect thousands of infants, children, teens and adults in the United States each year. Some are born with congenital anomalies like cleft lip and palate, others with more complex, life-threatening craniofacial conditions. Some are burned; others are injured in accidents and animal attacks, or diagnosed with various oral/head/neck and skin diseases. Juvenile Arthritis Awareness Month - Nearly 300,000 children have been diagnosed with some form of juvenile arthritis. Juvenile idiopathic arthritis (JIA), one form of juvenile arthritis, is actually quite prevalent, affecting more than 50,000 children in the United States alone. JIA is often referred to as juvenile rheumatoid arthritis (JRA) in the United States.
Celebrate ADA Anniversary Explore & Learn the ADA What is the Americans with Disabilities Act (ADA)? from the ADA National Network ADA Basics webcourse Search ADA Publications & Training on ADA National Network Timeline of the ADA What is the ADA? Overview of the ADA ADA Questions and Answers ADA Anniversary Tool Kit Sharing ADA Stories StoryCorps & Disability Visibility Project StoryCorps MobileBooth Tour
JULY
awareness Calendar
AUGUST
SEPTEMBER
September is National Service Dog Month They provide companionship, inspire confidence, and live to serve, protect, and assist their handlers. Guide dogs, seeing eye dogs, service pets, and assistance animals are helping their humans perform tasks, accomplish lifelong goals, embark on adventures, overcome debilitating mental illnesses, and safeguard military bases across the country and around the world.
Sept. 11 Reflect on 9/11 Sept. 13 National Celiac Disease Awareness Day Sept. 15 World Lymphoma Awareness Day Sept. 21 World Alzheimer’s Day Sept. 23 International Day of Sign Languages Sept. 29 World Heart Day
National Suicide Prevention Month All month, mental health advocates, prevention organizations, survivors, allies, and community members unite to promote suicide prevention awareness. National Suicide Prevention Week is the Monday through Sunday surrounding World Suicide Prevention Day. It’s a time to share resources and stories, as well as promote suicide prevention awareness. World Suicide Prevention Day is September 10. It’s a time to remember those affected by suicide, to raise awareness, and to focus efforts on directing treatment to those who need it most. Blood Cancer Awareness Month - September was designated as National Blood Cancer Awareness Month in 2010 by the United States Congress. In recognition of Blood Cancer Awareness Month, the Leukemia Research Foundation is conducting a social media initiative to increase awareness about all blood cancers, including leukemia, lymphoma, multiple myeloma, and myelodysplastic syndromes. Childhood Cancer Awareness Month - Families, caregivers, charities and research groups across the United States observe September as Childhood Cancer Awareness Month. In the U.S., 15,780 children under the age of 21 are diagnosed with cancer every year; approximately 1/4 of them will not survive the disease. Muscular Dystrophy Awareness Month - There are many ways to get involved with MDA. Whether you’re looking to create a fundraiser, host a game night, volunteer at a camp, run a marathon, or advocate for the cause, the ways to get involved are endless. National Childhood Obesity Awareness Month - Learn ways to promote healthy growth in children and prevent obesity. National Preparedness Month - (NPM) is recognized each September to promote family and community disaster and emergency planning now and throughout the year. The 2019 theme is Prepared, Not Scared. Be Ready for Disasters. National Recovery Month - a national observance held every September to educate Americans that substance use treatment and mental health services can enable those with a mental and/or substance use disorder to live a healthy and rewarding life. National Sickle Cell Month - September is National Sickle Cell Awareness Month, designated by Congress to help focus attention on the need for research and treatment of sickle cell disease. Newborn Screening Awareness Month Spinal Cord Injury Awareness Month - Our community is stronger when it comes together to educate the public on the challenges of living with spinal cord injury (SCI). Despite living with SCI, we believe a full, productive, and rewarding life is within the reach of anyone with the strength to believe it and the courage to make it happen. World Alzheimer’s Month - World Alzheimer's Month is the international campaign by Alzheimer's Disease International (ADI) every September to raise awareness and challenge the stigma that surrounds dementia. Usher Syndrome Awareness Day The Usher Syndrome Coalition’s mission is to raise awareness and accelerate research for the most common genetic cause of combined deafness and blindness. The Coalition also provides information and support to individuals and families affected by Usher syndrome. National DSP Recognition Week, September 12-18, 2021 - The theme ‘From Promise To Progress’ builds off of the 2020 theme ‘From Praise To Promise.’ It goes beyond just the recognition and appreciation for DSPs, by sharing specific actions and cutting-edge approaches to improve the human services field and elevate the status of DSPs.
LOUISIANA To support school systems with planning for and budgeting new pandemic relief funds the LDOE has launched Believe! (Early Childhood) and Achieve! (pre-K-12). This guidance document focuses on Achieve! (pre-K-12) and provides school systems with pertinent information for creating their budgets in alignment with the priorities and focus areas outlined in Believe to Achieve: Louisiana’s Educational Priorities. Within the Priority Planning section of this document, school systems have access to high-impact, evidence-based initiatives associated with Department initiatives and corresponding focus areas. Allowable Use of Funds ESSER II requires that all expenditures must be an allowable activity under the CARES Act, however, these funds may be leveraged for a wide range of activities. The allowable activities include uses permitted by ESSER I in addition to several new categories of expenditures associated with measuring and remediating learning loss and efforts to ready school facilities for reopening. ESSER II does not include a supplement, not supplant provision (SNS) providing additional flexibility in budgeting to meet the needs of addressing the impact of the COVID-19 pandemic. It is important to remember that ESSER funding is one-time, non-recurring emergency aid when developing spending plans. There are 15 uses of funds for ESSER II formula funds which may be used on a wide variety of activities as identified under the CAA: Any activity authorized by the ESEA of 1965, IDEA, AEFLA, Perkins, McKinney-Vento Homeless Assistance Act. Coordination of preparedness and response efforts. Providing principals and other school leaders with resources necessary to address the needs of their individual schools. Activities to address the unique needs of low-income students, children with disabilities, English learners, racial and ethnic minorities. Developing and implementing procedures and systems to improve the preparedness and response efforts of LEAs. Training and professional development for LEA staff on sanitation and minimizing the spread of infectious diseases. Purchasing supplies to sanitize and clean the facilities of a LEA, including buildings operated by such agencies. Planning, coordinating, and implementing activities during long-term closures. Purchasing educational technology (including hardware, software, and connectivity) for students who are served by the LEA that aids in regular and substantive educational interaction between students and their classroom instructors, including low-income students and children with disabilities, which may include assistive technology or adaptive equipment. Providing mental health services and supports. Planning and implementing activities related to summer learning and supplemental after-school programs. Addressing learning loss among students, including low-income students, children with disabilities, English learners, racial and ethnic minorities, students experiencing homelessness, and children and youth in foster care, of the local educational agency, including: Administering and using high-quality assessments that are valid and reliable, to accurately assess academic progress and assist educators in meeting students’ academic needs, including differentiating instruction. Implementing evidence-based activities to meet the comprehensive needs of students. Providing information and assistance to parents and families on how they can effectively support students, including in a distance learning environment. Tracking student attendance and improving student engagement in distance education. School facility repairs and improvements to enable operation of schools to reduce the risk of virus transmission and exposure to environmental health hazards, and to support student health needs. Inspection, testing, maintenance, repair, replacement, and upgrade projects to improve the indoor air quality in school facilities. Other activities that are necessary to maintain the operation and continuity of services in LEAs andcontinuing to employ existing staff of the LEA. Any entity that receives funds under the Education Stabilization Fund shall, to the greatest extent practicable, continue to pay its employees and contractors during the period of any disruptions or closures related to COVID-19. To support school systems with determining how ESSER II and III formula funds can be allocated, the Department has developed an ESSER II Allowability Examples document to provide school systems with examples of how ESSER II and III formula funds can be allocated. This is not an exhaustive list but is meant to provide quality examples to support with planning.
Congress set aside approximately $13.2 billion of the $30.75 billion allotted to the Education Stabilization Fund through the Coronavirus Aid Relief, and Economic Security (CARES) Act for the Elementary and Secondary School Emergency Relief Fund (ESSER Fund). Signed into law on March 20, 2021, the Department awarded these grants to State educational agencies (SEAs) for the purpose of providing local educational agencies (LEAs), including charter schools that are LEAs, with emergency relief funds to address the impact that COVID-19 has had, and continues to have, on elementary and secondary schools across the Nation. ESSER Fund awards to SEAs are in the same proportion as each State received funds under Part A of Title I of the Elementary and Secondary Education Act of 1965, as amended, in fiscal year 2019.
Elementary and Secondary School Emergency Relief Fund
Sources: US Department of Ed Office of Elementary & Secondary Education, Louisiana Believes Achieve Priorities-Based Planning Guide For School Systems ESSER II and ESSER 111 Funding.
Do you know someone interested in sharing their story with the Louisiana Developmental Disabilities Council? If so, this is the perfect opportunity! Fully Included is a new video series from the Council set to educate and empower self-advocates, family advocates and community stakeholders across the state on the importance of inclusion of the disability community in aspects of everyday life. We are looking for self-advocates, parent advocates, family members, caregivers, and professionals across Louisiana who would like share their story on the following topics: Employment Community Stakeholders Advocating for Medicaid Waivers Direct Support Professionals Click here to volunteer or recommend someone to be featured in the Council’s #FullyIncludedFriday videos!
News from the Office of Disability Affairs Each month the Office of Disability Affairs puts together a newsletter with details about past and upcoming events, as well as other important information for people with disabilities and their loved ones. Get all the latest from their most recent issue. Sign up for updates! Get news from Governor's Office of Disability Affairs in your inbox.
The Council Wants Your Story!
Resource: Pandemic Relief Guidance and Resource Library
Get Healthy Meals for Your Kids During the school year, many children receive free or reduced-price meals at the school they attend. When schools close for the summer, many families may struggle to find healthy meals for their children. Use the USDA’s Meals for Kids Site Finder to locate a meal distribution site near you so you can ensure your child has meals. Enter your zip code into the tool to find a meal site near you. You can also contact the National Hunger Hotline to learn about other food-related resources.
Learn More About the Design of Nike Go FlyEase Through the powers of innovation, engineering, and design, a completely hands-free shoe is finally here with the Nike Go FlyEase. The Go FlyEase is designed to help athletes of all capabilities get into their shoes easier. It features a patent-pending bi-stable hinge and midsole tensioner that allows hands-free access for a snug and secure fit. The Nike Go FlyEase Celestine Blue is constructed of a mesh upper with reinforced seams along the forefoot and heel. Its elastic midsole tensioner surrounds an EVA foam sole that is split at the midfoot to accommodate the contractional motion the sole makes when prepped for entrance. The sole protrudes slightly beyond the heel so that it can be an easy target to step on to unlock the bi-stable hinge when taking off the sneaker.
WCASS Guide: How to Provide Students with #IEPs Access to Their Grade Level Curriculum Through Text to Speech Check out this guide for teachers and parents on why and how to provide students with IEPs access to grade level curriculum using Text to Speech.
Photo credit Signia
The ABLE National Resource Center’s (ABLE NRC) AchievABLE™ is a bi-monthly newsletter highlighting news on ABLE and ABLE accounts including webinar announcements, spotlights on the ABLE NRC Ambassadors, legislative updates, state ABLE program news, blogs and much more.
Control Bionics NeuroNode Trilogy combines eye, EMG, touch and motion sensors for the world's fastest, lowest-fatigue eye gaze system. NeuroNode Trilogy is the world’s fastest, lowest-fatigue eye gaze system for people living with paralysis and loss of speech. It provides AAC speech and tablet control for people living with ALS / MND, spinal muscular atrophy, cerebral palsy, traumatic brain injury, spinal cord injury, and locked-in syndrome.
Signia Releases the First Rechargeable Super Power Hearing Aid A small rechargeable behind-the-ear device which is easy to use and comfortable to wear. This ultimate rechargeable hearing aid combines revolutionary Signia Xperience technology with Bluetooth and the Signia Assistant. Just charge it and get on with your whole day. This revolutionary device combines Super Power with super features. It is the complete package for anyone with severe to profound hearing loss because you also get Bluetooth, rechargeability and the Signia Assistant for all-round brilliance.
Start Now to Plan for Students Transitioning Back to School - The University of Minnesota TIES Center has published a guide to help educators transition students back to school from distance learning.
Data and Resources to Inspire a Vision of Employment The LEAD Center maintains the Data and Resources to Inspire a Vision of Employment (DRIVE) website. DRIVE is a resource for state and national statistics regarding Americans with disabilities. Each state profile exhibits over eighty disability-related statistics from education, mental health, vocational rehabilitation, and several other sources. Additionally, DRIVE archives all state policies related to disability employment, contains matrices of disability-specific language from each state's WIOA plan, and includes a search engine to facilitate comparisons across states' disability statistics and policies.
RESOURCES FOR PARENTS & EDUCATORS
Create, Cook, Talk - A YouTube mother-daughter team, and the daughter is an adult with an intellectual disability. They prepare recipes that are fun and interesting, and will be enjoyed by people of all ages!
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.
700 Hickory Avenue Harahan, LA 70123 504-888-9111 800-766-7736 504-353-2350 fax info@fhfofgno.org fhfofgno.org