2021 April | May | June Exceptional Times

What's Going ON? COVER STORY Testing Accommodations P.58 ISSUE 30 Exceptional Free Webinars and Training P.20 MAGAZINE APRIL | MAY | JUNE 2021 Is There Light at the End of the Tunnel? P.04 TIMES ADA REQUIREMENTS From the director, Mary Jacob whatever it takes P.34 28 28 Taking Your disABILITY to College 32 Katie LeBlanc 34 Whatever it Takes 38 Hannah Lacour 39 UL Life Program 40 Bossier Parish Communiity College - PSE 41 Matthew Hammond 43 Majoring in Independence 46 Nicholls - Bridge to Independence 47 LSUA - SPERO 48 LSU-HDC Pay Check Program 49 Kayla & Will 50 Southeastern - Lyons Connected 51 Baton Rouge Community College - PSE 52 List of LA Colleges for Students w/DD 53 Speech Disorder Resources for College Students 2ND Quarter April | May | June 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 Is There Light at the End of the Tunnel? 06 COVID Compensatory Education vs. Extended SchoolYear Services 08 LDOE Updated K-12 Physical Distancing Guidelines 09 Medicaid Waiting Lists for Disability Services May be Eliminated 10 After Three Strikes, She Still Wasn’t Out 12 2021 Summer Fun Guide 13 GiveNOLA Day, May 4, 2021 14 LDOE - Free ACT Test to Sophmores and Seniors 15 Understand Supplemental Security Income for Children 16 Is a Therapy Dog Right for Your Child with Autism 20 What's Going On? 26 Happy Valentine Gras! 57 LADCC Launches Video Series 58 ADA Testing Requirements 62 Awareness Calender 66 “Creating room for disability in the discussions of equity: microaggressions” 69 ODEP's 20th Anniversary 70 Storyline Online 72 Awareness Calendar 76 How to FIle a Complaint with OCR 80 Resources for Parents & Educators 82 Family Engagement 83 Youth Engagement 84 Louisiana School Finder 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 34 COVER STORY: Whatever it Takes 700 Hickory Avenue Harahan, LA 70123 504.888.9111 800.766.7736 504.353.2350 fax info@fhfofgno.org fhfofgno.org ET Is There Light at the End of the Tunnel? If you are reading this on April 1, 2021, it might seem like an April fool’s joke. But it isn't. It has been officially 383 days since our world was shaken up by COVID. Thinking back to March 13, 2020 when it all began, I would have never imagined it lasting this long. In fact, I am still somewhat in a state of disbelief. Nevertheless, we have found incredible strength during this time and have learned a lot about flexibility and sacrifices. I am all for flexibility, but rather tired of the sacrifices I have had to make over the past 383 days. The question I ponder the most lately is this: Is there light at the end of the tunnel? Now that vaccinations are readily available for most people, how many people will be vaccinated? When will we reach herd immunity? Will social distancing end soon? Will we be able to uncover our faces in the near future? According to the CDC, people who have been fully vaccinated can start to do some things that they had stopped doing because of the pandemic. In my case, that was just about everything. I was determined to do my part and be part of the solution rather than the problem, which resulted in staying home and away from others not in our “pod” to the greatest extent possible. Now that I am fully vaccinated, I thought I saw a flicker of light in the tunnel. Did I just imagine that light? While the CDC is saying that it’s safe for fully vaccinated people to be around other fully vaccinated people, and many states are loosening their restrictions as diagnosis and hospitalization rates drop, I fear we are not watching what is happening in the rest of the world. Despite having the vaccination, Poland reports that the rate of new COVID-19 cases has more than doubled since February, leading to a three-week nationwide lockdown. Serbia announced a nationwide lockdown as they reported the highest number of new cases in recent months. In France, officials imposed weekend lockdowns, and Italy has returned to closing classrooms. A data nerd can have a field day reviewing all the statistics available and hypothesizing on reasons for the resurgence. I also see lots of asterisks being used to further explain the rise in numbers, like even though they started vaccinating before the US, the rollout has been much slower. Now, with the most commonly used vaccination in Europe (AstraZeneca) being put on pause due to increased health risks, how will individuals in the US digest this information while making their own vaccination decisions? I cannot help but wonder if removing the requirements for safety measures will give people a false sense of security. While I look at Louisiana’s neighbors to the east and west and their recent decisions to eliminate mandatory masks, I also wonder if they are not creating the perfect storm for a resurgence of COVID. I fear their rapid decision to eliminate mask-wearing sends a message that everything is good now. We are all safe. This in turn will have people letting their guard down, which is what Europe is blaming on their current surges. Without a doubt, we are all ready to eliminate mask wearing. We want to hug our loved ones and maybe even strangers, and to put COVID-19 in our rearview mirrors. But are we jumping to the end too soon? Parenting during a pandemic is hard. While some kids have been incredibly resilient, others have struggled with having their lives completely disrupted. Parents have had to make tough decisions regarding education, knowing that the decision they would ultimately make might not be what was best for their child academically but what was necessary for the child or family medically. Even though I no longer have school-aged children, I am ready for the 2021-22 school year to be completely normal. But will relaxing our mandates drag COVID into the next school year? I believe everyone has the right to make medical decisions for their family, including whether to vaccinate or not. However, I also believe everyone has a responsibility to practice safe mitigation strategies. In my own family, we were skeptical about the vaccination. My husband's doctor recommended he wait for the Johnson and Johnson because of the potential allergic reactions to Pfizer and Moderna. My doctor recommended I get the first one available, which for me was Moderna. Even though we are both now vaccinated, we are still following basic safety measures while we slowly tiptoe back into normalcy. In closing, I do believe that the flicker of light I thought I saw in the tunnel will become brighter as long as we all -- as a family, a community, a state, and a nation -- do our part in helping eliminate COVID-19 by staying informed and taking the recommended precautions. by Mary Jacob I am fortunate enough to have the opportunity to participate in many update meetings with the U.S. Department of Education. One of the topics that has frequently come up in these meetings is how COVID Compensatory Education Services are being used as a replacement to Extended School Year Services (ESY). by Mary Jacob COVID Compensatory Education vs. Extended School Year Services ET In May 2020, the Louisiana Department of Education (LDOE) stated that the Board of Elementary and Secondary Education (BESE) approved waivers of state policy intended to provide IEP teams with additional flexibility in making ESY eligibility decisions. However, BESE's waivers do not change the school system’s responsibility under IDEA to provide ESY to eligible students. It remains the school system's responsibility to have a process for determining ESY eligibility and providing ESY services to those students found eligible. During this same webinar, LDOE also pointed out that ESY and Compensatory Education Services address different needs. Compensatory Education Services provide a student with a disability the educational services needed to make up for skills or learning that have been lost when services described in the IEP were not provided. ESY services provide individualized instruction and services to prevent the severe or substantial loss of skills or learning during the time beyond the regular school year when schools are not in session. Remember, Compensatory Education Services are provided above and beyond what a student with a disability needs to receive a free appropriate public education (FAPE), whereas the purpose of ESY services is to address the maintenance of previously learned skills. Strong Start Compensatory Services is the name Louisiana gave to Compensatory Education Services due to COVID school closures. According to June 18, 2020 guidance from LDOE, Strong Start Compensatory Services address the impact school closures had on the student's progress toward goals outlined in the student's IEP or IAP, including any distance learning or individual contingency plan. These services are in addition to the special education and related services necessary to provide students FAPE as documented in the IEP or IAP. Traditionally, ESY services are only available to students with an IEP. However, in the same guidelines mentioned above, Strong Start Compensatory Services are available for students with an IEP and 504 Students with IAPs. Below are some basic facts to keep in mind: The Strong Start Compensatory Services are available to both students with an IEP (IDEA) and IAP (Section 504). Students do not automatically qualify for Compensatory Education Services or ESY services. All students with an IEP or IAP should be considered for Compensatory Education Services regardless of the school district providing FAPE. Compensatory Education Services should be considered even if the school district offered alternative education services and the student could not participate. ESY services are offered in the summer. Compensatory Education Services can be offered during the summer, but can also be offered before or after a school day, or during other holiday breaks. Compensatory Education Services cannot be offered to all students with an IEP as a replacement for ESY. Compensatory Education Services do not change the amount of or frequency of services already listed in the IEP. This is above and beyond the minutes of services listed in the IEP. Compensatory Education Services do not need to provide the exact number of minutes of missed services under the IEP or IAP. ESY decisions can be appealed. Most importantly, parents should be part of the decision-making process for Compensatory Education Services. If a parent disagrees with the decision, they can use their normal dispute resolution process. Read the entire Strong Start Compensatory Services Guidance for Students with Disabilities issued by the Louisiana Department of Education. If you need further clarification or help getting services you believe your child is eligible for, please contact Families Helping Families. ET ET Updated K-12 Physical Distancing Guidelines HCBS ACCESS ACT The Home and Community-Based Services Access Act (HAA) would eliminate waiting lists. It requires Medicaid to provide Home and Community Based Services (HCBS), increases Medicaid funding for HCBS, and provides additional grant funding to help states to build the capacity that they need to serve all people who need HCBS. The HAA will also Improve the quality of the direct care workforce and address the decades-long workforce crisis and barriers. In particular, the HHA will ensure that the workers that support people with disabilities and older adults—who are disproportionately women of color—are fairly paid. Allow people with disabilities and their families to move from state-to-state and still be able to access crucial HCBS services. Provide the federal Medicaid resources necessary to fulfill the promises of the Americans with Disabilities Act and the Supreme Court’s Olmstead decision so that people with disabilities and older adults can live the lives they want in their homes and communities. MEDICAID WAITING LISTS FOR DISABILITY SERVICES MAY BE ELIMINATED CDC LOUISIANA Low Lower Moderate Moderate Substantial High High Higher Based upon the Center for Disease Control’s (CDC) updated K-12 school guidance, which reflects the latest science on physical distance between students in classrooms, Louisiana Department of Health (LDH) now recommends that, with universal masking, students should maintain a distance of at least 3 feet in classroom settings. Setting specific guidanceincludes the following: In elementary schools, CDC recommends all students remain at least 3 feet apart in classrooms where mask use is universal — regardless of whether community transmission is low, moderate, substantial, or high. In middle and high schools, CDC also recommends students should be at least 3 feet apart in classrooms where mask use is universal and in communities where transmission is low, moderate, or substantial. Middle school students and high school students should be at least 6 feet apart in communities where transmission is high, if cohorting is not possible. CDC continues to recommend at least 6 feet of distance: Between adults in the school building and between adults and students. In common areas, such as school lobbies and auditoriums. When masks can’t be worn, such as when eating. During activities when increased exhalation occurs, such as singing, shouting, band practice, sports, or exercise. These activities should be moved outdoors or to large, well-ventilated spaces whenever possible. In community settings outside of the classroom. The definition of a close contact is someone who was within 6 feet of a person diagnosed with COVID-19 for a total of 15 minutes or more over a 24 hour period. The definition of a close contact applies regardless of whether either person was wearing a mask. For schools that use less than 6 feet between students in classrooms, the definition of close contacts should not change. Students sitting less than 6 feet next to another student or person diagnosed with COVID-19 for a total of 15 minutes or more should quarantine at home and be referred for testing. CDC’s community risk classifications are nearly identical to Louisiana’s based on the indicators and thresholds utilized for categorization. CDC assigned different names to the risk categories than Louisiana, but they are aligned as follows: * LA community risk by parish data can be found on the first page of the LDH COVID dashboard Community Transmission Levels by Mary Jacob However, there is something else about Briana that is not easily noticed: she has significant test anxiety. Legitimate test anxiety prevents students from demonstrating their knowledge on a test. Even if the student is making passing grades -- even good grades -- having test anxiety is still limiting them from doing their best work. This is the case with Briana. Briana was evaluated and diagnosed with test anxiety, a DSM-V diagnosis that falls under social phobias. Her high school has made accommodations for her by providing her with extended time to complete her tests. This has allowed her to maintain a 3.7 GPA. However, when it was time to register to take her ACT, she requested extended time and was denied. She appealed the decision, provided proof of her test anxiety, and had her school counselor write a letter on her behalf and she was denied again. Overall, she appealed 3 times and was denied all 3 times. After a lot of frustration, Briana's mom Susan reached out to me about her need for accommodations. She wanted her daughter to have an opportunity to get her best score on her ACT and was not sure if anything else could be done. Improving her score could change the trajectory of her college career. If she qualified for extended time on the ACT, she would have a better chance of being able to get this same accommodation for all of her college exams and any graduate school exams. Therefore, this was more than just getting a higher ACT score; it could truly affect her career goals. After reviewing the information provided to me and researching test anxiety for standardized testing, I was 90% convinced that Briana met the criteria to receive the accommodation of extended time. My only reservation was the 3.7 GPA and her current ACT score of 21. In Briana's situation, the U.S. Department of Justice’s ADA Testing Accommodations provided the perfect guidance in determining her eligibility. She had all the required documentation she needed. However, on the bottom of page 3 of this guidance was the last piece of the puzzle under the section referred to as, “A person with a history of academic success may still be a person with a disability who is entitled to testing accommodations under the ADA.” The guidance states: "A history of academic success does not mean that a person does not have a disability that requires testing accommodations. For example, someone with a learning disability may achieve a high level of academic success, but may nevertheless be substantially limited in one or more of the major life activities of reading, writing, speaking, or learning, because of the additional time or effort he or she must spend to read, write, speak, or learn compared to most people in the general population." At this point, I felt like she had everything she needed to appeal again, but this time I suggested she take another path of action. One of the solutions I suggested was to have an attorney write a letter to ACT, using the above documentation to claim they were violating ADA and discriminating against her due to her disability. They did not need an attorney that specialized in civil rights, they just needed an attorney to write the letter using the information available in the above guidance. Approximately one month later Briana received the news she was waiting to hear. Apparently, getting a letter from an attorney accusing you of discrimination and violating the ADA is what it took to get the attention they needed to approve her accommodation of extended time. Susan was very appreciative of the support she received from FHF and is very excited about future ACT scores. If you would like to read more about testing accommodations, go to page 58 of this issue of Exceptional Times. After Three Strikes, She Still Wasn’t Out On the outside, Briana Anderson looks like many other high school juniors looking forward to attending college in the near future. She is her mom's pride and the apple of her daddy's eye. By most standards, she is an all-American girl. She loves hanging out with her family; she is her brother's biggest cheerleader, and well-liked by her many friends. She attends a private school, is a member of her school's competitive cheer squad, and competes on the track team. Now in its 8th year, GiveNOLA Day is a 24-hour event hosted by the Greater New Orleans Foundation to inspire people to give generously to nonprofits making our region stronger, creating a thriving community for all. Families Helping Families of Greater New Orleans (FHFofGNO) asks for your support. On May 4th, you can use the direct GiveNOLA link below to make your tax-deductible donation to our organization. Like Briana Anderson and her mom, Susan, FHFofGNO gives parents of and children/adults with disabilities knowledge, support and confidence, always free of charge. Visit our website scrapbook and read more success stories like Briana's. Your donation will help us continue providing support to the over 6,000 requests we receive annually. Thank you all for your continued support. ET ET GIVE NOLA DIRECT LINK TO DONATE TO FAMILIES HELPING FAMILIES OF GREATER NEW ORLEANS 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. MAY 4, 2021 ET BATON ROUGE, La. -- The Louisiana Department of Education is investing $2 million in pandemic relief funds to help ensure more high school students are on track to success after graduation. The Louisiana ACT® NOW program provides vouchers for eligible students in grades 10 and 12 to take an upcoming ACT®. Since 2013, Louisiana has offered the ACT® free of charge to high school juniors. This endeavor will give students in grades 10-12 the opportunity to receive an additional ACT® this spring at no cost to the system, student or family. Louisiana ACT® NOW will give students an additional opportunity to be placed in appropriate entry-level college courses, earn TOPS, qualify for scholarships and gain admission to the college of their choice. It can also help students become eligible for a Dual Enrollment program or other academic programs that require an ACT® score. “This use of pandemic relief funds removes financial barriers and opens doors for our students,” said State Superintendent of Education Dr. Cade Brumley. “This additional testing opportunity could be life-changing for some students. An improved ACT® score can make college more affordable and expand a student’s post secondary options." The ACT® is used for college admissions and access to scholarships and financial aid, including TOPS. Louisiana’s Class of 2020 earned an average ACT® Composite score of 18.7. Louisiana’s score is at an all-time low since the state granted all students access to the test in 2013. The number of seniors earning a college-going ACT® score also dipped for the third consecutive year. The Department will begin working with school systems this week to provide additional information on submitting voucher requests for eligible sophomores and seniors. Vouchers can be used for the April 17, June 12 or July 17 administrations this school year. Students must meet the registration deadline. Any late registration fees will be the responsibility of the student. ACT® NOW is being funded through $2 million from the Governor’s Emergency Education Relief Fund. “I appreciate Governor Edwards for honoring my request to fund this opportunity for students,” said Dr. Brumley. “His support has allowed this program to quickly move forward.” Students in grade 12 are eligible for an ACT® voucher if all of these apply: The student has not earned an ACT® score that qualifies them for college admissions or TOPS, or who are seeking an opportunity to enhance their current level of TOPS Tech, TOPS Opportunity, TOPS Performance, TOPS Honors, or to seek other merit-based scholarship opportunities. The student is on target to complete all coursework necessary to graduate no later than August 31, 2021. The student is on target to meet all state assessment graduation requirements no later than August 31, 2021. Students in grade 10 are eligible for an ACT® voucher if: The student requires an ACT® score to qualify for enrollment in a Dual Enrollment program or other academic program(s) that require an ACT® score. Louisiana ACT® NOW will give students an additional opportunity to earn TOPS, qualify for scholarships and gain admission to the college of their choice Supplemental Security Income (SSI) is a benefits program that is administered by the Social Security Administration. Distributed as monthly cash payments, SSI can help your child with a variety of expenses if they have a qualifying medical condition or disability and your household meets certain income requirements. Learn more about how SSI for children works, see if your child is eligible, and find out if it can be combined with Medicaid benefits in your state to help pay for medical expenses. Understand Supplemental Security Income for Children LOUISIANA DEPARTMENT OF EDUCATION UTILIZING PANDEMIC FUNDS TO OFFER FREE ACT® TESTS TO HIGH SCHOOL SOPHOMORES, SENIORS ET SEE IF YOUR CHILD IS ELIGIBLE FOR SSI How a service dog transformed daily life for a boy with autism by Barry Shechter Autism or autism spectrum disorder is a set of conditions with symptoms such as repetitive behaviors, challenges in communication and social skills, sleep disorders and sensory sensitivities. For many children, the signs of autism begin to become apparent by the age of two or three. Sometimes autism developmental delays may lead to an even earlier diagnosis. There are varying degrees of autism, and while there is no cure, there are many therapies, tools and interventions that may be helpful. One option families explore is bringing an autism therapy dog into their family. While there can be benefits, a therapy dog may not be the right fit for every child or family. What is a Therapy Dog? Sometimes “therapy dog” is used as a blanket term, but there are differences between service dogs and therapy dogs. There is also a third category to be aware of, which is a companion dog. Therapy Dogs A therapy dog is trained to provide comfort in a therapeutic context. Settings you may see therapy dogs include nursing homes, health care and mental health facilities and hospitals. Sometimes a therapy dog can help a patient overcome a stressful or traumatic procedure, or they might help with occupational or physical therapy. Outside of medical settings or an institutional environment, a therapy dog is an option for people with autism because they can help encourage social interaction as well as being calming. A lot of therapy dogs have specialized training, but not all. Certain agencies are accredited to connect people with therapy dogs, such as the Assistance Dogs International organization. Therapy dogs don’t have federally-mandated access to public places, and if you opt for a therapy dog for your child it’s important that you take the time to find the right match not only for your child but for your family. If you work with a specialized agency they can help you do this. When a family does decide to bring in a therapy dog, it can take up to two years to go through the process which often includes home visits and specialized training. http://www.youtube.com/watch?v=WGgnonCsuXI Is a Therapy Dog Right for Your Child with Autism? [Complete Guide] Companion Dogs A companion dog is a specially trained pet that can be calming for someone with autism. These dogs are meant to help provide not just a sense of comfort, but they can also help a child with autism get more social interaction and learn the responsibilities that come with caring for the dog. Companion dogs are often golden retrievers, Labradors and Labradoodles because these breeds tend to be very calm and intelligent. If you adopt a companion dog from a rescue setting, you have to be cautious about the dog’s history. It’s important to learn more about a dog’s history before bringing it into your home to reduce the likelihood of a bad reaction when the dog feels scared or threatened. Service Dogs Service dogs are in a separate category because these dogs receive special training and certification. They help someone with disabilities perform functions in their daily life. Under the Americans with Disabilities Act, a person can legally bring their service dog in all public spaces, including restaurants. Service dogs usually wear a vest or another form of identification, so it’s apparent they are working and shouldn’t be disturbed. A service dog is uniquely trained to meet the needs of the person it will be helping. An autism service dog might help a child with anxiety when they go to school or in public, for example. There are even service dogs that can interrupt self-harming behaviors or serious emotional situations like panic attacks. A service dog that’s not properly trained can be dangerous, so when a family is considering a service dog, they should only work with an accredited agency. What Type of Dog Is Needed in Specific Circumstances? The following are example situations and the type of dog that would be right for each. If someone has anxiety while flying or in situations such as going to doctor’s appointments, an emotional support dog would be the right fit. If a child is experiencing anxiety at school, a therapy dog would be needed. An emotional support dog provides companionship for one person in their daily activities. For autism, a service dog may be the best fit. How Can a Therapy Dog Help a Child with Autism? Trained dogs may have therapeutic benefits for children with autism, according to research. For example, one study of 22 children found that when a dog was present in a therapy session, the children were more socially engaged and talked more. In another study, when there was a dog included in a therapy session, children were less aggressive and smiled more. In two other studies recently received by researchers, parents said their children with autism tended to behave better and be more attentive after they got a service dog. Specific ways a therapy dog might help a child with autism include: Children who have autism often deal with emotional outbursts. A therapy dog can help a child stay calmer in these situations or help prevent these scenarios. Repetitive motions and behaviors are common symptoms of autism, but a trained therapy dog may help reduce these behaviors. Some therapy dogs are trained to recognize when these symptoms will start, and they can then interrupt them. Some autistic children are prone to wandering off, and a dog may bark to let family members know if this is happening. Specifically trained therapy dogs may be able to play “games” with an autistic child to help with sensory processing. For example, games could include tug of war or hide and seek. Therapy dogs can help a child with autism be more confident to engage with their environment. Nonverbal children may increase how much they speak with their therapy dog is present. A therapy dog or companion dog provides friendship and love and can help combat loneliness a child might feel. Having a dog with them might help a child sleep better. Having a dog can create a sense of consistency, even when there are a lot of changes in a child’s environment. continued on p.71 Is a Therapy Dog Right for Your Child? While there are many possible benefits of bringing a dog into your home, it’s not the right option for every family. Considerations to keep in mind include: Does your child have sensory issues that could be triggered by a dog? For example, might a dog’s wiry fur be triggering for your child? What about barking? Could barking be disturbing to your child? How much can you afford to pay? If you want a true therapy or service dog, extensive training is necessary. According to Autism Service Dogs of America, the costs can be more than $10,000. This doesn’t mean that all dogs will cost this much, and you can also opt for a well-trained comfort dog rather than a specifically trained service or therapy dog. What are your child’s needs in particular? What benefits do you hope a dog will bring to your child’s life? Are you ready to take on the responsibility of a dog? Whether it’s a therapy dog or not, dogs still come with a lot of responsibility. If you already have an autistic child and other members in your family you’re taking care of, can you take on a dog? There will be more cleaning, daily walks, and feeding needed, as well as vet visits. If you are getting a therapy dog, be aware that it will require certain behavioral training and living conditions that are different from family dogs. When choosing a dog for your child with autism, the following are important factors: What is the temperament of the dog? You want a dog that is calm but also sociable. Your dog must be easy to train and intelligent. The hope is that your child will also be giving commands. High energy dogs don’t tend to be the best match for children with\autism. Organizations That Can Help If you’d like to explore the options for your family to find a dog, the following organizations can help: 4 Paws for Ability is a nonprofit that trains and places task-trained service dogs. 4 Paws for Ability can help your autistic child become more independent, and 4 Paws for Ability also educates the public about the use of service dogs in public places Autism Service Dogs of America provides dogs that serve as an emotional anchor for children with autism. The group was founded in 2002 and they train each service dog for the individual needs of a family they’re placed with. Alliance of Therapy Dogs is an international registry of certified therapy dog teams. They do testing, certification, registration, insurance, and support for members who volunteer with their dogs in certain activities assisted by animals. NEADS Social Dog Program helps provide service dogs for children ages 8 to 16 with autism or other developmental disabilities. To be matched with one of their service dogs, you have to visit their NEADS campus in Princeton, MA for an intake interview and in-person evaluation. SDWR offers autism service dog grants. Their grants help provide recipients with the funds they’ll need to train an autism service dog, and grant amounts range from $25,000 to $7,500. Summing Up A support or service dog might be a good part of your autistic child’s daily life and can be therapeutic for them. Before you commit to bringing a dog into your family, think about your child’s individual needs and what role a dog will play in those. You should also make sure your family is ready for the significant responsibility of a new dog. Sources https://4pawsforability.org/autism-assistance-dog/ https://www.therapydogs.com/alliance-therapy-dogs/ https://www.autismspeaks.org/expert-opinion/service-dog-or-therapy-dog-which-best-child- autism https://www.globalautismproject.org/things-to-consider-before-getting-an-autism-service-dog- for-your-child/ https://www.webmd.com/brain/autism/news/20130226/can-therapy-dogs-help-kids-with- autism#3 https://www.akc.org/expert-advice/lifestyle/service-working-therapy-emotional-support-dogs/ https://www.autismparentingmagazine.com/therapy-dog-can-help/ https://www.autismservicedogsofamerica.org/faq https://www.sdwr.org/autism-service-dog-grant-opportunities/ Reprinted with permission from DogDigz APRIL 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: The frequently used acronyms; The different informal and formal dispute resolutions options offered by theLouisiana Department of Education; How to request a dispute resolution option; And more! Date: Monday, April 5, 2021 Time: 11:00 am – 12:00 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Parent Rights in Special Education - Join us for this new interactive online training where we will discuss parent rights in special education. Learning goals 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, April 6, 2021 Time: 10:00 am to 11:00 am Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Navigating the IEP: Part 1 - Join us for this new interactive training as we navigate the different sections of the IEP. 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, April 6, 2021 Time: 12:00 pm- 1:00 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Special Education FAQ 1.0 - Join us for this new interactive training on the most frequently asked questions about special education and younger children. Learning Goals includes: Transitioning from EarlySteps to school services; Evaluation requirements and timelines; Who qualifies for special education; Evaluation requirements for students in private schools; What to do if your child is struggling in school; How to handle bullying in school; and And more! Date: Thursday, April 8, 2021 Time: 12:00 pm – 1:00 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Navigating the IEP: Part 2 - Join us for this new interactive training as we navigate the different sections of the IEP. 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: Tuesday, April 13, 2021 Time: 12:00 pm – 1:00 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. 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 includes: The frequently used acronyms; The different informal and formal dispute resolutions options offered by the Louisiana Department of Education; How to request a dispute resolution option; And more! Date: Tuesday, April 13, 2021 Time: 8:00 pm – 9:00 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Special Education FAQ 2.0 - Join us for this new interactive training on the most frequently asked questions about the Individualized Education Program (IEP) Process. Date: Thursday, April 15, 2021 Time: 12:00 pm – 1:00 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Parent Rights in Special Education - Join us for this new interactive online training where we will discuss parent rights in special education. Learning goals 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 And more! Date: Saturday, April 17, 2021 Time: 10:00 am – 11:00 am Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Navigating the IEP: Part 3 - Join us for this new interactive training as we navigate the different sections of the IEP. In Part 3 of our 4 Part Series, we will discuss the Program/ Services and Placement/Consent Sections of the IEP. Date: Tuesday, April 20, 2021 Time: 12:00 pm – 1:00 pm Audience: Parents, Caregivers, and Professionals 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 will break them down into three steps – before, during, and after the IEP meeting. Implementing our top 5 tips in each of these sections should result in an effective IEP meeting. Date: Tuesday, April 20, 2021 Time: 7:00 pm – 8:00 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Special Education FAQ 3.0 - Join us for this new interactive training on the most frequently asked questions about the transition process from high school to adult life. Date: Wednesday, April 21, 2021 Time: 12:00 pm – 1:00 pm Audience: Parents, Caregivers, and Professionals 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 will break them down into three steps – before, during, and after the IEP meeting. Implementing our top 5 tips in each of these sections should result in an effective IEP meeting. Date: Monday, April 26, 2021 Time: 12:00 pm – 1:00 pm Audience: Parents, Caregivers, and Professionals 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, April 27, 2021 Time: 12:00 pm – 1:00 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Navigating the IEP: Part 1 - Join us for this new interactive training as we navigate the different sections of the IEP. 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, April 28, 2021 Time: 11:00 am – 12:00 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Special Education FAQ 1.0 - Join us for this new interactive training on the most frequently asked questions about special education and younger children. Learning Goals includes: Transitioning from EarlySteps to school services; Evaluation requirements and timelines; Who qualifies for special education; Evaluation requirements for students in private schools; What to do if your child is struggling in school; How to handle bullying in school; and And more! Date: Wednesday, April 28, 2021 Time: 12:30 pm – 1:30 pm Audience: Parents, Caregivers, and Professionals 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, May 3, 2021 Time: 12:00 pm – 1:00 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Parent Rights in Special Education- Join us for this new interactive online training where we will discuss parent rights in special education. Learning goals 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, May 4, 2021 Time: 11:00 am - 12:00 pm Audience: Parents, Caregivers, and Professionals 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: Tuesday, May 4, 2021 Time: 12:30 pm - 1:30 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Special Education FAQ 1.0 - Join us for this new interactive training on the most frequently asked questions about special education and younger children. Learning Goals 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: Wednesday, May 5, 2021 Time: 12:30 pm – 1:30 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Navigating the IEP: Part 1 - Join us for this new interactive training as we navigate the different sections of the IEP. 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, May 10, 2021 Time: 12:00 pm - 1:00 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. 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, May 10, 2021 Time: 8:00 pm – 9:00 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Special Education FAQ 2.0 - Join us for this new interactive training on the most frequently asked questions about the Individualized Education Program (IEP) Process. Date: Wednesday, May 12, 2021 Time: 12:30 pm – 1:30 pm Audience: Parents, Caregivers, and Professionals 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 will break them down into three steps – before, during, and after the IEP meeting. Implementing our top 5 tips in each of these sections should result in an effective IEP meeting. Date: Saturday, May 15, 2021 Time: 10:00 am - 11:00 am Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Navigating the IEP: Part 2 - Join us for this new interactive training as we navigate the different sections of the IEP. 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, May 17, 2021 Time: 12:00 pm – 1:00 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Parent Rights in Special Education - Join us for this new interactive online training where we will discuss parent rights in special education. Learning goals 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, May 18, 2021 Time: 7:00 pm - 8:00 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Special Education FAQ 3.0 - Join us for this new interactive training on the most frequently asked questions about the transition process from high school to adult life. Date: Wednesday, May 19, 2021 Time: 12:30 pm – 1:30 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Navigating the IEP: Part 3 - Join us for this new interactive training as we navigate the different sections of the IEP. In Part 3 or our 4 Part Series, we will discuss the Program/ Services and Placement/ Consent Sections of the IEP. Date: Monday, May 24, 2021 Time: 11:00 am – 12:00 pm Audience: Parents, Caregivers, and Professionals 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: Monday, May 24, 2021 Time: 12:30 pm – 1:30 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. MAY 2021 COMING SOON! Bella and Trixie JUNE 2021 ET On February 14, FHF of GNO surprised some kids around the Greater New Orleans area with one of our FHF kid tote bags filled with Valentine’s Day and Mardi Gras Treats. We put smiles on the faces of about 100 kids that were very excited to receive a special treat. Thanks to the following groups that donated Valentine’s Day treats: Uncomparable Queens Social & Pleasure Club, Keshions Clothing Line, The Whitfield Family, Tru Brothers S & P Club, Real Sistas S & P Club, Takeitya, F. Preston, Blazin Divas, and Exiquizite Jewels. Happy Valentine’s Gras! In 9th grade, Eddie Lewis shared his dream of attending college with his family. Reluctantly, his mother said that because of his disabilities college was not an option. Eddie has both autism and an intellectual disability. It wasn’t until his mother heard about a program offered at Virginia Commonwealth University that she told Eddie to “reach for the sky”. You can read Eddie's story at Think College Stories, Eddie's Journey to a Full Time Job. According to the Office of Special Education and Rehabilitative Services (OSERS), a record number of students who received special education services in school -- both with and without cognitive disabilities -- are attending college. I would imagine when the Individuals with Disabilities Education Act was being shaped over 45 years ago, it was a dream to think students who were receiving special education services would one day attend college. It was not until state standards started changing and local school districts were challenged with providing rigorous curriculum to students with disabilities that we saw a huge shift in attitudes about students with disabilities going to college. As a nation we implemented appropriate services and watched children with disabilities thrive. A huge emphasis on students having access to the general education curriculum, in a general education class, and participating with their general education peers in extracurricular activities, helped shape the future of how special education services were intended to be provided. After a slow start, Louisiana has made up a lot of ground by offering a nice variety of post-secondary options for students with and without cognitive disabilities. We now need schools and families to promote these programs and ideology that their children can attend college or another post-secondary program that will prepare them for work. This is something you need to do as early as possible, and not when they are ready to exit high school. According to Drs. David Westling and Kelly Kelley with Western Carolina University, parents wait too long to ask questions and then it's too late for them to prepare their child for college. In their article, “Preparing Your Son or Daughter for College: Suggestions for Parents of Children with Intellectual Disability,” they recommend preparing for college early in life and offer these tips: Families have to realize the potential of their son or daughter early and promote their full participation in life so they can achieve as much independence as possible. It is very natural for all parents to want to nurture and protect their children; this is what good parents do. But good parents also give their children lots of chances to learn, to find their interests, to practice their skills, to try new things, and to test their wings. Make sure your son or daughter is fully involved in family activities and community organizations and is taught in inclusive schools and classrooms. He or she should have chores and responsibilities, should learn that work is part of life, and should think about career options. Everyone progresses to the highest level they can achieve if there is a clear expectation by those who matter that they should do so. Not everyone will be a nuclear physicist or a Nobel Prize winner. But everyone can go to school, have interests, find a career (or two or three), and have a happy life in a happy home. This is not too much to ask for anyone. The only thing that can get in the way is if there is not an expectation for this to happen, or worse, if there is an expectation that it cannot! You might not know now exactly how it will happen, but if you expect it to, it will. We know that safety and security are the number one concern for parents, but opportunities to take risks are also important. In addition, sometimes these risks will lead to mistakes. However, if no risks are being taken, and no mistakes being made, there is no learning occurring. Individuals need to learn how to make their own decisions, have a say in their life activities, and know that risks and rewards can be a part of every decision. You cannot teach someone to live in a typical, heterogeneous world; they have to learn it through experience. The best kind of experience for them to have is to go to school in inclusive classrooms with kids without disabilities. If parents are steadfast, their kids will be included. Do not accept anyone telling you your child cannot be included. With adequate support, everyone can! Even though it might take extra effort on your part and the school and teacher's part, inclusion is the best education for someone who wants to go to college. One of our outcome goals is for graduates to work in a career of their choice in a community-based job after leaving our program. In addition, the best predictor of getting a job later is getting a job sooner. Kids in high school work at grocery stores, fast food restaurants, and many other places. Having a job teaches responsibility, independence, good decision-making, and many other soft skills that people need in order to be successful in the world. Use your network of friends, relatives, and acquaintances to help your son or daughter find a job during after-school hours and on weekends and holidays. You can read the entire paper at Preparing Your Son Or Daughter for College: Suggestions for Parents of Children with Intellectual Disability Parents and students with disabilities need to be well informed about their rights and responsibilities to attend postsecondary schools. Students with disabilities are entitled to accommodations in college much like the accommodations they received in K-12 school. The nature and delivery of those accommodations, however, differ greatly between K-12 and college. Let's look at the big differences between K-12 and College: Graham at the Louisiana Baptist All-State Youth Choir Taking Your disABILILTY to By: Mary Jacob Another big factor when considering post-secondary education is the cost of college. Not all programs for students with intellectual disabilities are eligible for federal financial aid. However, Louisiana Rehabilitation Services (LRS) has provided funding for some students to attend college. Nancy LeBlanc, mother of Katie, a student with a disability currently in graduate school at Southeastern Louisiana University, recommends applying for as many small scholarships as you can. Other than a Pell Grant and merit scholarships, the scholarships are theirs to spend on college-related expenses including living expenses, transportation, computers, etc. Read more about paying for college. Are you still wondering if college is right for your child? Are you still thinking your child cannot go to college? Do you want to help your child dream about going to college? Rethinking College is a 25-minute film that explores the growing movement to include students with intellectual disabilities in higher education. Through the perspectives of parents, educators, advocates, policy leaders, and most importantly, the students, this film illustrates how colleges and universities can provide a setting for all students to grow, learn, and build toward better futures. The film is informational, as well as very powerful and inspirational. Watch this film and I guarantee that you will be Rethinking College for your child with a disability. After watching Rethinking College, please continue reading about our own Louisiana students with disabilities and their college experiences highlighted on the next few pages. ET K-12 School College Identification The school is responsible for identifying, testing, and providing services to students with disabilities. The student must self-identify as a student with a disability to the appropriate office on the college campus serving students with disabilities, and request the supports they need. Services Students are assigned to a special education teacher who is there to provide the instructional support that the IEP team has determined is needed. The student is responsible for asking for instructional support when needed. There is no special education teacher. Communication Students may have a plan that requires follow-up by the school staff to inform parents of the student’s academic performance, completion of homework, and testing. A college may not legally contact the student’s parents regarding his or her academic performance unless the student gives the college permission to do so. Accommodations It is the school’s responsibility to provide for and arrange a formal IEP for a student. The student must request his or her accommodations. Colleges are not responsible for knowing what a student needs. Responsibility Schools are responsible for identifying and providing specially designed instruction to all eligible students. The student is responsible for self-identifying, proving eligibility, and making their needs known. Katie LeBlanc ET Imagine for a moment having 18 surgeries by your 8th birthday. This experience would cause some people to avoid being near any hospital; for Katie, it created a desire to turn this experience into a career. Katie was born with Spina Bifida, a condition in which a developing baby's spinal cord fails to develop properly. Regardless of the number of surgeries Katie had or the disability itself, this wasn't going to be an excuse for not being able to do what her college-educated parents thought their children would do: go to school, graduate from high school, and continue with higher education on a post-secondary campus. Katie says that even though she was the only one in her class with a wheelchair, she never considered herself different. She never looked at the wheelchair as limiting her abilities to do what she wanted to do. Katie started her school career at the age of three, where she attended a part-time pre-school program. By the age of five, she attended an inclusive pre-school program offered by East Baton Rouge Parish Schools.Starting in first grade, her IEP provided her with resource time, when needed, but was in general education classes the majority of the day. This continued until she graduated from high school. At different points and times in her K-12 education, Katie needed a little help with math and ELA. Because of her focus on academics, Katie's transition plan was uneventful. Her family took on the primary goal and started taking her on different college campus tours. Katie began her post-secondary education at Baton Rouge Community College and then moved on to Southeastern Louisiana University, where she graduated last fall with a BS in Family and Consumer Sciences. She is currently enrolled in graduate school at Southeastern, working on her Master of Science Degree in Child Life. While many of us may find Katie's journey remarkable, it was pretty unremarkable to Katie. Even though she did have the occasional teacher that did not understand her need for accommodations, for the most part all of her needs were met, which enabled her to be successful. Her only real struggle at this time is getting a placement for the required practicum and internships. She is hoping that after COVID is under control, she will have additional placement opportunities. Katie has advice for any youth with a disability that wants to go to college: Just do it!She recommends: Visiting campuses you are interested in attending; Taking classes in high school that you will need for college; Taking your ACT multiple times; Meeting with the Office of Disability Affairs or the Student Accessibility Services office at your school of choice to discuss your needs; Applying to the school you want to attend. For Katie, becoming a Child Life Specialist is her dream. She knows first-hand the importance these professionals play in a hospital setting for children. And she has an encouraging message for those who do not have a dream yet: Find something you really enjoy, determine what you need to do to accomplish it, and then go for it! by Mary Jacob by Jill Fourcade Whatever it takes! Taylor coaching Rummel football team Archbishop Rummel wins the LHSAA Division 1 state championship on Dec. 6, 2019 If there was ever a person who could light up your life, it would be Taylor Fourcade! I may be biased, but I am lucky enough to be his Mom. What an honor and privilege it has been to be a part of his journey. Taylor was born a bit prematurely. About 15 months into his life, my husband Keith and I were told he had Cerebral Palsy. Needless to say, we had no idea what “CP” meant! But immediately we were thrown into the world of physical and occupational therapies, neurology appointments, fittings for walkers, and using “AFOs” – a sort of brace that’s used to support the legs and ankles and keep them in proper alignment. If you’ve never been part of a CP diagnosis, you have no idea how overwhelming and confusing it can be! Taylor’s toddler and elementary school years were challenging. As his parents, we never quite knew if we were making the right decisions or choosing the right road. We just wanted someone who had been there and done that to tell us what was best. There was plenty of advice from principals, counselors, and school therapists who wanted to focus on his physical limitations rather than his strengths. They would challenge our hopes for our son and question whether we really thought it was possible that he would graduate high school. Taylor did graduate from East Jefferson High School in 2012 – as a member of the National Honor Society! Academics were important to Taylor, but sports were his true passion. He seemed to see the field much differently than an athlete. He got involved in sports through his dad coaching playground teams. What fun it was to watch our younger son Chase playing while his dad and brother coached the team! It was interesting to watch these young athletes listen to “Coach T,” as they called him. Some were probably scared of the coach in the wheelchair, but it was a learning experience for the kids and the coaches alike. As Chase was starting high school at Archbishop Rummel, Taylor was attending Delgado Community College. We were always running from one game to another, as Chase played football and baseball for Rummel. We loved every minute! Then one day Taylor got a phone call: Jay Roth, Head Coach at Rummel, asked him to come out and help coach the wide receivers! What an honor. As parents, we were so proud to see Chase playing for Rummel and Taylor coaching! Then in the middle of football season, I was diagnosed with breast cancer. What a blow. Through it all, my family and friends were my strength. But Taylor – he was my rock! He was always positive, always looking on the bright side, and it was just what I needed. We kept on going to practices and games. “Whatever it takes” became our mantra; that’s how T sees life and how I faced breast cancer. While Delgado was pretty easy to navigate in a wheelchair, college itself was challenging. Taylor’s caregiver drove him to and from classes, but he had to have note takers as well as a table to sit at in each class. Coach T graduated from Delgado in 2017 with an Associate’s Degree in General Studies. Whatever it takes! Chase finished at Rummel and went on to play quarterback at Nicholls State University. A lot of traveling took place. We had to strategically plan hotels and getting around in the stadium seating. Handicap accessibility takes on new meaning when you travel with a wheelchair! It was a challenge, but we did it. We cheered on our Colonels and will forever cherish these memories. Taylor is 27 now, and still loves coaching football. He’s been volunteering at Rummel for seven years, and last year they won the state championship! He also works with the Pelicans as a Customer Service Representative in handicap seating. It’s a seasonal position, and due to Covid he has not worked yet this season. Our family has faced many challenges. It’s not easy; we have a different normal than most. Taylor lives at home and has a caregiver who comes in Monday through Friday, which gives him some independence and helps him to be active in the community. It takes a lot of trust to have a caregiver, but we are blessed to have a wonderful person who treats T like her own son. Taylor is determined, inspiring, positive, loving, and supportive. He is the reason we do what we do – whatever it takes! I may be biased, but I am lucky enough to be his mom! Taylor with Rummel State Championship Ring NSU Football Banquet Gandma Betty, Taylor, Mrs. Fourcade, Mr. Fourcade, Chase at NSU Senior Game Taylor graduating Delgado ET Taylor and friends Sushi Night Left: Mr. & Mrs Fourcade, Taylor, and Peyton Manning. Top left: Mr. & Mrs Fourcade, Tayor, Chase, and Alex Rodrigue. Top right: Taylor and Kurt Warner. Bottom left: Taylor working for the N.O. Pelicans. Bottom right: Taylor and Chase with Steve McNair. The UL LIFE (Learning Is For Everyone) Program is a highly personalized program for young adults with intellectual disabilities. By combining academic, social, and career development skills at the college level, young adults with intellectual disabilities can become thriving members of our community. Our LIFE courses, combined with college-level courses for the students to audit, all center around the practice of learning by doing. We work closely with each student to customize their courses and college experience so they are prepared for a career they love. Our academic mentors accompany each student every step of the way, including going to class, modifying in-class assignments, and providing support for out-of-class assignments and homework. ET ET http://www.youtube.com/watch?v=aid10a6JvmY 2019-09 Hannah & Gang Freshman First Down Run Hannah's 1st day of College 2019-09 Hannah Freshman First Down Run Where We Believe Learning Is For Everyone Hannah LaCour – My College Life I am a sophomore at University of Louisiana at Lafayette (ULL) in the LIFE program with a major in Criminal Justice. In my first year, before Covid, I would go to the football games and was in the Ballroom Dance Club. At the first home game, all freshmen ran on the field for the Freshmen Firstdown Run and I got to run with my friends. In Ballroom Dancing club we would meet once a week and learn new dances. I have made new friends in the LIFE program and on campus and my favorite class was UNIV 100. This was only for freshman and we were put into groups and did a project. My project was a Vision Board. My LIFE classes are in Randoph Hall and I hang out in the lounge and the mentors assist me with my classes. The campus is big, so I do a lot of walking going to classes. We are close to the Union and my favorite lunch is Sushi. Now that I am a sophomore, I am taking my 3rd Criminal Justice class. I joined a sorority, Alpha Delta Pi and have fun hanging out at the sorority house with my sisters. I can’t wait for Covid to end so I can go back to classroom classes with my classmates and other school activities with my friends. It will be fun to go to all the sorority events on campus. I have an internship at the campus daycare and get to take care of the babies. I have Life on the GEAUX at Bourgeois Hall where we have a workout class. When I’m a junior I hope to intern at the campus police office. I could not this semester because of Covid. Covid has taken some of the fun out of college, but I’m still learning and having a little fun in person activities. Hannah 2020 UL Homecoming UNIVERSITY OF LOUISIANA AT LAFAYETTE UL LIFE Program About the Program Course Plan & Tuition Scholarships Interested in applying for a scholarship? You have the opportunity to apply for several scholarships: Down Syndrome Association of Acadiana Ruby's Rainbow Upside Downs Housing Application and Admission Mentor Information Contact LIFE 2020-09 Hannah ADPi Bid Day Matthew Hammond PROGRAM FOR SUCCESSFUL EMPLOYMENT Matthew & Friend in Dorm ET The Program for Successful Employment (PSE) is a division of Workforce Development at BPCC providing flexible and innovative education and training for individuals with significant disabilities or support needs. Students who have exited high school may enroll in a unique comprehensive transition and postsecondary program for individuals with Intellectual/Developmental Disabilities and/or Autism. As a federally-recognized CTP program, students with an ID diagnosis may be eligible for federal financial aid, even without a high school diploma or equivalent. The program is designed to provide 12 hours of support weekly as they attend BPCC courses, participate in campus events, join student organizations, and build relationships with peers. This comprehensive program combines academic and essential skills training with practical experience through internships on campus and in the community. An Employment Specialist and peer coaches will mentor students through the job search, application, and interview process. The goal of PSE is to provide vocational and essential skills training while students work to earn a credential in a field where they can use their strengths and interests as well as personalized coaching and support through the transition to gainful employment and independent living. BENEFITS OF THE COMPREHENSIVE TRANSITION PROGRAM: Person-centered planning for a college experience to increase independence Feedback on academic progress after the 4th, 8th, and 12th weeks of participation Vocational and essential skills training Ability to apply for federal financial aid without a high school credential for students with ID REQUIREMENTS FOR PARTICIPATION IN THE PROGRAM FOR SUCCESSFUL EMPLOYMENT COMPREHENSIVE TRANSITION PROGRAM THE SCHEDULE: PSE follows BPCC’s Fall and Spring calendar August – December January- May Fee for program is $2,304 per semester by Flo Hammond Matthew Cooking Breakfast on Campus Matthew Hammond Hi my name is Flo Hammond and my husband Henri and I are parents to three amazing sons, one happens to have a diagnosis of autism. Our middle son, Matthew, is 21 years old and currently a 2nd semester junior in the Bridge to Independence program at Nicholls State University in Thibodaux, Louisiana. Matthew was mainstreamed his entire elementary and high school career. In high school, he played on the basketball team and played drums on the drumline for all four years. He played piano for 5 years and earned superior and superior plus ratings during that time. He graduated with his high school diploma in 2018. He had previously attended a summer program and was planning on pursuing a degree at Beacon College in Florida, which is a college that encourages students with different abilities to attend, when we heard about the Bridge program at Nicholls. We jumped at the opportunity to have him at a program closer to home. When we visited the university, we were very impressed with the goals and objectives of the degree program. My husband and I definitely had concerns with Matthew living two hours away from home without daily family contact. We were concerned that with his trusting nature he would get taken advantage of by others outside of the program. We worried about his safety, his ability to manage his time and resources, and whether he would be able to handle the rigors of college coursework, but we were surprised when after his 2nd semester at Nicholls he made the Dean’s List. At the time Nicholls was and I believe still is the only university in Louisiana that offers students with autism an opportunity to earn a degree. It has not been easy and there have been tears and frustration along the way, but we are grateful that Matthew has the chance to pursue post-secondary education in a safe and welcoming environment. The Bridge program has helped Matthew grow so much. He has become more outgoing and socially comfortable. He works out at the campus gym and goes to the library and utilizes other educational resources without prompting. Matthew is definitely more independent and self-advocates way more than he has ever done. He has been able to communicate with his professors on his own to get help. We are currently trying to find job opportunities prior to graduation. His goals now are to graduate in the next year and a half, get a job in his major, accounting, and eventually have his own business. Group Picture of Matthew and College Friends on Nicholls Campus Matthew and Friend Enjoying Breakfast on Campus “Majoring in Independence” I used to stand next to my newborn baby boy’s crib and weep. It was not because he had Down syndrome, a major heart defect, and an eye issue that, unfortunately, was uncorrectable. I wept as I thought about all of the babies with Down syndrome in the past who were sent off to institutions around the world, who would never know a hug from a mother, the cradling arms of a grandma, or safety that only parents can bring. To this day, just thinking about that makes me cry. by Kathy Dillon ET Kathy and Mitch After Mitch was born, my husband Jerry and I never dreamed we would be empty nesters, especially in those first several years. Nevertheless, here we are. Our oldest daughter, Isabelle, moved to Atlanta to be with friends. She is 23 and extremely independent. Our baby, Mitch, is in college. He is 21 and extremely independent. I don’t know how we did that, but both of our children have always been extremely independent. Mitch’s first two years of life brought two heart surgeries, 5 eye surgeries and a stomach surgery. It also brought an adjustment into the word of Down syndrome. Through all of this, it was a blessing to have early intervention services, with therapists coming into our home to work with him. That time (at the time) seemed to drag on forever. As he grew and began to walk (he never actually walked. He ran), we realized that Mitch had ADHD to the nth degree. He wasn’t just a handful…He was a terror! I could not turn my eyes away from him for one second. He was out the front door, running into traffic, or disappearing at church when the poor helper in the room turned away. Wreaking havoc at Clayton Elementary School, where poor Ms. Cantrell and Para Peige would stand out at carpool at the end of the day with their hair a mess and a look of utter exhaustion on their faces. Then something happened. I do not know when, I do not know how, and I do not know exactly why, but, one day the ‘behaviors’ stopped. No more little terror, no more behavior problems, no more flight risk. Somewhere around middle school. At that time, I knew things were going to get better. (Let me just say, it was not as easy as it sounds, but that is a story for another day). He flourished in high school. He was never a scholar. His reading level is that of a fourth grader. His math skills… wait; there are no math skills. But, he was the talk of the town. Prom King, BMOC (Big Man on Campus), chorus singer, Vendor Beggar (he would stand in front of the vending machines and beg for money…not kidding. Then, a Graduate! Makes me cry just remembering the day he donned a cap and gown and walked across that stage, fist pump in the air. After high school, we knew he should go to college. We hoped this would be the next step. But, Mitch put the brakes on that dream I had for him. He wanted to move to New York City to be with Taylor Swift, or to San Francisco to live with the girls in Fuller House. He even seemed like he wanted to stay in his room and watch TV the rest of his life. However, his dad and I continued to introduce the idea of college to him. “Do you want to live with US for the rest of your life?” “Do you ever want to be on your own?” “You can live in the DORM (away from us) if you go to college!” So, we looked at the programs we know are here in Louisiana. The University of Louisiana in Lafayette has a wonderful program where a friend’s son attends. We considered this. Southeastern Louisiana has a program that I am very familiar with and we considered this. It did not happen that easily. I did a Google search on “college programs for people with disabilities” and a recently published article about certificate programs and Nicholls State University’s “Bridge to Independence” certificate program came up. After reading the article, I started to pursue this program for Mitch. We made an appointment with Nicholls to find out more. Our first experience was a tour of the campus. A very cool student met us at the front of the school and walked us around the campus. We saw the whole thing in a little less than two hours. It’s a great size. Not too big, not too small. It is only 1½ hours from our house. Just far enough that I wouldn’t be dropping in every day. Then we made an appointment with Dr. Mary Breaud and Tara Martin of the Bridge to Independence program. This was an interview to see if Mitch was right for the program and if the program was right for him. Jerry and I continued to instill in Mitch, if he wanted to live on his own this was one of the steps he needed to take. It was a tough sell, as he still wanted to move to Georgia and go to Kennesaw State, where he had participated in summer camps and his best friend was planning to attend. We were told the wait time could take up to 2 - 3 years. That was ok. He had a job that he enjoyed so he could start saving. Then we got the call. They had an opening and asked if Mitch would be interested. Me: YES! Jerry was hesitant, but Mitch was excited. We were worried about how we would pay for it, but I knew he was supposed to be there, so where there is a will, there is a way, right? I discovered that Louisiana Rehabilitation Services (LRS) might be able to assist with the cost. Mitch had already been through LRS for work. I called his support coordinator at LRS and she said, YES, they would pay for his time at school. What an amazing opportunity. First, we had to be denied by FAFSA. Once we received the denial, Mitch’s coordinator at LRS began the process. This is where it got real. LRS was going to pay for the whole thing. Mitch was accepted to one of the top programs in the country. He was now on his way to independence and the life that I had always dreamed for him. Today as I write this, he is in his second semester. The first semester, Jerry and I drove to Thibodeaux every Friday afternoon, picked him up, and brought him home for the weekend. We brought him back on Sunday afternoon. We also evacuated him several times because of the threats of hurricanes. His second semester, he would stay during the weekend to go to football games, festivals, softball games, parties, and whatever else college kids do. His classes this semester are Criminal Justice, Opera, a Culinary Class, and a Health Class. He works at a local church helping and at the rec center on campus. He is now a part of the Student Government (which makes this mama happy!). He has made friends within the Bridge Program and outside of the Bridge Program. If you ask Mitch what his major is he’ll tell you “I’m majoring in Independence”. Smart guy! When Mitch was born, I just wanted to keep him alive. Throughout his toddler and preschool years, I just wanted to keep him safe (and alive). I pushed for every therapy; every study at the local universities, and each and any opportunity that would help him achieve all that was possible. I pushed for inclusion in every aspect of his life. I advocated on every level to better his life and the lives of others with disabilities. I know I am not done. I know that we will have battles ahead. Nevertheless, right now, I am just resting in knowing that one of my dreams for my son has come true. He is in college and loving his life. What more could a mom ask for? Mitch and College Friends Mitch and Friends at Paws for a Cause Mitch and College Friends ET NICHOLLS STATE UNIVERSITY Bridge To Independence ET At Nicholls State University, students with Intellectual Disabilities or Autism Spectrum Disorder have the opportunity to enjoy the full college experience while gaining the leadership and social skills needed for future employment and independent living. Known for its family-friendly campus, caring faculty and staff, and recently recognized as the safest campus in the UL system, Nicholls is the ideal location for the Bridge to Independence program — the first program in Louisiana certified by the U.S. Department of Education. Bridge to Independence provides the support services needed for eligible students attend regular Nicholls classes, participate in campus events and activities and join campus organizations. Along the way, peer mentors, trained in the Nicholls College of Education and Behavioral Sciences, will assist Bridge students with their coursework and socialization. Two-Year Program for Students with Intellectual Disabilities The Bridge to Independence – Certificate program is designed to help students with Intellectual Disabilities gain the skills needed to become gainfully employed through college courses and job-training. Traditional University Degree Program for Students with Autism Spectrum Disorder (ASD) Bridge to Independence – Degree program is designed to provide add-on services to help students with ASD successfully transition to college life and further develop their social skills and campus friendships. To qualify for the program, students will first need to apply and be accepted to Nicholls based on admission requirements (such as GPA, ACT scores and high school curriculum). To be eligible for financial aid, students will be required to submit the Free Application for Federal Student Aid (FAFSA). CONTACT INFORMATION College of Education and Behavioral Sciences Dr. Mary Breaud, Bridge Program Advisor College of Education PHONE: 985-448-4341 EMAIL: mary.breaud@nicholls.edu Apply for Admission Tour Campus Request Information LSUA’s SPERO program aims to bring hope to the lives of young people with developmental disabilities—by providing them with the resources and opportunities that will help them lead more independent lives and take up meaningful and rewarding employment in their communities. What will students in the program do? Students enrolled in the program will audit some college-level classes; take special program classes designed to improve their daily living skills, interpersonal skills, and employment skills; participate in on-campus events and activities; and receive vocational (work) training either on campus or at approved off-campus venues. Who can enroll in the program? The program will be open to young people between the ages of 18 and 28 who have an identified developmental disability; have completed high school with a high-school diploma, career diploma, certificate of achievement or equivalent; and are ineligible for regular college admission. An application form, with a complete list of eligibility requirements, is currently under developement and will be posted on this website prior to the launch of the program. When will the SPERO program be launched? LSUA hopes to launch the program in Fall 2021. To do so and to sustain the program during its first 18 months, however, will require substantial funding, a good part of which will be used to hire qualified personnel to run the program. Several grant applications have already been submitted, and the program’s Steering Committee is seeking other opportunities for program funding from foundations and community organizations. Why is LSUA developing the Spero program? LSUA was approached by parents from the CENLA community about the possibility of offering a program of this kind on the campus. We learned from them that currently no program exists north of I-10 although three programs are offered on four-year college campuses in the southern part of the state. Is there community support for the program? An open meeting of parents and community members interested in learning about and contributing to the SPERO program was held on the LSUA campus on August 4, 2020. Almost 50 people attended and expressed strong support for the development of the program. A SPERO Facebook page, which now has about 133 followers, was launched to coincide with the open meeting. Whom can I contact to obtain more information about SPERO program? Dr. Eamon Halpin, Chair of SPERO Steering Committee; Tel: (318) 767-2603; email: ehalpin@lsua.edu. ET Grace at Human Resources UMC Filing The Postsecondary Apprenticeship Pilot for Youth (Pay Check) by Sue Killam, M.Ed., CESP, CPWIC Torrey Madine with Audubon Institute Offer Letter S U C C E S S S T O R I E S Will at Audubon Oientation Devon and Grace Exiting Streetcar ET I am delighted and honored to be invited to contribute to this issue of Exceptional Times Digital Magazine. We are all very proud of our PAY Check post-secondary program and burst with excitement whenever we have an opportunity to share the success of our students and program. Below is information about our program: Official Name of Program: PAY Check – Post-Secondary Apprenticeships for Youth University Affiliation: LSU Health Human Development Center & Delgado Community College Program Website: Pay Check (lsuhsc.edu) Ages, if applicable: 18-22 Program(s) in lieu of majors: The Postsecondary Apprenticeship Pilot for Youth (Pay Check) pilot is an innovative post-secondary collaboration between the LSUHSC-Human Development Center (HDC), Louisiana Rehabilitation Services, Delgado Community College, public school systems, public Charter school associations, and several community businesses in the Greater New Orleans Metropolitan area. Delgado Community College Courses (four courses total) - Survey of Computer Applications, College Career Success Skills, Personal Finance, Customer Service, First Aid, Fitness Internships/Apprenticeships: The student will receive two internships that includes training provided to the student by a Pay Check Skills Trainer as well as the Internship Site staff. Skills Trainers provide support and training to increase the intern’s independence and to improve their ability to perform soft and hard skills to meet the expectations and standards of the host business. This can include: work behaviors, work-based social skills, training and supervision, career exploration and Issues related to disclosure in the workplace Length of Program(s): Twelve months Day Students Only, Dorm Students Only, or both: Day students only. Available financial aid: No – tuition paid by student’s high school Contact Person for additional information and email or phone number: Sue Killam, M.Ed., CESP, CPWIC – skilla@lsuhsc.edu SOUTHEASTERN LOUISIANA UNIVERSITY About Us Lions Connected courses, combined with college-level courses are centered around the practice of “learning by doing”. As students in the LC program prepare for a career they love, we work closely with each student to customize their courses and college experience. Academic mentors accompany each LC student every step of the way. They help the LC students learn to navigate the complexities of campus life. Social Mentors are available to enrich interpersonal skills and relationships through extracurricular activities. The entire program is driven by the importance of inclusion of students. LC students learn functional, social, academic, and employment skills needed to be successful individuals in society. Each semester, LC students audit 1 Academic Course as well as 1 Kinesiology Lab Course to take while on campus. LC students also participate in a functional Life Skills Program. During the final semester of the program, LC students have the opportunity for supported employment. Goals Participants in our program will: Socialize with typical college peers Improve communication skills in order to better communicate within the workplace Receive functional as well as academic instruction that will better prepare them to become independent individuals within their community Develop employment skills necessary to become a successful employee so that they will be able to be self-supportive Cost The Lions Connected program offers a 2-year and a 4-year curriculum. The curriculum incorporates functional, academic, communicative, social, and employment skills as well as goals for LC students. The current program fee for students is $3,000 per semester. As a comprehensive transition and post-secondary program approved by the United States Department of Education, Pell Grants and other scholarships are available to those who apply and are eligible. Benefits There are many benefits associated with Lions Connected program. Students in the Lions Connected Program receive social and employment skills that will allow them to be successful in the workforce. Students also learn functional skills that will help them become more independent, decision making members of society. To learn more about Lions Connected, visit their website. A Comprehensive Transition and Post-Secondary Program approved by the U.S. Department of Education The Program for Successful Employment (PSE) is a two-year vocational training program for adults with autism and/or other intellectual disabilities. The program combines academic and job skills training with externship opportunities in regional businesses. PSE is a two-year program that runs through four semesters. Each group that starts will stay together as a cohort. Each cohort will occupy a time slot during the hours of 8 a.m. and 4 p.m., Monday through Friday. Upon acceptance into PSE, all students are on a probationary status until the successful completion of one semester. Students will be evaluated not only as a student, but also as a prospective employee. Classroom and jobsite experiences should be considered as a “long-term interview.” Upon completion of PSE requirements, graduates will receive a PSE Certificate of Employability with a specific concentration based on their career goals. Classes are offered during the fall and spring semesters. Paying for PSE can be a challenging part of earning your certificate—but it does not have to be. Below are some financial options for your PSE planning, and we are here to help you find the best options for your situation. LOUISIANA REHABILITATION SERVICES We strongly urge you to contact Louisiana Rehabilitation Services (LRS) at 225-295-8900 as soon as possible AFTER you have submitted your PSE application to set up a meeting with a LRS counselor. LRS provides vocational rehabilitation services to persons with disabilities in their desire to obtain, maintain, or advance in competitive integrated employment and/or achieve independence in their community. College or University training is often a vital part of that process and LRS may be able to help fund postsecondary training. PLEASE NOTE: If LRS is the primary source of a student’s funding, and a decision has not been made PRIOR to the start of the semester, students will be placed on a waiting list for the next semester unless another funding source is obtained. For information about the program, visit their website or contact Johnny Manela Interim Director Program for Successful Employment Acadian Site 225-359-9205 manelaj@mybrcc.edu ET ET BATON ROUGE COMMUNITY COLLEGE Program for Successful Employment (PSE) by Karen T. Marquis LISTING OF LOUISIANA COLLEGES WITH PROGRAMS FOR STUDENTS WITH DEVELOPMENTAL DISABILITIES ET Baton Rouge Community College The Program for Successful Employment Johnny Manela, Interim Director Program for Successful Employment Acadian Site Phone: (225) 359-9205 Email: manelaj@mybrcc.edu  Bossier Parish Community College Program for Successful Employment 6220 E. Texas Street Bossier City, LA Shelli Ulrich, Director D-150 Phone: (318) 678-6358 Email: sulrich@bpcc.edu Bridge to Independence Nicholls State University Dr. Mary Breaud, Bridge Program Advisor P.O. Box 2053 Thibodaux, LA 70310 Phone: (985) 448-4341 E-mail: mary.breaud@nicholls.edu Lions Connected Southeastern Louisiana University Hammond, Louisiana 70402 Dr. Geralinde Beckers Associate Professor / Lions Connected Director Location: TEC 214 Phone: (985) 549-3030 Email: Gbeckers@southeastern.edu Email: LionsConnected@southeastern.edu Post-Secondary Apprenticeship for Youth (Pay Check) LSU Health Human Development Center Sue Killam E-mail: Skilla@lsuhsc.edu University of Louisiana-Lafayette UL Life Program P.O. Box 43687 Lafayette, LA 70504 Caroline N. Jurisich, Director Randolph Hall 221 Phone: (337) 482-9022 Email: lifeprogram@louisiana.edu LSU of Alexandria - LSUA Special Program for the Enhancement of Resources and Opportunities for Students with Developmental Disabilities SPERO Dr. Eamon Halpin Chair of SPERO Steering Committee Phone: (318) 767-2603 Email: ehalpin@lsua.edu When an average student enters college, the challenges of learning things in a very different way becomes quite difficult almost for every person, yet when you have a learning disability and must cope with speech and language disabilities, it is even more challenging. The purpose of our guide is to help such students to find helpful hints and resources. We shall also provide a list of scholarships for students that have speech and language disorders. Turning to helpful resources, it becomes possible to live life differently and receive due help as you learn! Speech and Language Disorders in College According to statistical information, approximately 9.5% of American college students have a learning disability of some kind. The percentage of students with speech and language impairments is almost never separated from the rest since this kind of disability is usually related to some other condition where a student is placed into a certain category. Nevertheless, we have over 55% of K-12 students who are enrolled in Individualized Education learning because of specific speech and language challenges. It is sufficient to take stuttering and dyslexia as the learning difficulty to see how frequent this problem is for college students. The most important is to make college help resources available and remind students with additional needs about legal protection and specific resources that they have a right for. Regardless if you are dealing with Auditory Processing Disorder or face the challenges of dyscalculia, you have a right to study in suitable learning conditions where you do not have to overcome mental challenges or learn without special equipment. Understanding Speech and Language Disorders When we talk about speech and language issues, it is important to understand that the range of communication, perception, and learning stands for more than dyslexia or hearing challenges. Let us review language-related conditions: Auditory Processing Disorder. In simple terms, it deals with those students who cannot fully understand sounds when something is spoken. Dyscalculia. It is also known to dyslexics, yet in this case, it means having difficulty processing Math. Dysgraphia. It is a language disability that makes it difficult to write correctly. It ranges from handwriting problems to writing down things on paper by not knowing how to get it done. Dyslexia. One of the most common language disabilities that makes it hard to identify the words because of a difficulty to recognize words and understand their order. Language-Based Learning Disability. It stands for things like difficulty understanding spoken and written language, which makes it difficult to learn. Expressive Language. It deals with the verbal perceiving of ideas, feelings, and emotions. Such students may have an overly expressive language disorder as they are not able to prevent themselves from expressive language. It does not speak of any intellectual disabilities. Receptive Language. It stands for receptive language challenge, which stands for a difficulty to absorb or learn from the information that has been expressed verbally. Specific Language Impairment. It is mostly diagnosed in children who have language skills impairment without any visual or auditory disorders. It is also known as the language delay. In terms of speech, we are dealing with thoughts, feelings, and the use of a person's voice: Aphasia. It relates to language difficulties when a person has damage to the brain. It can come from diseases, stroke, or some kind of injury. Apraxia. It is a neurological speech disorder where the brain has difficulty coordinating the act of talking. The students with Apraxia know what they want to say but find it hard to do so in the correct order. Dysarthria. It stands for any motor skills impairment or muscle weakness. It causes unclear or difficult speech results. It may occur simultaneously as the person is feeling nervous. Dysphagia. It is not really a language disorder per se, yet it can have a negative effect on speech. It is a swallowing difficulty or even pain swallowing, which makes it hard to talk. Stuttering. It is a fluency disorder when a person has disruptions in the flow of speech. It can take various forms. Voice. It relates to specific sounds that are produced by the vocal cords, lungs, and the other mechanisms that are involved. It is a general impairment. Impact of Speech and Language Disorders on Learning As a rule, when a student deals with speech and language challenges, it makes it more difficult to pass through the courses and understand the information that has been provided. Since there are no general patterns for every condition and every student has his or her unique impairments, it is important to understand what issues must be faced. The Practice of Taking Notes. When a person has problems with a spoken word, it makes it hard to take or write down notes. Additional help is required. The Mental Side of Classroom Existence. The students who appear in the usual classroom will not feel safe enough to speak up in class, which results in fewer questions being asked or not really perceiving the answers that have been provided. Lower Test Scores. When a student finds it hard to understand the written word to perceive some grading rubric or an exam, it will also affect the final grade. Dealing With Stress. The most significant point is dealing with the mental side of one's disorder and participation in team projects. Moreover, a student with a learning disability will feel emotionally turbulent, which may also require some additional help and guidance. How Colleges Can Support Students with Speech and Language Disorders While every school is quite different, it should start with several adjustments that you have a legal right for. Since we do not know that some resources are available, schools do not tend to provide any assistance. Therefore, know your rights and remember about providing your Individual Education Plan card, which will contain your learning requirements. See Disability Rights for College as you explore the legislative sides. Here is what the colleges can do for students with a learning disability: Special Campus Accommodation. Altered Tests or Assignments. Augmentative and Alternative Communication Technology (AAC). Speech-to-Text Learning Tools. Extended Schedule for Tests. Personal Note Takers. Proofreaders and Editors for dyslexic and other kinds of students. Speech & Language Clinics as offered by some colleges in the United States. Special Verbal Tests. Make sure to provide your documents that prove your disability and ask for accommodation services or any tools that you require. Speech and Language Disorder Resources Here are some helpful resources that will assist you as you look for help and consulting: National Association of Special Education Teachers. It has various information for the teachers and students in terms of educational resources from things like how to approach articulation to Aphasia. The Dyslexia Resource. It has a list of resources that discuss learning with the classroom experience and the success stories. It also has free resources to help you. Academy of Doctors of Audiology Directory. It is one of those websites where you can find assistance for any hearing impairments for your college course locally. Speech Pathology Masters Programs. It is a great guide to on and off-campus listing for college students with communication impairments. Center on Technology and Disability. It has helpful resources for the entire family, library, and webinars for college students with a learning disability. National Science Teaching Association. Their Communication Disorders technology includes various strategies and learning programs that can be used as the list to approach your school with testing and the field experience. Association on Higher Education and Disability. It has great resources for college students with disabilities that go beyond learning impairments. It also deals with developmental disabilities like ADHD and Autism. It has great career resources. American Association on Intellectual and Developmental Disabilities. It has various learning, problem-solving, and adaptive resources. Center for Speech and Language Disorders. It has individual support for students and families. It has speech and language disabilities courses and stress management tips. The Cherub Foundation. It has information and community help for younger students in terms of support and care in the educational environment. Now it is high time to seek additional assistance and financial help, which is why we shall include eight competitive scholarships that will help you as you enter college or continue with your education. Scholarships & Grants for Students with Communication Disorders Remember that you can apply for more than one scholarship and ask your college for financial help since they may provide financial assistance for your case. Here are some options to consider: American Speech-Language-Hearing Foundation: Graduate Student Scholarship. You can win up to $5,000 awards as a student entering master or doctoral programs dealing with Communication Sciences and Sociology. Deadline: 25 May 2021. Learning Ally: Marion Huber Learning Through Listening Awards. You can receive from $2,000 to $6,000 if you find reading difficult as you learn. It can fund two or four-year studies. Deadline: June 2021. Microsoft & the Seattle Foundation: Microsoft disAbility Scholarship. Learning about technology from the best is still possible. You can earn $5,000 for your Technology, Business, or Law degree. Deadline: April 2021. Moss Foundation: P. Buckley Moss Endowed Scholarship. If you are planning to make a career in visual arts and have a financial need, you can apply for this $1,000 grant. Deadline: March 2021. National Center for Learning Disabilities: Anne Ford Scholarships. It is aimed at high-school seniors with a language disorder who want to enter a full-time Bachelor's course. If you have financial need, you can receive $2,500. Deadline: November 2021. National Center for Learning Disabilities: Allegra Ford Thomas Scholarship. Once again, it is only aimed at high-school seniors who want to enter any four-year course. You can win $2,500. Deadline: November 2021. RISE Scholarship. It is aimed at students who have language impairments linked to autism. This $2,500 award helps to fund your postsecondary education. If you are a high-school student, you are eligible. Deadline: June 31, 2021. American Library Association Century Scholarship. It can give you an award of $2,500 if you are going to an ALA-accredited library school. If you have no accommodations, the ALA will provide you with additional funding. Deadline: March 1, 2021. Of course, these are only the starting points to show you that scholarships help is worth trying to assist your college education! Apps to Help Students Improve Communication Do not miss the benefits of technology! Some of these apps may be known to you, while the others will be new. Take time to check them out: Grammarly. While it is a famous app, it can help you eliminate grammar, spelling, and style mistakes free of charge as you copy and paste your text. Text to Speech (Google Drive). It is the best free app for dyslexic or text impaired students. It helps in terms of expression and has a progress tracker. TypeTastic! You can train your typing skills and help to boost your brain. Snap & Read. It is a great web browser extension that will help you read various web pages and articles by highlighting the text as you read or having Google read things to you. Predictable. This is a smart app that lets the software speak out the messages that you type. RogerVoice. This app makes students that are hard-of-hearing have a phone conversation (text-call method). Touch Voice Gold. It is an app that supports AAC devices for the speech impaired students. It helps to speak out one's needs in real-time. The most important is to believe in yourself and reach for new horizons. You do not have a disability but the ability to do things differently. We are sincerely hoping that our guide will help you to find sufficient resources and scholarship help. Check one of the assistive applications for your mobile device, talk to your disability center, and learn differently! Council Launches Video Series Sharing Stories of Louisianans with Disabilities ET continued on p.79 The Louisiana Developmental Disabilities Council is excited to premiere its newest video series, Fully Included: Empowering Louisiana’s Disability Community! In the first episode (below), Self-advocate Jill Hano, parent advocate Bambi Polotzola, Executive Director of Governor’s Office of Disability Affairs and agency leader Julie Foster Hagan of the Office for Citizens with Developmental Disabilities share about the Council and why it’s important to be involved. The series will navigate topics such as advocacy, education, employment and more while featuring Council members, agency leaders and YOU – people with developmental disabilities, family members, and community members – who share their stories about navigating everyday life in Louisiana. New episodes will release on Fridays on the Council’s Facebook page and YouTube Channel as part of its newest campaign, #FullyIncludedFriday. U.S. Department of Justice Civil Rights Division Disability Rights Section ADA REQUIREMENTS Testing Accommodations Standardized examinations and other high-stakes tests are gateways to educational and employment opportunities. Whether seeking admission to a high school, college, or graduate program, or attempting to obtain a professional license or certification for a trade, it is difficult to achieve such goals without sitting for some kind of standardized exam or high-stakes test. While many testing entities have made efforts to ensure equal opportunity for individuals with disabilities, the Department continues to receive questions and complaints relating to excessive and burdensome documentation demands, failures to provide needed testing accommodations, and failures to respond to requests for testing accommodations in a timely manner. The Americans with Disabilities Act (ADA) ensures that individuals with disabilities have the opportunity to fairly compete for and pursue such opportunities by requiring testing entities to offer exams in a manner accessible to persons with disabilities. When needed testing accommodations are provided, test-takers can demonstrate their true aptitude. The Department of Justice (Department) published revised final regulations implementing the ADA for title II (State and local government services) and title III (public accommodations and commercial facilities) on September 15, 2010. These rules clarify and refine issues that have arisen over the past 20 years and contain new and updated requirements. Overview This publication provides technical assistance on testing accommodations for individuals with disabilities who take standardized exams and other high-stakes tests. It addresses the obligations of testing entities, which include private, state, or local government entities that offer exams related to applications, licensing, certification, or credentialing for secondary (high school), postsecondary (college and graduate school), professional (law, medicine, etc.), or trade (cosmetology, electrician, etc.) purposes. Who is entitled to testing accommodations, what types of testing accommodations must be provided, and what documentation may be required of the person requesting testing accommodations are also discussed. What Kinds Of Tests Are Covered? Exams administered by any private, state, or local government entity related to applications, licensing, certification, or credentialing for secondary or postsecondary education, professional, or trade purposes are covered by the ADA and testing accommodations, pursuant to the ADA, must be provided.1 Examples of covered exams include: High school equivalency exams (such as the GED); High school entrance exams (such as the SSAT or ISEE); College entrance exams (such as the SAT or ACT); Exams for admission to professional schools (such as the LSAT or MCAT); Admissions exams for graduate schools (such as the GRE or GMAT); and Licensing exams for trade purposes (such as cosmetology) or professional purposes (such as bar exams or medical licensing exams, including clinical assessments). What Are Testing Accommodations? Testing accommodations are changes to the regular testing environment and auxiliary aids and services2 that allow individuals with disabilities to demonstrate their true aptitude or achievement level on standardized exams or other high-stakes tests. Examples of the wide range of testing accommodations that may be required include: Braille or large-print exam booklets; Screen reading technology; Scribes to transfer answers to Scantron bubble sheets or record dictated notes and essays; Extended time; Wheelchair-accessible testing stations; Distraction-free rooms; Physical prompts (such as for individuals with hearing impairments); and Permission to bring and take medications during the exam (for example, for individuals with diabetes who must monitor their blood sugar and administer insulin). Who Is Eligible To Receive Testing Accommodations? Individuals with disabilities are eligible to receive necessary testing accommodations. Under the ADA, an individual with a disability is a person who has a physical or mental impairment that substantially limits a major life activity (such as seeing, hearing, learning, reading, concentrating, or thinking) or a major bodily function (such as the neurological, endocrine, or digestive system). The determination of whether an individual has a disability generally should not demand extensive analysis and must be made without regard to any positive effects of measures such as medication, medical supplies or equipment, low-vision devices (other than ordinary eyeglasses or contact lenses), prosthetics, hearing aids and cochlear implants, or mobility devices. However, negative effects, such as side effects of medication or burdens associated with following a particular treatment regimen, may be considered when determining whether an individual’s impairment substantially limits a major life activity. A substantial limitation of a major life activity may be based on the extent to which the impairment affects the condition, manner, or duration in which the individual performs the major life activity. To be “substantially limited” in a major life activity does not require that the person be unable to perform the activity. In determining whether an individual is substantially limited in a major life activity, it may be useful to consider, when compared to most people in the general population, the conditions under which the individual performs the activity or the manner in which the activity is performed. It may also be useful to consider the length of time an individual can perform a major life activity or the length of time it takes an individual to perform a major life activity, as compared to most people in the general population. For example: The condition or manner under which an individual who has had a hand amputated performs manual tasks may be more cumbersome, or require more effort or time, than the way most people in the general population would perform the same tasks. The condition or manner under which someone with coronary artery disease performs the major life activity of walking would be substantially limited if the individual experiences shortness of breath and fatigue when walking distances that most people could walk without experiencing such effects. A person whose back or leg impairment precludes him or her from sitting for more than two hours without significant pain would be substantially limited in sitting, because most people can sit for more than two hours without significant pain. A person with a history of academic success may still be a person with a disability who is entitled to testing accommodations under the ADA. A history of academic success does not mean that a person does not have a disability that requires testing accommodations. For example, someone with a learning disability may achieve a high level of academic success, but may nevertheless be substantially limited in one or more of the major life activities of reading, writing, speaking, or learning, because of the additional time or effort he or she must spend to read, write, speak, or learn compared to most people in the general population. What Testing Accommodations Must Be Provided? Testing entities must ensure that the test scores of individuals with disabilities accurately reflect the individual’s aptitude or achievement level or whatever skill the exam or test is intended to measure. A testing entity must administer its exam so that it accurately reflects an individual’s aptitude, achievement level, or the skill that the exam purports to measure, rather than the individual’s impairment (except where the impaired skill is one the exam purports to measure).3 Example: An individual may be entitled to the use of a basic calculator during exams as a testing accommodation. If the objective of the test is to measure one’s ability to solve algebra equations, for example, and the ability to perform basic math computations (e.g., addition, subtraction, multiplication, and division), is secondary to the objective of the test, then a basic calculator may be an appropriate testing accommodation. If, however, the objective of the test is to measure the individual’s understanding of, and ability to perform, math computations, then it likely would not be appropriate to permit a calculator as a testing accommodation. What Kind Of Documentation Is Sufficient To Support A Request For Testing Accommodations? All testing entities must adhere to the following principles regarding what may and may not be required when a person with a disability requests a testing accommodation. Documentation. Any documentation if required by a testing entity in support of a request for testing accommodations must be reasonable and limited to the need for the requested testing accommodations. Requests for supporting documentation should be narrowly tailored to the information needed to determine the nature of the candidate’s disability and his or her need for the requested testing accommodation. Appropriate documentation will vary depending on the nature of the disability and the specific testing accommodation requested. Examples of types of documentation include: Recommendations of qualified professionals; Proof of past testing accommodations; Observations by educators; Results of psycho-educational or other professional evaluations; An applicant’s history of diagnosis; and An applicant’s statement of his or her history regarding testing accommodations. Depending on the particular testing accommodation request and the nature of the disability, however, a testing entity may only need one or two of the above documents to determine the nature of the candidate’s disability and his or her need for the requested testing accommodation. If so, a testing entity should generally limit its request for documentation to those one or two items and should generally evaluate the testing accommodation request based on those limited documents without requiring further documentation. Past Testing Accommodations. Proof of past testing accommodations in similar test settings is generally sufficient to support a request for the same testing accommodations for a current standardized exam or other high-stakes test. Past Testing Accommodations on Similar Standardized Exams or High-Stakes Tests. If a candidate requests the same testing accommodations he or she previously received on a similar standardized exam or high-stakes test, provides proof of having received the previous testing accommodations, and certifies his or her current need for the testing accommodations due to disability, then a testing entity should generally grant the same testing accommodations for the current standardized exam or high-stakes test without requesting further documentation from the candidate. So, for example, a person with a disability who receives a testing accommodation to sit for the SAT should generally get the same testing accommodation to take the GRE, LSAC, or MCAT. Formal Public School Accommodations. If a candidate previously received testing accommodations under an Individualized Education Program (IEP)3 or a Section 504 Plan,4 he or she should generally receive the same testing accommodations for a current standardized exam or high-stakes test. If a candidate shows the receipt of testing accommodations in his or her most recent IEP or Section 504 Plan, and certifies his or her current need for the testing accommodations due to disability, then a testing entity should generally grant those same testing accommodations for the current standardized exam or high-stakes test without requesting further documentation from the candidate. This would include students with disabilities publicly-placed and funded in a private school under the IDEA or Section 504 placement procedures whose IEP or Section 504 Plan addresses needed testing accommodations. Example. Where a student with a Section 504 Plan in place since middle school that includes the testing accommodations of extended time and a quiet room is seeking those same testing accommodations for a high-stakes test, and certifies that he or she still needs those testing accommodations, the testing entity receiving such documentation should generally grant the request. Private School Testing Accommodations. If a candidate received testing accommodations in private school for similar tests under a formal policy, he or she should generally receive the same testing accommodations for a current standardized exam or high-stakes test. Testing accommodations are generally provided to a parentally-placed private school student with disabilities pursuant to a formal policy and are documented for that particular student. If a candidate shows a consistent history of having received testing accommodations for similar tests, and certifies his or her current need for the testing accommodations due to disability, then a testing entity should generally grant those same testing accommodations for the current standardized exam or high-stakes test without requesting further documentation from the candidate. Example. A private school student received a large-print test and a scribe as testing accommodations on similar tests throughout high school pursuant to a formal, documented accommodation policy and plan. Where the student provides documentation of receiving these testing accommodations, and certifies that he or she still needs the testing accommodations due to disability, a testing entity should generally grant the candidate’s request for the same testing accommodations without requesting further documentation. First Time Requests or Informal Classroom Testing Accommodations. An absence of previous formal testing accommodations does not preclude a candidate from receiving testing accommodations. Candidates who are individuals with disabilities and have never previously received testing accommodations may also be entitled to receive them for a current standardized exam or high-stakes test. In the absence of documentation of prior testing accommodations, testing entities should consider the entirety of a candidate’s history, including informal testing accommodations,to determine whether that history indicates a current need for testing accommodations. Example. A high school senior is in a car accident that results in a severe concussion. The report from the treating specialist says that the student has post-concussion syndrome that may take up to a year to resolve, and that while his brain is healing he will need extended time and a quiet room when taking exams. Although the student has never previously received testing accommodations, he may nevertheless be entitled to the requested testing accommodations for standardized exams and high-stakes tests as long as the post-concussion syndrome persists. Example. A student with a diagnosis of ADHD and an anxiety disorder received informal, undocumented testing accommodations throughout high school, including time to complete tests after school or at lunchtime. In support of a request for extended time on a standardized exam, the student provides documentation of her diagnoses and their effects on test-taking in the form of a doctor’s letter; a statement explaining her history of informal classroom accommodations for the stated disabilities; and certifies that she still needs extended time due to her disabilities. Although the student has never previously received testing accommodations through an IEP, Section 504 Plan, or a formal private school policy, she may nevertheless be entitled to extended time for the standardized exam. Qualified Professionals. Testing entities should defer to documentation from a qualified professional who has made an individualized assessment of the candidate that supports the need for the requested testing accommodations. Qualified professionals are licensed or otherwise properly credentialed and possess expertise in the disability for which modifications or accommodations are sought. Candidates who submit documentation (such as reports, evaluations, or letters) that is based on careful consideration of the candidate by a qualified professional should not be required by testing entities to submit additional documentation. A testing entity should generally accept such documentation and provide the recommended testing accommodation without further inquiry. Reports from qualified professionals who have evaluated the candidate should take precedence over reports from testing entity reviewers who have never conducted the requisite assessment of the candidate for diagnosis and treatment. This is especially important for individuals with learning disabilities because face-to-face interaction is a critical component of an accurate evaluation, diagnosis, and determination of appropriate testing accommodations. A qualified professional’s decision not to provide results from a specific test or evaluation instrument should not preclude approval of a request for testing accommodations where the documentation provided by the candidate, in its entirety, demonstrates that the candidate has a disability and needs a requested testing accommodation. For example, if a candidate submits documentation from a qualified professional that demonstrates a consistent history of a reading disorder diagnosis and that recommends the candidate receive double time on standardized exams based on a personal evaluation of the candidate, a testing entity should provide the candidate with double time. This is true even if the qualified professional does not include every test or subtest score preferred by the testing entity in the psychoeducational or neuropsychological report. How Quickly Should A Testing Entity Respond To A Request For Testing Accommodations? A testing entity must respond in a timely manner to requests for testing accommodations so as to ensure equal opportunity for individuals with disabilities. Testing entities should ensure that their process for reviewing and approving testing accommodations responds in time for applicants to register and prepare for the test.6 In addition, the process should provide applicants with a reasonable opportunity to respond to any requests for additional information from the testing entity, and still be able to take the test in the same testing cycle. Failure by a testing entity to act in a timely manner, coupled with seeking unnecessary documentation, could result in such an extended delay that it constitutes a denial of equal opportunity or equal treatment in an examination setting for persons with disabilities. How Should Testing Entities Report Test Scores for Test-Takers Receiving Disability-Related Accommodations? Testing entities should report accommodated scores in the same way they report scores generally. Testing entities must not decline to report scores for test-takers with disabilities receiving accommodations under the ADA. Flagging policies that impede individuals with disabilities from fairly competing for and pursuing educational and employment opportunities are prohibited by the ADA. “Flagging” is the policy of annotating test scores or otherwise reporting scores in a manner that indicates the exam was taken with a testing accommodation. Flagging announces to anyone receiving the exam scores that the test-taker has a disability and suggests that the scores are not valid or deserved. Flagging also discourages test-takers with disabilities from exercising their right to testing accommodations under the ADA for fear of discrimination. Flagging must not be used to circumvent the requirement that testing entities provide testing accommodations for persons with disabilities and ensure that the test results for persons with disabilities reflect their abilities, not their disabilities. To view model testing accommodation practices and for more information about the ADA, please visit our website or call our toll-free number: ADA Website ADA Information Line Model Testing Accommodation Practices Resulting From Recent Litigation For persons with disabilities, this publication is available in alternate formats. Duplication of this document is encouraged. 1 This document does not address how the requirements or protections, as applicable, of Title II of the ADA, Section 504 of the Rehabilitation Act, the assessment provisions in the Elementary and Secondary Education Act (ESEA) and the Individuals with Disabilities Education Act (IDEA), and their implementing regulations, apply to, or interact with, the administration of state-wide and district-wide assessments to students with disabilities conducted by public educational entities. 2 See 28 C.F.R. §§ 36.303(b), 36.309(b)(3) (providing non-exhaustive lists of auxiliary aids and services). 3 Under Section 309 of the ADA, any person (including both public and private entities) that offers examinations related to applications, licensing, certification, or credentialing for secondary or postsecondary education, professional, or trade purposes must offer such examinations “in a place and manner accessible to persons with disabilities or offer alternative accessible arrangements for such individuals.” 42 U.S.C. § 12189. Under regulations implementing this ADA provision, any private entity that offers such examinations must “assure that the examination is selected and administered so as to best ensure that, when the examination is administered to an individual with a disability that impairs sensory, manual, or speaking skills, the examination results accurately reflect the individual´s aptitude or achievement level or whatever other factor the examination purports to measure, rather than reflecting the individual´s impaired sensory, manual, or speaking skills (except where those skills are the factors that the examination purports to measure).” 28 C.F.R. § 36.309. Likewise, under regulations implementing title II of the ADA, public entities offering examinations must ensure that their exams do not provide qualified persons with disabilities with aids, benefits, or services that are not as effective in affording equal opportunity to obtain the same result, to gain the same benefit, or to reach the same level of achievement as that provided to others, 28 C.F.R. § 35.130(b)(1)(iii), and may not administer a licensing or certification program in a manner that subjects qualified individuals with disabilities to discrimination on the basis of disability. 28 C.F.R. § 35.130(b)(6). Both the title II and title III regulations also require public and private testing entities to provide modifications and auxiliary aids and services for individuals with disabilities unless the entity can demonstrate an applicable defense. 28 C.F.R. §§ 35.130(b)(7), 35.160(b), 35.164; 28 C.F.R. §§ 36.309(b)(1)(iv-vi), (b)(2), 36.309(b)(3). 4 An IEP contains the special education and related services and supplementary aids and services provided to an eligible student with a disability under Part B of the IDEA, 20 U.S.C. §§ 1400 et seq. and 34 C.F.R. part 300. 5 A Section 504 Plan could contain the regular or special education and related aids and services provided pursuant to section 504 of the Rehabilitation Act of 1973, 29 U.S.C. § 794 and 34 C.F.R. part 104. 6 Testing entities must offer examinations to individuals with disabilities in as timely a manner as offered to others and should not impose earlier registration deadlines on those seeking testing accommodations. Bambi Polotzola & Chas Taylor Caleb Taylor The Americans with Disabilities Act authorizes the Department of Justice (the Department) to provide technical assistance to individuals and entities that have rights or responsibilities under the Act. This document provides informal guidance to assist you in understanding the ADA and the Department's regulations. This guidance document is not intended to be a final agency action, has no legally binding effect, and may be rescinded or modified in the Department's complete discretion, in accordance with applicable laws. The Department's guidance documents, including this guidance, do not establish legally enforceable responsibilities beyond what is required by the terms of the applicable statutes, regulations, or binding judicial precedent. ET Leaning on my wheelchair You’re personal space isn’t important. The intent of this post is to educate, widen your perspective, and begin to make room for disability in equity discussions. Over the past week, I’ve had the privilege to attend a couple of professional development opportunities which focused on equity, resilience, and learning the English language. Each one of these sessions was incredible, and I’m so grateful to have the opportunity to learn from such passionate people! When I’m presented with such information, I always look at it from my perspective, as an adult woman with a physical disability. I often feel that disability is left out of a lot of discussions, so I’m sharing my truth and my perspective with you here, please do not be offended. Microaggressions can be defined as intentional or unintentional statements, body language or actions which discriminate against a marginalized group such as a racial or ethnic minority. It’s important to know that some common language are actually microaggressions, and when they are used, they often make the person who is in the minority feel negatively. I don’t ever want any person I come across to feel negatively because of something I said or did, and I’m sure most of you don’t either. As I learned more about microaggressions, I thought of some of the ones I heard just that day. You’re dangerous in that thing (wheelchair).” "I don’t have time for this.” "Can you get a speeding ticket in that?” "There’s another one of you (people in wheelchairs) in the train car.” Now, I have pretty thick skin, and I try not to let many things bother me, but some days it’s hard. Sometimes I have to think, would someone say or do that if I wasn’t in a wheelchair, and the answer is probably not. I then thought of other comments I’ve heard in the past week: "What happened to you?” "When I look at you, I don’t see disability.” "That experience was crippling.” "I’d rather just be offed if I ever became disabled, I couldn’t deal." Here’s the message I get when you say or do some of these things. Microaggression Message Can you do that? How are you going to do that? You’re assuming that disability means inability. Does she want…? How old is he? You’re assuming that the person with a disability can’t speak for themselves. Watch out People in wheelchairs don’t know how to roll and are dangerous. Speaking REALLY LOUDLY People with disabilities even have hearing problems, they are all the same. Speaking r-e-a-l-l-y slowly People with disabilities are not as intelligent or with it. by Jessica Keogh, M. Ed You’re a credit to people with disabilities. Can you say tokenism? People with disabilities aren’t usually so ambitious. You look so normal. People with disabilities are something other then normal. One of you All people with disabilities are the same, grouped into the same strange species. Can you get a speeding ticket in that thing? People with disabilities don’t work or have a place to be. “Creating room for disability in the discussions of equity: microaggressions” It’s a shame because you’re so pretty. People with disabilities are not beautiful. That experience was crippling. I’d rather just be offed if I became disabled. You look so healthy. Having a disability is horrible. A life with a disability is not worth living. All people with disabilities are sick and weak. When I look at you, I don’t see disability. Denying a person’s experiences as someone who is disabled. The first things you notice about people are gender, skin color, and disability. What happened to you ? You're not normal. Something must have happened to make you disabled. Jessica Keogh, M. Ed resides in West Chester, Pennsylvania where she teaches students who have difficulty regulating their emotions. Being born with a yet to be diagnosed type of Muscular Dystrophy, Jessica has dedicated her life to educating, advocating, and empowering people with disabilities (and those with out) so they can live their most empowered lives! Jessica has done this through the way she lives, teaches, and advocates for meaningful policy change for people with disabilities. She is currently pursuing her doctorate in educational policy, leadership, and administration, and once she earns her degree, she will write policies that help all children. Jessica is also the CEO and founder of Faith Above my Ability, a nonprofit organization geared towards empowering people of all abilities. Now, I’ve heard and experienced each one of these and numerous others multiple times in my 29 years of life. No I’m not looking for your pity, I’m just sharing the microaggressions people who are part of the disabled community experience. Let’s make disability part of the equity discussion. What can you do? The call to action I think the most important and meaningful thing you can do is get to know the person with a disability before assuming. We are some of the most resilient and creative problem solvers because, well, we’ve had to be. Be mindful when you speak. You are going to make mistakes, and that’s ok; give yourself grace. The more you learn, the more you know and grow into a more inclusive human. Educate, have hard conversations, read books (even with children), and make disability part of the equity conversation. Afterall, disability is the largest minority group and one in which anyone can become a part of at any time. To learn more or ask a question , feel free to contact Jessica Keogh at faithaboveability@gmail.com Excessively high fiving at a bar It’s so great to see you out; props to you for getting out the house. People with disabilities don’t usually get out. It’s so nice that you took him/her out. Ignoring that the person with the disability is my best friend or *gasp* significant other. Implying that you’re a saint for going out with him/her. ET ET The Office of Disability Employment Policy's 20th Anniversary 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 20 Years of Driving Change and Creating Opportunity 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. This year marks an important milestone in America’s efforts to advance workplace inclusion: the 20th anniversary of ODEP’s establishment. It’s a time for both celebration and reflection, so we’re conducting a range of activities throughout 2021 to explore the impact of our work—and reaffirm our commitment to driving change and creating opportunity in the years to come. The ODEP Story How did ODEP begin? We were officially established in 2001, but our origins trace back a few years further. In 1998, President Bill Clinton, through Executive Order 13078, formed the Presidential Task Force on Employment of Adults with Disabilities. Convening expertise from an array of federal agencies, this Task Force evaluated existing federal programs to identify changes and innovations needed to improve employment opportunities and outcomes for adults with disabilities. One of its key recommendations was the formation of a permanent sub-cabinet level agency within the U.S. Department of Labor focused on disability employment policy. Congress then authorized ODEP in its Fiscal Year 2001 appropriation. Upon opening our doors, we also assumed responsibility for a number of initiatives managed by the President's Committee on Employment of People with disabilities. This merging of policy and programmatic expertise laid the groundwork for the interagency connections and cooperative partnerships that are the hallmark of our work today. Driving Change, Creating Opportunity Blog Series Learn about our main areas of focus over the past 20 years: ODEP at 20: Driving Change and Creating Opportunity Authorizing Legislation ODEP began in Fiscal Year 2001 when Congress "…established in the Department of Labor an office of disability employment policy which shall, under the overall direction of the Secretary, provide leadership, develop policy and initiatives, and award grants furthering the objective of eliminating barriers to the training and employment of people with disabilities." 29 U.S.C. 567b ODEP in Action Learn about our specific initiatives and accomplishments by year: ET The SAG-AFTRA Foundation’s Daytime Emmy®-nominated and award-winning children’s literacy website, Storyline Online®, streams videos featuring celebrated actors reading children’s books alongside creatively produced illustrations. Readers include Oprah Winfrey, Chris Pine, Kristen Bell, Rita Moreno, Viola Davis, Jaime Camil, Kevin Costner, Lily Tomlin, Sarah Silverman, Betty White, Wanda Sykes and dozens more. Storyline Online receives over 100 million views annually from children all over the world. Reading aloud to children has been shown to improve reading, writing and communication skills, logical thinking and concentration, and general academic aptitude, as well as inspire a lifelong love of reading. Teachers use Storyline Online in their classrooms, and doctors and nurses play Storyline Online in children’s hospitals. Storyline Online is available 24 hours a day for children, parents, caregivers and educators worldwide. Each book includes supplemental curriculum developed by a credentialed elementary educator, aiming to strengthen comprehension and verbal and written skills for English-language learners. Storyline Online is a program of the SAG-AFTRA Foundation. The Foundation is a nonprofit organization that relies entirely on gifts, grants and donations to fund Storyline Online and produce all of its videos. You can help the SAG-AFTRA Foundation create more Storyline Online videos and new content, so that we can read to millions more children every month. By giving a gift to Storyline Online, you can help advance children’s literacy, and improve children’s lives. Your support makes a world of difference. Therapy Dog 19 ET Blue & Green Spirit Week (April 10-16). Each day of the week leading up to National Donate Life Blue & Green Day is dedicated to a special theme, and will include: recognizing donors, volunteers and healthcare heroes; giving hope to those waiting; and engaging the public in fun at-home activities. National Donate Life Blue & Green Day – April 16, 2021 On National Donate Life Blue & Green Day, the public is encouraged to wear blue and green and to engage in sharing the Donate Life message and promoting the importance of registering as an organ, eye and tissue donor April is National Autism Acceptance Month and April 2, 2021, is the fourteenth annual World Autism Day. World Autism Awareness Day (WAAD) - (April 2) aims to put a spotlight on the hurdles that people with autism and others living with autism face every day. As a growing global health issue owing to its increasing exposure in the press and common knowledge, autism is an issue that is only gaining more understanding and WAAD activities are planned every year to further increase and develop world knowledge of children and adults who have autism spectrum disorder (ASD). #VaccineReady | April 2021 OMH Announces Theme for National Minority Health Month 2021 April is National Minority Health Month, and this year, the HHS Office of Minority Health (OMH) is focusing on the disproportionate impact the COVID-19 pandemic is having on racial and ethnic minority and American Indian and Alaska Native communities and underscore the need for these vulnerable communities to get vaccinated as more vaccines become available. COVID-19 vaccination is an important tool to help us get back to normal, and to prevent the spread of COVID-19 to bring this pandemic to an end. This year’s theme for National Minority Health Month is #VaccineReady. Alcohol Awareness Month - Alcohol Awareness Month is a public health program organized by the National Council on Alcoholism and Drug Dependence as a way of increasing outreach and education regarding the dangers of alcoholism and issues related to alcohol. Irritable Bowel Syndrome (IBS) Awareness Month National Autism Acceptance Month National Child Abuse Prevention Month National Donate Life Month - Celebrated in April each year, Donate Life Month features an entire month of local, regional and national activities to help encourage Americans to register as organ, eye and tissue donors and to celebrate those that have saved lives through the gift of donation. National Facial Protection Month National Minority Health Month National Sarcoidosis Awareness Month Occupational Therapy Month Oral Cancer Awareness Month Sexual Assault Awareness and Prevention Month Sexual Assault Awareness Month STD Awareness Month National Minority Cancer Awareness Month National Public Health Week (April 5–11) Rape, Abuse and Incest National Network Day (April 5) World Health Day (April 7) National Youth HIV/AIDS Awareness Day (April 10) Every Kid Healthy Week (April 26–30) World Meningitis Day (April 24) World Immunization Week (April 24–30) National Infant Immunization Week (April 26–May 3) ET National Donate Life Month – April National Donate Life Month (NDLM) features an entire month of activities to help encourage Americans to register as organ, eye and tissue donors and to honor those that have saved lives through the gift of donation. APRIL awareness Calendar Mental Health Month - Each year millions of Americans face the reality of living with a mental illness. During May, NAMI and the rest of the country are raising awareness of mental health. Each year we fight stigma, provide support, educate the public and advocate for policies that support people with mental illness and their families. JUNE Helen Keller Deaf-Blind Awareness Week from June 21st to June 27th. The theme this year is DEAF-BLIND. AND THRIVING. HKNC is the only national agency that provides information, referral, support and comprehensive training exclusively to youths and adults who have a combined hearing and vision loss, their families and the professionals who work with them. Alzheimer’s and Brain Awareness Month Cataract Awareness Month Hernia Awareness Month Men’s Health Month Myasthenia Gravis Awareness Month National Aphasia Awareness Month National Congenital Cytomegalovirus Awareness Month - CMV is the most common infectious cause of birth defects in the United States. About 1 out of 5 babies with congenital CMV infection will have birth defects or other long-term health problems, such as hearing loss. National Safety Month National Scleroderma Awareness Month Scoliosis Awareness Month National Cancer Survivors Day (June 6) Men’s Health Week (June 14–20) Family Health and Fitness Day (June 12) World Sickle Cell Day (June 19) PTSD Awareness Day (June 29) Hurricane Prep Week 2021 will take place May 9-15. Be ready for hurricane season. Today you can determine your personal hurricane risk, find out if you live in a hurricane evacuation zone, and review/update insurance policies. You can also make a list of items to replenish hurricane emergency supplies and start thinking about how you will prepare your home for the coming hurricane season. If you live in hurricane-prone areas, you are encouraged to complete these simple preparations before hurricane season begins on June 1. Keep in mind, you may need to adjust any preparedness actions based on the latest health and safety guidelines from the CDC and your local officials. ET Every May, the cystic fibrosis community comes together for CF Awareness Month. The Cystic Fibrosis Foundation has shareable resources to help you tell your story on social media this month and any time of year, no matter what your connection to CF is. American Stroke Awareness Month Arthritis Awareness Month Better Hearing and Speech Month Clean Air Month Cystic Fibrosis Awareness Month - Cystic fibrosis is a progressive, genetic disease that causes persistent lung infections and limits the ability to breathe over time. Food Allergy Action Month Healthy Vision Month Hepatitis Awareness Month Lupus Awareness Month Melanoma/Skin Cancer Detection and Prevention Month National Asthma and Allergy Awareness Month National Celiac Disease Awareness Month National High Blood Pressure Education Month National Osteoporosis Awareness and Prevention Month National Physical Fitness and Sports Month National Teen Pregnancy Prevention Month National Hurricane Preparedness Week (May 9-15) National Neuropathy Awareness Week (May 4–10) World Hand Hygiene Day (May 5) - Wash your hands! Cornelia de Lange Syndrome Awareness Day (May 9) National Women’s Health Week (May 10–16) National Stuttering Awareness Week (May 11–17) Food Allergy Awareness Week (May 12–18) National Alcohol and Other Drug-Related Birth Defects Awareness Week (May 13–19) HIV Vaccine Awareness Day (May 18) National Asian and Pacific Islander HIV/AIDS Awareness Day (May 19) World Autoimmune Arthritis Day (May 20) MAY ET How to File a Discrimination Complaint with the Office for Civil Rights Educational institutions have a responsibility to protect every student's right to learn in a safe environment free from unlawful discrimination and to prevent unjust deprivations of that right. The Office for Civil Rights enforces several Federal civil rights laws that prohibit discrimination in programs or activities that receive federal financial assistance from the Department of Education. It is the mission of the Office for Civil Rights is to ensure equal access to education and to promote educational excellence throughout the nation through vigorous enforcement of civil rights. Discrimination on the basis of race, color, and national origin is prohibited by Title VI of the Civil Rights Act of 1964. This includes discrimination based on a person’s limited English proficiency or English learner status; and actual or perceived shared ancestry or ethnic characteristics, including membership in a religion that may be perceived to exhibit such characteristics (such as Hindu, Jewish, Muslim, and Sikh individuals). Discrimination on the basis of sex is prohibited by Title IX of the Education Amendments of 1972. This includes discrimination based on pregnancy, parental status, and sex stereotypes (such as treating persons differently because they do not conform to sex-role expectations or because they are attracted to or are in relationships with persons of the same sex). Discrimination against persons with disabilities is prohibited by Section 504 of the Rehabilitation Act of 1973 and Title II of the Americans with Disabilities Act of 1990 (Title II prohibits discrimination on the basis of disability by public entities, whether or not they receive federal financial assistance). This includes discrimination against individuals currently without an impairment that substantially limits of a major life activity, but who have a record of or are regarded as having a disability. Discrimination on the basis of age is prohibited by Age Discrimination Act of 1975. These civil rights laws extend to all state education agencies, elementary and secondary school systems, colleges and universities, vocational schools, proprietary schools, state vocational rehabilitation agencies, libraries and museums that receive federal financial assistance from ED. These include all public schools and most public and private colleges and universities. Programs or activities that receive ED funds must provide aids, benefits or services in a nondiscriminatory manner in an environment free from discriminatory harassment that limits educational opportunities. Such aids, benefits or services may include, but are not limited to, admissions, recruitment, financial aid, academic programs, student treatment and services, counseling and guidance, discipline, classroom assignment, grading, vocational education, recreation, physical education, athletics, and housing. Some of the civil rights laws enforced by OCR also extend to employment. OCR also enforces the Boy Scouts of America Equal Access Act. Under this Act, OCR can investigate complaints involving the denial of equal access or a fair opportunity to meet to, or discrimination against, any youth group officially affiliated with a group or organization listed in title 36 of the United States Code (as a patriotic society) that is intended to serve young people under the age of 21 that requests to conduct a meeting at a public elementary school, a public secondary school, or a state or local education agency that receives funds from ED. Who Can File a Discrimination Complaint Anyone may file a complaint. The person or organization filing the complaint need not be a victim of the alleged discrimination but may complain on behalf of another person or group. A complainant filing on behalf of or pertaining to another person(s) is responsible for securing any necessary written consent from that individual, including when a parent files for a student over the age of 18. Timeliness A complaint must ordinarily be filed within 180 days of the last act of discrimination. If your complaint involves matters that occurred longer ago than this and you are requesting a waiver, you will be asked to show good cause why you did not file your complaint within the 180-day period. Institutional Grievance Procedures Prior to filing a complaint with OCR against an institution, a potential complainant may want to find out about the institution’s grievance process and use that process to have the complaint resolved. However, a complainant is not required by law to use the institutional grievance process before filing a complaint with OCR. If a complainant uses an institutional grievance process and also chooses to file the complaint with OCR, the complaint must be filed with OCR within 60 days after completion of the institutional grievance process. How to File a Complaint Online: You may file a complaint with OCR using OCR’s electronic complaint form at this link. Mail or Facsimile: You may mail or send by facsimile information to the address or phone number available at this link. You may use OCR’s Discrimination Complaint Form or write your own letter. If you write your own letter, please include: The complainant’s name, address and, if possible (although not required), a telephone number where the complainant may be reached during business hours; Information about the person(s) or class of persons injured by the alleged discriminatory act(s) (names of the injured person(s) are not required); The name and location (city and state) of the institution that committed the alleged discriminatory act(s); and A description of the alleged discriminatory act(s) in sufficient detail to enable OCR to understand what occurred, when it occurred, and the basis for the alleged discrimination. Email: You may email OCR’s Discrimination Complaint Form or your own signed letter to ocr@ed.gov. If you write your own letter, please include the information identified above. For those without current email accounts, Internet access may be freely available from your local public library, and free email accounts are available from several large providers. Note: A recipient of federal financial assistance may not retaliate against any person who has made a complaint, testified, assisted or participated in any manner in an OCR matter or to interfere with any right or privilege protected by the laws enforced by OCR. If you believe that you have been retaliated against for any of these reasons, you also may file a complaint with OCR. Additional Resouces OCR’s Outreach, Prevention, Education and Non-discrimination (OPEN) Center OCR's Complaint Assessment System OCR's Case Processing Manual OCR's Complaint Processing Procedures If you need further assistance, you can contact Families Helping Families of Greater New Orleans at (504) 888-9111, 800-766-7736, or info@fhfofgno.org How to File a Complaint with the Office for Civil Rights (OCR) http://www.youtube.com/watch?v=dvxa5dYNKK8 ET Speech Disorder Resources and Scholorships for College Students reprinted from Edubirdie blog with permission from the author. ET Speech p.56 This guide is intended to help families of young children with disabilities navigate the complex system of special education. This guide provides information to support families in understanding the special education process, make informed decisions for their child, and prepare for smooth and effective transitions at key entry points. The Individuals with Disabilities Education Act (IDEA) is a law that ensures all children with disabilities are eligibleto receive a free and appropriate education through special education services. Infants and toddlers, until a child turns 2, and their families receive early intervention services under IDEA Part C. Children ages 3 through 5 receive special education and related services under IDEA Part B. 2020-2021 LOUISIANA HIGH SCHOOL PLANNING GUIDEBOOK A Path to Prosperity for Every Student Every year, across Louisiana, high school leadership teams create plans to ensure they are preparing all students for college and career success, and the Louisiana High School Planning Guidebook is a tool to support those efforts. Schools’ 2019-2020 plans expanded when facilities closed in response to the COVID-19 pandemic in March of 2020. At that time, efforts immediately shifted to finding innovative ways to provide students access to the same services from afar while prioritizing their health and safety. School systems and the Department have continued to work together to develop plans and processes that provide continuous learning opportunities for all Louisiana students. IDEA MONEY WATCH | because we need to know where the money goes IDEA Funding Gaps by State: FY 2020 (The school Year 2020-21) - Federal funding for the Individuals with Disabilities Education Act (IDEA) falls woefully short of the amount promised by Congress when the IDEA was first enacted. In FY 2020 the Federal government provided just $12.764 billion to states to help offset the additional costs of providing special education and related services to an estimated 7.0 million students with disabilities nationwide. Mounted Table Top Scissor - Cutting can be a challenge for kids with weak muscles, but these tabletop scissors are designed to reduce the frustration while increasing the fun. The sturdy tabletop base keeps the scissors stable so that they can be used with a single hand or with the forearm. Tweezer Tongs Color Sorting Kit - Children develop fine motor control, sorting skills and eye/hand coordination—with our engaging color sorting kit! Kids simply grip the tweezer tongs just like a pencil, then grab and sort the balls into the tubes by color—building the muscle control and coordination they need to begin writing! Kit includes an activity guide, 50 rubber balls in 5 different colors, one pair of blue 6" tweezer tongs, plus a color sorting tray with 5 removable, clear-view tubes. To provide resources, facilitate stakeholder consultation, and encourage professional collaborations to develop and amplify the work of teacher leaders. Ensuring every child is on track for success after graduation, removing barriers to equity and providing educators with what they need to be at their best are among the priorities as the Louisiana Department of Education sets an ambitious course forward. Believe to Achieve: Educational Priorities PDF serves as the Department’s roadmap to improving outcomes for all Louisiana children. Believe to Achieve includes the Department’s belief statements, state data to help track progress toward Louisiana’s six critical goals and the new priorities that will direct the LDOE’s efforts as they work toward achieving the critical goals. Each priority outlines focus areas for the key actions and initiatives. RESOURCES FOR PARENTS & EDUCATORS The Job Accommodation Network released a training module on "Disclosing a Disability in the Workplace." This module and accompanying materials, including two videos, provide information and ideas to help individuals make educated decisions about disclosure. The module provides a brief overview of applicable ADA rules and ideas for dealing with illegal medical questions, gaps in employment and disclosure. The videos depict a job applicant's decision about disclosing during a job interview and an employee's decision to share information and request accommodations because her medical condition has flared up. 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