P.06
What's Going ON?
COVER STORY
5 THINGS SPED PARENTS NEED FROM THEIR CHILD'S EDUCATORS
of the Special Education Process Under IDEA P.18
ISSUE 35
Exceptional
Free Webinars and Training P.14
MAGAZINE
JULY | AUG | SEPT 2022
Louisiana 2022 Legislative Session P.04
TIMES
10 Basics
From the director, Mary Jacob
The Legacy of Two Disability Rights Trailblazers | P.24
08
42
Awareness Calendar
06
3RD Quarter July | Aug | Sept 2022
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
22
14
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.
13
School, Glorious School!
36
21
24 COVER STORY: The Legacy of Two Disability Rights Trailblazers
05 Louisiana Governor's Office on Disability Affairs Conference
04 Louisiana 2022 Legislative Session
44
18
Tips to Prepare Your Home for Hurricane Season - FEMA Fact Sheet
34
30
Louisiana - Guidance for Leading Inclusive Special Education Programs
When it comes to advocating for your child - You're the BEST!
Ways to ORGANIZE a disORGANIZED Kiddo
Louisiana School Finder
10 Basics of the Special Education Process under IDEA
The 68th Anniversary of Brown v. Board of Education
Louisiana's M.J. Foster Promise Program Begins July 1, 2022
5 Things SPED Parents Need from Their Child’s Educators
Feature Education Article
Dental Care for Individuals with Intellectual/Developmental Disabilities
Community Living Ombudsman Program
OUR TEAM executive director MARY JACOB mjacob@fhfofgno.org - Ext. 207 director of training SHARON BLACKMON sblackmon@fhfofgno.org - Ext. 204 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. 208 community resource specialist STEVEN NGUYEN snguyen@fhfofgno.org - Ext. 212 director of administrative services DENISE SWEATMAN dsweatman@fhfofgno.org - Ext. 203 special project consultant JESSICA RODRIGUE jrodrigue@fhfofgno.org
19
Youth Virtual Hangout | Upcoming Holidays | HB Back 2 School Giveaway
10
Exceptional Times
32
33
15
The Americans with Disabilities Act (ADA) turns 32!
700 Hickory Avenue Harahan, LA 70123 504.888.9111 | 800.766.7736 info@fhfofgno.org | fhfofgno.org
Act 356 – Provides for the screening for autism during a well patient pediatric visit. We know that children with autism are frequently diagnosed late. Many pediatricians are hesitant to screen children too early and would rather rule out other issues. Act 366 – Extends dental coverage to individuals 21 or older who are enrolled in any Medicaid waiver program. This is a huge victory for adults with developmental disabilities who receive waiver services. Previously, the waiver didn’t provide coverage for any comprehensive dental care. Act 479 – Revises laws pertaining to emergency preparedness for nursing homes. After Hurricane Ida and the realization that some nursing home residents were warehoused and ultimately died, this issue needed to be addressed. Act 576 – Clarifies that the majority of the membership on a local special education advisory council must be parents of children with IEPs who are not employed by the school district. A previous law that created a special education advisory council required that 50% of membership be parents, but school districts were frequently filling these parent roles with system employees. Act 588 – Requires public school districts to adopt policies relative to the installation of and operation of cameras in certain classrooms upon request of a parent. Cameras will somewhat level the playing field for parents of children that are non-verbal or cannot express if or how they were hurt during the school day. Act 607 – Requires teacher education programs to include a minimum of 3 hours of education on dyslexia. Louisiana has one of the highest rates of reading deficits. This Act will hopefully help new teachers in earlier identification of students with dyslexia. Act 617 – Creates a Blind and Visually Impaired Child’s Bill of Rights. Children who are blind, visually impaired or deaf/blind often are not provided with adequate supports and services. This document clearly spells out their rights. Act 619 – Requires pediatric day health care facilities to install cameras at their licensed premises. After a tragic death of a child attending a pediatric day health care facility, this law will provide families that are using this type of facility with a mechanism to view videos of their child’s activity during the day. Act 682 – Establishes a Postsecondary Inclusive Education Fund for the purpose of funding approved comprehensive inclusive postsecondary education programs. Over the past few years Louisiana has created many postsecondary inclusive education programs. This fund will provide the needed resources to continue to expand these programs for more students.
The Louisiana 2022 Legislative Session convened on March 14, 2022 and adjourned on June 6, 2022. While all bills filed benefiting individuals with disabilities didn’t pass, disability advocates and families still have reason to celebrate. Some of the highlights of the session include the passage of the following:
Louisiana 2022 Legislative Session
by Mary Jacob
ET
by Sharon Blackmon
There is also one thing we as parents need for you to know that we don’t tell you enough, if ever: We appreciate you! We look up to you, admire all the things you juggle in the classroom as well as personally, and are in some ways completely intimidated by you. But if you draw us in, ask for our help and for our expertise as parents, we will support you in ways you never imagined!
In the last six months my family has been raked over the proverbial coals with my son Ernie’s medical issues. Between January 29 and June 10 of this year we have endured six emergency room visits, five hospital stays, 15 doctor appointments, an ICU admit, and two surgical procedures. So far, 2022 has been worse for our family than 2020 and 2021 combined! Thankfully our young ward is still standing, and is doing an amazing job of healing and bouncing back from two completely unrelated health crises. My husband always carried the load when it came to educational issues with Ernie. Being a SPED teacher, he knows IEPs and goals and objectives and how to adapt lessons to meet a student’s learning needs. I do not. My expertise lies more in the physical and medical components that comprise our devilishly handsome 24-year-old man-child. He has always been a hot mess medically, and I’ve been put through the ringer for over 20 years learning his care, understanding his non-verbal “language,” and trying to make decisions that were best for him to keep the bubble in the middle. And when he is healthy and feeling well, he is such a joyful, charismatic personality! But when things start to go south, they seem to get there at the speed of a runaway locomotive. Ernie is seen regularly by several specialists, and my husband and I have worked hard to convene an excellent medical team for him. Yet even with doctors, there are certain requirements we have. Besides showing utmost competence in their field, we absolutely insist that each one will: respect him as a person who deserves the best care possible, see his value as a human being and a cherished member of his family and community, relate to him directly and in an age-appropriate manner, be accessible to us when we absolutely need to contact them, and understand that his mama knows him best, reads him like a book, interprets for him, and will quite easily slip into Mama Bear mode if any one of the items on this list is not followed. I’m not one of those folks with the belief that doctors are one step below God, and I am not afraid to stand up to them when I feel that my child’s health or welfare is at stake. A wise physician will listen to me when I tell him that there is a problem that needs attention. In the world of education, the dynamics are much the same. We parents entrust our most precious assets to total strangers, believing that they will do their very best to guide and teach and nurture them as we would if we had the educational expertise. But just like in the medical field, there are certain things we need from our children’s educators:
We need affirmation. We need to know that our child is in the right place, getting what he needs from the right people. We need to know that we have done the right thing, getting him the services that will help him learn and develop and grow into the best person he can be. Just getting the diagnosis that qualified our child for special education services left us feeling like we’d been beaten with a big stick. Help us to know we’re at least on the right track with his education. We need communication. My son doesn’t talk. Can I tell you how hard it was for me to send him off to school every day for 17 years, knowing that he couldn’t come home and tell me what his day was like, or if people were even kind to him? Children who do speak can’t always explain things that happen in their day or express the ways they are struggling at school when asked. We parents need some way to know what our child is doing all day, at least the highlights. What is the best way to communicate with you when we have questions – is there a school app, or do you prefer email or google texts? We need education. YOU are the educational experts. We need to know what kinds of things we can do at home in the normal course of our day that will help our child reach his educational goals. Now if you deliver with a complex home program or hours of homework daily, we will fail. Your day is devoted to teaching; our evenings involve getting kids bathed and dinner on the table and maybe even some leisure or relaxation at the end of our work day. Try not to set us up for failure, but give us some practical things we can do to take advantage of teachable moments. We need cooperation. We need to feel like we are partners with you in our child’s education, like we are on the same team. Since I am the foremost expert on my son, having been there his entire life and seen every single thing that made him who he is, I am an absolute wealth of information for you. Engage me, ask me questions about things he does at home or things he really likes, and I will give you more intel than you can use in a hundred school years! We need information. You are one of the many professionals who will be on our child’s team throughout his lifetime. If you have resources you can share, we would absolutely love to have them! Of course, Families Helping Families centers are statewide and a wonderful initial resource for parents! And if you have any other ideas for our family or my child in particular – support groups, leisure activities, educational resources, websites, social media groups – I need to know about them and will add them to the arsenal of goodies I have been compiling since his diagnosis.
by Bebe Bode
WHEN IT COMES TO ADVOCATING FOR YOUR CHILD, You're the BEST!
As we all know children do not come with an instruction manual. We’ve all picked up parenting magazines and books to learn basic information on parenting. Some of us even look for helpful parenting tips and advice from those we admire as parents. Parenting is a continuous and lifelong process where age comes into play, not just for our children, but for us as parents too. We are continually growing, learning and evolving as parents. Each parent and child relationship is different and unique. Parenting styles that work for one child may not work for another. Triumphs and tragedies will present themselves across the ages. It is the same with advocacy! It is important for you to remember that you are your child’s first and best advocate. An advocate is a person who is knowledgeable about the person or cause he or she is supporting. No one has more knowledge about your child than you. When you discover your child has a disability you will learn quite quickly about the world of advocacy. Highly involved parents are key to a child’s success. Parents are the most productive, when they focus on the issues and the actions needed for success, not on personalities. Here are some helpful strategies to keep you on your toes and organized: Educate - attend training, workshops and conferences in the community that can help empower your knowledge about education and disability related services Record Keeping - keep copies of all evaluations, documents and correspondence in a binder in date order including any communication you may have with professionals via mail or email. Create a call log and outline the date, time and outcome of the call. Parent Groups - get connected and find out about any parent or support groups in your area. Don’t be a bystander - take part in every step of the process, ask questions, and make suggestion. If you disagree, say so… your input is valuable Share - your child’s strengths, likes and dislikes. Families Helping Families has a great tool called, “All About Me”, you can use this tool, or use it as a guide to assist you Speak Up - express your concerns when they appear and don’t wait. Change and progress cannot happen without discussion. You DO NOT need to know everything about the law to become an effective advocate. Becoming familiar with the law will give you an understanding of your family’s rights and responsibilities. Don’t stop dreaming for your child! Maintain a positive outlook for your child’s future. Be aware that in some ways your perceptions of their potential will shape that potential. Don’t assume your child will never be independent. Share your visions and dreams when you attend meetings for your child. Success is attained when everyone is reaching for the same goals. Once you’ve become a more seasoned advocate you will be able to: Represent your child’s and family’s best interests Access community resources, supports and services Feel comfortable talking with professionals and asking them questions Understand that services are about what your family needs Participate as a full partner in IEP meetings and in other service support systems by communicating your child’s and your family’s needs effectively Make informed decisions about what is best for you and your family (research best practices) Speak up when things that are important are not being addressed Rephrase information you’ve heard to make sure that you fully understand it As with anything, it takes time to educate yourself and build up your confidence. If you are reading this you want to begin your journey towards becoming the most effective advocate you can be for your child and your family. Knowing that you already have the best knowledge about your child and family’s needs means you’re already on your way!
M.J. FOSTER PROMISE RULES
COMPLETE YOUR FAFSA
M.J. FOSTER PROMISE APPLICATION
APPROVED PROGRAMS
What is the M.J. Foster Promise Program? Program begins July 1, 2022 The M.J. Foster Promise Program provides financial assistance to eligible students who enroll in a qualified program at a two-year public college or university, or an accredited proprietary school licensed by the Board of Regents to pursue an associate degree or a shorter-term postsecondary education credential required for certain high-demand, high-wage occupations aligned with Louisiana’s workforce priorities. The program is named after the former Louisiana Governor Mike J. Foster. The M.J. Foster Promise Program is available to all eligible Louisiana residents (21 years or older) with individual student awards available on a first-come, first-served basis. Students will qualify for financial support to earn credentials that align to high-demand jobs in growing industry sectors, such as construction, healthcare, information technology, manufacturing, and transportation and logistics. What is the Award Amount for the M.J. Foster Promise Program? The M.J. Foster Promise Program will serve as a “last dollar” award, which means all applicants will be required to complete the Free Application for Federal Student Aid (FAFSA) to determine or demonstrate eligibility for other sources of federal aid. M.J. Foster Promise Award can be used over a period of three years to cover tuition and fees, but students cannot receive a refund from the M.J. Foster Promise Program. The award amount of $3,200 per award year is for a student enrolled full time. Students can receive a maximum of $6,400 over a period of 3 years. A student may receive the maximum award amount of $6,400 in one year for certain high cost programs. The award amount will be applied to any balance for tuition and fees after all federal, state, and institutional aid has been applied, so award amounts will differ student by student. How Do I apply for Louisiana's M.J. Foster Promise Program? Complete the FAFSA Application Complete the MJ Foster Promise program application Apply to the participating College of your choice. For FAFSA assistance, email GeauxFAFSA@la.gov or schedule a virtual office hours appointment. Applicants must complete the 2022-2023 FAFSA application prior to submitting the M.J. Foster Promise Application to be considered for the program. Where can you use a M.J. Foster Promise Award? Louisiana Community and Technical Colleges - LCTS Baton Rouge Community College Bossier Parish Community College Central Louisiana Technical Community College Delgado Community College Louisiana Delta Community College Fletcher Technical Community College Northshore Technical Community College Northwest Louisiana Technical Community College Nunez Community College River Parishes Community College South Louisiana Community College SOWELA Technical Community College Louisiana State University Eunice - LSUE Southern University at Shreveport Approved Proprietary School List What are the eligibility requirements for the M.J. Foster Promise Program? To be eligible for an M.J. Foster Promise Award, a student must: Be 21 years of age as of the date the school bills LOSFA for your award. Have earned a high school diploma or equivalent or co-enroll in a qualified program of study and in a program to earn a high school credential that is recognized by the state of Louisiana. Be a U.S. Citizen and a Louisiana Resident* Have not previously earned an undergraduate degree at the associate level or above. Must complete the M.J. Foster Program Award Application Must have completed the Free Application for Federal Student Aid (FAFSA) for the academic year in which they will be enrolled If a veteran of the U.S. Armed Forces and been separated from service, have received an honorable discharge or a general discharge under honorable conditions. Meet the admission requirements of the institution the student plans to attend; and Enroll and remain enrolled in an eligible program of study through the 14th class day at semester schools, or, for any qualifying summer sessions, students attending proprietary schools, and students enrolled in a program that is not provided on a traditional semester/term basis, through the end of the last day to drop and receive a full refund for the course of study in which enrolled. Agree to reside and work full time in Louisiana for a minimum of one year after the completion of the last program of study for which funding is received. Agree to perform each year funding is received at least 20 hours of community service or participate in at least 20 hours in an internship, apprenticeship, or mentorship that is related to the qualified program of study. The student must also certify that: They are not currently imprisoned; and They have not been convicted of a violent crime; and They have a family income that does not exceed three hundred percent of the federal poverty guidelines; or certify that they are currently unemployed or has been underemployed for a period of at least six months prior to the date they would receive an award. *The student must have actually lived and resided in Louisiana for 24 months prior to completing the FAFSA to be considered a Louisiana resident for the M.J. Foster Promise Program. If the student was a veteran of the United States Armed Forces who received an honorable discharge or general discharge under honorable conditions, and after separating from active duty, must become a Louisiana resident within 24 months prior to the application date. To maintain eligibility to receive an M.J. Foster Promise Award, a recipient must: Annually complete the FAFSA. Annually complete the on-line application for an M.J. Foster Promise Program award. Make steady academic progress Remain in good academic standing at the college in which enrolled. Maintain continuous enrollment, unless granted an exception Maintain a cumulative grade point average of at least 2.00 calculated on a 4.00 scale in a qualified program for which letter grades are issued. Maintain steady academic progress in a qualified program for which letter grades are not issued. Not be incarcerated and not have a conviction for any violent crime If a veteran of the U.S. Armed Forces and been separated from service, have received an honorable discharge or a general discharge under honorable conditions. Have received the award for not more than three consecutive academic years unless granted an exception Have not used the award to earn more than sixty (60) hours of college credit. Certify the completion of at least twenty (20) hours of community service or twenty (20) hours of participation in an apprenticeship, internship, or mentorship for the prior calendar year. A recipient may continue to receive an award under this section after they have completed one or more qualified programs of study other than an associate’s degree if: They continue to meet all of the continuing eligibility requirements They have not exhausted the maximum award eligibility of six thousand four hundred dollars ($6,400). They have not received the award for three years. If a student does not meet the continuation requirements, a Request for Exception to the Continuation Requirements can be filed with the Louisiana Office of Student Financial Assistance. For more info, contact LOSFA staff at MJFoster.Promise@la.gov.
Independence Day - July 4 Labor Day - Sept. 5
Upcoming FHF of GNO Holidays
Our calendar is packed with interesting and informative training opportunities this quarter!
These education-related courses are offered once or twice each month: Special Education FAQ 1.0, 2.0 & 3.0 - These interactive trainings will take you through the questions most frequently asked by parents. From the youngest of age to transition to adult life, all of your questions will be answered, and then some. Parent Rights in Special Education is an interactive course that includes explanation of prior written notice, access to education records, when informed consent is required, the Independent Education Evaluation (IEE), your right to disagree with the school, and more! How to Introduce Your Child to New Providers - Parents rave about our in-house publications All About Me and My Portfolio and the usefulness in introducing their children to a variety of new service providers such as teachers, DSPs, Therapists and more. Join us for this webinar where we will provide you access to these publications, instructions on how to personalize them for your child, and things you need to think about including in your personalized publication. Top Tips for Effective IEP Meetings offers some of the best ideas for IEPs and breaks them down into three parts: what to do before, during, and after the meeting. Implementing our top 5 tips in each of these sections should result in an effective IEP meeting. Advocacy 101 - For parents or advocates of individuals with disabilities, knowing how to advocate effectively is critical. Advocacy can be done through education, outreach, and grassroots organizing. We will provide you with the information you need to become effective in your advocacy efforts. What Happens When Parents and School Disagree? Louisiana Special Education Dispute Resolution Options addresses different informal and formal dispute resolution options, how to request a dispute resolution option, and more! In addition to the highlighted trainings listed above, we offer several more. All classes are FREE and relevant for parents, caregivers, and professionals working with school-aged children. For dates, times, and registration links to any of our online classes, visit the Training Calendar on our website. Louisiana families needing accommodations to attend one of our webinars, please contact our Director of Training, Sharon Blackmon at sblackmon@fhfofgno.org.
May 17, 2022, commemorated the 68th anniversary of the landmark Brown v. Board of Education decision, the unanimous Supreme Court ruling that overturned the “separate but equal” belief in America’s public schools. Nearly 70 years after the court declared racially segregated schools unequal and unconstitutional, Brown stands as both a life-changing moment in our country, and as a promise yet unfulfilled.
For decades, the Civil Rights Division has worked to implement the mandates and the ideals of Brown vs. Board of Education for students in public schools across the country. The Educational Opportunities Section (EOS) enforces Title IV of the Civil Rights Act of 1964, the Equal Educational Opportunities Act of 1974, and Title II of the American with Disabilities Act, among other civil rights laws. Nearly 70 years after Brown, the division still represents the United States in nearly 140 school desegregation cases, and continues to fight for equal access for students across the nation. Through these cases, the division works to desegregate schools and classrooms; promote recruitment of diverse faculty; expand access for Black students to gifted, Advanced Placement, and STEM classes; and address discriminatory discipline and hostile climates. In these cases, and in many other facets of our work, we seek to build on Brown’s enduring legacy to pursue greater equity and justice for all students. For example: The Civil Rights Division investigated the failures of the Davis School District in Utah to protect Black and Asian American students from severe racial harassment against Black and Asian-American students. As part of a settlement with the division, the district agreed to implement new policies and procedures to ensure students have a safe learning environment. In December, we reached a settlement with the Frederick County Public Schools District in Maryland to address the discriminatory use of seclusion and restraint against students with disabilities. The department has recently entered into settlements with school districts in Arizona, Maine, New Hampshire, New Jersey, North Carolina and South Carolina to ensure adequate instruction and resources for English language learners and effective communication with their limited English proficient parents in languages they can understand. The settlement agreements require the districts to take various actions consistent with the civil rights of students and parents, including increasing language instruction and supports for English learners and providing information to their parents in accessible formats (including via interpretation and/or translation, as necessary). And last September, the division announced a settlement with San José State University in California to address allegations that the university failed to respond adequately to reports of sexual harassment (including sexual assault) by an athletic trainer. The department also found that the university retaliated against two employees. Under the settlement, the university will provide $1.6 million to survivors and enact major reforms to its Title IX process.
THE CIVIL RIGHTS DIVISION MARKS THE 68TH ANNIVERSARY OF BROWN V. BOARD OF EDUCATION
The Americans with Disabilities Act (ADA) was signed into law on July 26, 1990 by President George H.W. Bush. Throughout the year and on the ADA Anniversary (July 26), the ADA National Network recognizes this landmark event and the important work to promote equal opportunity for people with disabilities. What is the Americans with Disabilities Act (ADA)? The Americans with Disabilities Act (ADA) became law in 1990. The ADA is a civil rights law that prohibits discrimination against individuals with disabilities in all areas of public life, including jobs, schools, transportation, and all public and private places that are open to the general public. The purpose of the law is to make sure that people with disabilities have the same rights and opportunities as everyone else. The ADA gives civil rights protections to individuals with disabilities similar to those provided to individuals on the basis of race, color, sex, national origin, age, and religion. It guarantees equal opportunity for individuals with disabilities in public accommodations, employment, transportation, state and local government services, and telecommunications. The ADA is divided into five titles (or sections) that relate to different areas of public life. In 2008, the Americans with Disabilities Act Amendments Act (ADAAA) was signed into law and became effective on January 1, 2009. The ADAAA made a number of significant changes to the definition of “disability.” The changes in the definition of disability in the ADAAA apply to all titles of the ADA, including Title I (employment practices of private employers with 15 or more employees, state and local governments, employment agencies, labor unions, agents of the employer and joint management labor committees); Title II (programs and activities of state and local government entities); and Title III (private entities that are considered places of public accommodation). You can help celebrate this landmark event by sharing a moment in your life when you were thankful for the ADA and/or by visiting https://adata.org/ada-anniversary for several ways you can participate.
Kristen Clarke is the Assistant Attorney General for Civil Rights at the U.S. Department of Justice. In this role, she leads the Justice Department’s broad federal civil rights enforcement efforts and works to uphold the civil and constitutional rights of all who live in America. Assistant Attorney General Clarke is a lifelong civil rights lawyer who has spent her entire career in public service.
About the Author
These examples show how much work there is left to do to advance Brown’s legacy. The urgency of this work is undeniable when we see students of color facing unfair school discipline and arrest; when students with disabilities face unnecessary segregation; when students are punished for not following dress and grooming codes that are rooted in race and gender stereotypes; and when students are forced to learn in hostile environments where they are harassed, sometimes even by school officials, for being who they are. Discriminatory discipline and unchecked harassment, like overt racial segregation can, in Brown’s words, affect students’ “hearts and minds in a way unlikely ever to be undone.” As Assistant Attorney General Clarke told the students at Eliot-Hine Middle School in Washington, D.C. at an event in commemoration of Brown’s anniversary, “Our story in America is one of progress, but one in which every day we continue to see reminders that we’ve got a lot of work to do.” She added, “We have to always stand up and fight back whenever we see injustice because it has broad impact beyond the one place or one community or one person impacted.” In the Civil Rights Division, we recognize the progress we have made since Brown. We also acknowledge that the struggle continues. We are working each day to make Brown real, for all students.
In May of 2022, Louisiana Believes issued a document, "Guidance for Leading Inclusive Special Education Programs" encouraging special education leaders to review the guidance and attend the several webinars that will be provided for them throughout the year. The guidance states, "All students deserve equitable access to high quality instruction. Yet, school systems often face unique and complex challenges in improving outcomes for students with disabilities. Addressing these challenges is multifaceted and requires strong leaders who can effectively coordinate programming within and across departments and schools to increase equitable access to inclusive learning opportunities for students with disabilities." Positive Behavior Interventions and Supports is described as an evidence-based, tiered framework for supporting students' behavioral, academic, social, emotional, and mental health. (PBIS) provides a positive and effective alternative to traditional methods of discipline. When implemented with consistency, PBIS has been proven to show improvements in academic success, social emotional competence, and school climate. It has also been show to improve teacher health and wellbeing.
LOUISIANA BELIEVES Guidance for Leading Inclusive Special Education Programs: Positive Behavior Intervention Supports
Resource: Center on Positive Behavior Interventions and Support. LA Believes Guidance for Leading Inclusive Special Education Programs.
Hurricane force winds can turn landscaping materials into missiles that can break windows and doors. Much of the property damage associated with hurricanes occur after the windstorm, when rain enters structures through broken windows, doors, and openings in the roof. Preparing before a hurricane can help you manage the impact of high winds and floodwaters. The steps outlined below will help keep you and your family safe while protecting your home and property. If you are a renter, talk with your landlord or property manager about the steps you can take together to protect yourself, your family, your home, and your property. FEMA places a strong emphasis on building codes because they enhance public safety and property protection. See what the building codes are for your zip code at https://inspecttoprotect.org/ While preparing your home to protect against hurricane damage is undoubtedly an expense, you can do it in stages. Replace gravel or rock landscaping materials with a fire-resistant material which is lighter and won't cause as much harm. Cut weak branches and trees that could fall on your house and keep shrubbery trimmed. Install storm shutters to protect your windows from breakage. Alternately, fit plywood panels to your windows, which can be nailed to window frames when a storm approaches. Read about one survivor’s story with storm shutters at https://www.fema.gov/case-study/storm-shutters-create-feeling-security Make sure exterior doors are hurricane proof and have at least three hinges and a dead bolt lock that is at least one inch long. Sliding glass doors should be made of tempered glass and, during a storm, covered with shutters or plywood. These types of doors are more vulnerable to wind damage than most other doors. Replace old garage doors and tracks with a door that is approved for both wind pressure and impact protection. Wind coming into your home through an opening this large pose grave problems for the rest of your home—especially your roof. Seal outside wall openings such as vents, outdoor electrical outlets, garden hose bibs and locations where cables or pipes go through the wall. Use a high-quality urethane-based caulk to prevent water penetration. If you live in a mobile home, make sure you know how to secure it against high winds and be sure to review your mobile home insurance policy. Find out more at https://www.iii.org/article/mobile-home-insurance. Reminder: mobile homes are not safe in high winds, and you will need to move to a safer place before a storm hits. Always follow the advice of your local community officials. If you have a boat on a trailer, know how to anchor the trailer to the ground or house—and review your boat insurance policy. Find out more at https://www.iii.org/article/boat-insurance-and-safety. For the latest information on Hurricane Ida visit fema.gov/disaster/4611. Follow us on Twitter at twitter.com/FEMARegion6 and like us on Facebook at facebook.com/FEMARegion 6/.
Tips to PREPARE Your Home for HURRICANE Season FEMA Fact Sheet
2022 SUMMER FUN DIGITAL MAGAZINE Summer is still here and we hope we have just what you need to make it a success in the pages of our Summer Fun Digital Magazine. Check out the "5 Tips to Prevent Summer Slide" and all the fun and entertaining activities for you and your children to do at home both indoors and outdoors. You'll find a statewide list of special needs and inclusive summer camps, special needs swimming lessons, and adaptive sports for kids and adults. There is something for everyone in this edition of Summer Fun.
"You are Terrific!" ~ Paula Goldberg
My first memory of Paula was at a national Parent Training and Information Center conference in Washington, DC. I had only been with Families Helping Families for a few years. This was my first DC conference and, as I’ve written previously, I still wasn’t sure I was going to stick around too much longer. As all conference attendees were sitting in this large room in our conference hotel, Paula took the microphone to announce parent center awards to individuals that were celebrating milestone anniversaries. As I listened to her rattle off the names, I couldn’t believe the number of people who were celebrating their 10th anniversary. I was sitting there thinking, ten years doing this – really? The next day she walked up to me, extended a hand, introduced herself, and asked me who I was. She welcomed me and thanked me for being there and said if I ever needed anything to contact her. I’m sure I wasn’t the only first-time attendee there, and she probably said the same thing to the others. But for one minute, I felt like I was in the presence of royalty of some sort. I also felt like I was being reunited with a long lost friend. I didn’t give it much thought after that, but years later on a visit to the Pacer Center in Minneapolis I realized that in many ways, Paula was just like myself and many other parent center leaders. Her authenticity was pure and humble. And it was then I realized I was in this for the long haul, and not just a short period of time. Paula was a lifelong activist and leader, dedicating her life to the needs of children with disabilities and their families. Paula was a teacher but didn’t have a child with a disability. She wanted to improve educational opportunities for children with disabilities and educate parents on the special education laws. It was in 1977 that Paula co-founded the Parent Advocacy Coalition for Educational Rights (PACER) in Minneapolis, Minnesota. At the time, the U.S. Department of Education funded projects for special educators, not parents. But Paula and Marge Goldberg (co-director) convinced the Office of Special Education Programs (OSEP) to fund PACER. Paula was a huge fan of Families Helping Families of Greater New Orleans. After Hurricane Katrina devastated our office, she made calls to her contacts and in no time was shipping new laptops and collecting cash donations. Paula’s real gift was her ability to develop lasting relationships. When you were in her presence, no matter how many other people were around, she had a way of making you feel like you were the only one that mattered. Over the years, I reached out to Paula for guidance on many parent center-related things. She was always a phone call away and never made me feel like I was disturbing her or taking her away from something more important. Her occasional card, note, or letter to me with her handwritten, “You are Terrific” signature quote always made my day. When I found myself stumped, I would often think, “WWPD - What Would Paula Do?” Paula was a natural nurturer of people that crossed her path. If Paula had a superpower, it would have been her strength. In her office hung a sign that read, “Nothing is Impossible.” Paula lived this every day and in the most positive way. Not long after losing her husband, Paula suffered the most unimaginable death of her son David. During this devastating time of great personal loss, she continued doing what she did best: supporting others. Paula was more than special, she was extraordinary. Her own children didn’t have disabilities, and yet she is the mother of the parent center network. She believed in the power of parents. She believed in equality for children with disabilities. And most importantly, she believed every single child was a valuable member of society. Under Paula’s leadership, PACER—which started as a mere seed--has had a national and even international impact. Paula was instrumental in the foundation of PACER’s National Bullying Prevention Center, dedicated to creating and sharing resources that support communities and schools to promote kindness, acceptance, and inclusion. She helped develop the first assistive technology center for children with disabilities in India, another example of utilizing professional and business relationships to help others. Paula guided PACER as it continued to evolve in new ways to meet the changing needs of families and to help children and youth with disabilities have successful futures. Over the years I’ve read tributes to many people, but none that included so many ways to describe how great one person was. Each of these is very true. She was an incredible advocate, motivator, visionary, leader, champion, and pioneer. She was fearless, tenacious, kind, inspirational, gifted, tireless, a life force, powerful, dedicated, valuable, amazing, wonderful, impactful, extraordinary, terrific, fantastic, a force of nature, committed, and relentless. This is just a small testament to what a difference she made in so many lives. Gretchen Godfrey, Interim Executive Director of Pacer said, “I learned so much from Paula during the 17+ years I worked with her at PACER. She was unwavering in her commitment to helping families of children with disabilities. Paula had the ability to connect with anyone and find a way they could contribute to PACER’s mission through volunteering on a committee, making a donation, or attending an event. She nurtured my growth as a leader, and I have heard similar stories from numerous other staff over the past month. Paula was hard to say ‘no’ to, but that quality helped push many of us out of our comfort zones to do things we may not have done without that strong encouragement. It has been inspiring to hear from organizations like Families Helping Families about the lasting impact on parent centers across the country.” Sheryl Sandberg, Facebook COO, Leanin.org Founder and Paula’s Daughter-in-Law, said in her Mother’s Day post on Facebook: “I was in awe of her (Paula’s) commitment to helping others. She deeply believes in doing what she can to make the world a better place and has helped instill that sense of purpose in my children.” Lisa Gorove, Past Federal Project Officer wrote: "I remembered her laughter. Paula was a champion for children with disabilities." Katy Neas, Deputy Assistant Secretary, Office of Special Education and Rehabilitative Services wrote: “Paula was instrumental in advocating for the establishment of parent training and information centers. She pushed policymakers to take actions that would advance high expectations for students with disabilities. She made us stronger, better, and unified.” Karen Harrison, Executive Director, TNSTEP wrote: “Paula was inspirational in her ability to draw allies to the cause she cared deeply about and assembled an army of Champions for Children.” Many others also acknowledged Paula’s commitment over the years. She was honored as the recipient of some prestigious awards, including awards from the University of Minnesota, College of Education and Human Development Center – Outstanding Achievement Award; and Gamma Sigma Sigma Service Sorority – Woman of the Year Award. Paula Goldberg passed away on May 15, 2022, in her winter home in Santa Monica, CA. She was 79 years of age.
The Legacy of Two Disability Rights Trailblazers
Paula Goldberg
In May the disability community lost two HUGE advocates: Paula Goldberg and Julie Beckett. Passionate, visionary, and inexhaustible are three words Family Voices used to describe Julie, but these same three words were also true for Paula Goldberg. These two women received multitudes of awards for their tireless advocacy for children with disabilities and special health care needs. If neither of these women are familiar to you, there is an excellent chance they have impacted your life. I only had the privilege of personally knowing Paula, but from the beginning of my advocacy days, Julie and her daughter Katie were just as admired. The loss of these two fearless women is devastating, but their legacies will live on forever.
Either of these women could have stopped their activism at any time, and yet they continued it until their last breath. Paula and Julie, thanks for being determined and unrelenting trailblazers. Your unyielding advocacy, fearless leadership, and committed support of children with disabilities and their families leave an enduring legacy. We are forever grateful!
"There comes a moment in parenting where you discover strength you didn't know you had--all because your child needs you.” ~ Julie Beckett
Another great loss to the disability community is Julie Beckett. Julie was a trailblazer for people with disabilities and their right to live at home and be part of their community. Julie fought tirelessly to give her daughter the opportunity to grow up at home, with her family, instead of in an institutional setting. Julie could have stopped there, but her advocacy continued to ensure expansion of the waiver program to assist everyone in need. Forty-four years ago, Mark and Julie Beckett celebrated the birth of their only child, Katie Beckett. When she was four months of age, viral encephalitis caused irreversible damage to Katie’s tiny body, requiring her to use a ventilator to breathe. When it was time to bring Katie home, the Beckett's learned that according to Medicaid rules, Katie’s medical costs would be covered only if she remained in the hospital. Julie and her husband were not allowed to bring Katie home to manage her care, they were forced to keep her hospitalized for three years while they fought the system.
Medicaid waivers have proven to save hundreds of thousands of dollars each year. For the majority of individuals needing them, the cost is far less than more costly hospital or institution price tags. Yet Louisiana families still find themselves continuously fighting for these services. Thanks to the waiver, Katie was able to thrive and live at home until 2012, when she passed away. She was more than three times the age doctors said she would reach. Ms. Beckett eventually left her job as a teacher to care for her daughter, and devoted herself to activism. She became nationally-known as an advocate and champion for children with disabilities and their families. She also helped found Family Voices, a national organization and grassroots network of families and friends of children and youth with special health care needs and disabilities that promotes partnership with families in order to improve healthcare services and policies for children. Julie Beckett’s outspoken leadership should inspire all parents to use their voices to improve the lives of individuals living with disabilities. Because of Julie’s assertive and tireless advocacy, Medicaid policy fundamentally shifted to allow people with significant healthcare needs and disabilities to receive care at home. Julie Beckett passed away on May 13, 2022, at her home in Cedar Rapids, Iowa. She was 72 years old.
Julie Beckett
Julie made it her mission to fight the federal bureaucracy and to advocate to anyone and everyone to change Medicaid. Through this advocacy, her plight reached then-President Ronald Reagan. At a news conference in 1981, President Reagan stated, “By what sense do we have a regulation in government that says we’ll pay $6,000 a month to keep someone in a hospital that we believe would be better off at home, but the family cannot afford one-sixth of that amount to keep them home?” Shortly thereafter, Reagan had his health and human services secretary create the Katie Beckett Waiver, a new Medicaid waiver that allowed the Becketts to bring their daughter home and get health care in the community.
Publications Community Living Ombudsman Program (CLOP) trifold Community Living Ombudsman Program (CLOP) flyer Guide to Rights of Residents in ICF/DD's in Louisiana: Advocates, and Staff of Residential Facilities for Persons with Developmental Disabilities
Ombudsmen are prepared to: Familiarize residents with their rights as persons with developmental disabilities and as persons living in community homes. Suggest measures to enhance quality of life in the group home Identify instances of abuse or neglect Train staff about the needs and rights of residents Provide referral information about community resources Initiate formal complaints when necessary CLOP was established in 1993 under state law. Certified CLOP ombudsmen visit all privately operated, state licensed, group and community homes (ICF/DD’s) in the state to assure quality of life for persons with developmental disabilities who reside there. CLOP serves the entire state of Louisiana and is divided into ten regions. In each of these regions, ombudsmen regularly visit facilities and help residents with requests and grievances. To be eligible for CLOP services, an individual must reside in an intermediate care facility for individuals with developmental disabilities (an ICF/DD) that is funded through the state but privately operated (this includes most group and community homes and some larger facilities). DRLA provides the following services under CLOP: Information and Referral Provide information on rights and resources Refer to other DRLA legal and nonlegal programs; adult and child protective services; provider and other agencies; family, consumer, and advocacy groups Individual Case Advocacy Assist residents and families with requests protecting rights, change or improve service setting, and enhance quality of life Assist residents and families in making complaints about abuse, neglect, and exploitation Systems Advocacy Identify system-wide problems Make recommendations to provider agencies and state regulators to improve service delivery The Law State law provides that individuals with developmental disabilities have the same rights as all other citizens, specifically to: Live in the least restrictive living option appropriate to their needs and abilities Participate in the least restrictive services Have service plans Have periodic diagnosis and evaluation reviews Receive appropriate services Maximize their capabilities and enhance their abilities to cope with the environment Withdraw from services to which they have been voluntarily admitted Participate in planning for their own services Be informed of their rights Receive an education, if they are of school age For Assistance: To ask for assistance from an ombudsman or to obtain additional information about our services, please contact us: Disability Rights Louisiana 8325 Oak Street New Orleans, LA 70118 504-522-2337 Fax 504-522-5507 toll free: 800-960-7705 (Voice or Via 711 Relay) Or fill out our online intake form.
The Community Living Ombudsman Program (CLOP) is a Louisiana network of trained advocates, known as Ombudsmen, who visit persons with developmental disabilities living in group or community homes.
Organizing is a skill that needs to be taught to some and comes naturally to others. Organizing allows us to use our resources efficiently and effectively. Being organized means you can manage your time, energy and workspace well to accomplish all your assigned tasks successfully. Organizational skills can be quite difficult for some of our kiddo's with a disability. We have put together some strategies below to aid parents in assisting their child to become better organized.
Sources: Scholastics.com, ThoughtCo.com, Understood.org, KidsHealth.org, and Wrightslaw.
Make a school-to-home-to-school folder Have your child put important materials in their take-home folder or backpack as soon as they receive them. Ask for extra textbooks to keep at home A parent can request textbooks for home use. "A set of books for home use is a common accommodation. No law requires that a child must have a disability and a 504 plan before receiving a set of books for use at home" (Wrightslaw). A lot of schools have switched to online textbooks. Color-coding Assign colors to school subjects. For example, you can use red folders and notebooks for Science, blue for Math making them easier to locate. Provide containers for small items so they will not be lost. Set up a homework-friendly area. Make sure kids have a well-lit place to complete homework. Keep supplies such as paper, pencils, glue, and scissors within reach. Stock up a few poster boards for last minute projects. Customize homework rules. Personalities, temperaments, and academic needs vary and it's smart to take them into account when planning your strategy: Consider your child's most productive time, as well as the best place for him to work. Maybe you couldn't concentrate unless you sat at a desk in a soundproof room, but your son may be perfectly focused sprawled on his bed with music playing. Likewise, your daydreamer may need structure and precise rules ("Finish the math now, then you can play"), while another child may need to kick around a soccer ball before buckling down. Some families find that not allowing any phone interruptions (unless they are homework-related) or TV Monday through Thursday sets the proper tone. Of course, that means you can't watch, either. Whatever routine and rules you set, stick to them. Help them make a plan. Show them how to use a calendar or planner to write down assignments on a daily, weekly or long-term basis. Pick a time every week to go over the upcoming schedule so they are aware of their commitments and learn to budget their time accordingly and break large projects into manageable chunks. Ask them to estimate how long each assignment will take before they begin. Then take note of how long it actually took, so they can learn to measure initiation to completion.. Make sure kids do their own work. They won't learn if they don't think for themselves and make their own mistakes. Parents can make suggestions and help with directions. But it's their job to do the learning. Be a motivator and monitor. Ask about assignments, quizzes, and tests. Give encouragement, check completed homework, and make yourself available for questions and concerns. Set a good example. Do your kids ever see you diligently balancing your budget or reading a book? Kids are more likely to follow their parents' examples than their advice. Praise their work and efforts. Post an aced test or art project on the refrigerator. Mention academic achievements to relatives.
NORTHSHORE'S VERY OWN JEFF ARSENEAUX ADVOCATE, MOTIVATIONAL SPEAKER & AUTHOR
Ways to Help ORGANIZE a disORGANIZED Kiddo
JUST CALL ME JEFF - What is it truly like to grow up with a disability in a world that is not built for you? In this inspiring memoir, Jeff Arseneaux will answer this and many other questions about how he turned the unique adversities he faced from his difficult birth and diagnosis of Cerebral Palsy into a relentless drive to accomplish what the experts claimed he couldn’t do; thrive.Now he’s on a mission to break down walls that hold people with disabilities back from living meaningful and fulfilling lives. Purchase on Amazon. For more info on Jeff, visit his website CALL ON JEFF.
LOUISIANA 2022-2023 School Year Calendars by District
Acadia Parish Schools Allen Parish Schools Ascension Parish Schools Assumption Parish Schools Avoyelles Parish Schools Beauregard Parish Schools Bienville Parish Schools Bogalusa City Schools Bossier Parish Schools Caddo Parish Public Schools Calcasieu Parish Public Schools Caldwell Parish School District Cameron Parish Schools Catahoula Parish Schools Central Community School District City of Baker School System Claiborne Parish Schools Concordia Parish Schools DeSoto Parish Schools East Baton Rouge Parish Schools East Carroll Parish School District East Feliciana Parish Schools Evangeline Parish Schools Franklin Parish Schools Grant Parish Schools Iberia Parish Schools Jackson Parish Schools Jefferson Davis Parish Schools Jefferson Parish Schools Lafayette Parish Schools Lafourche Parish School District LaSalle Parish Schools Lincoln Parish Schools Livingston Parish Schools LA School for Math, Science, and the Arts Louisiana Special School District Madison Parish School District Monroe City Schools Morehouse Parish Schools Natchitoches Parish Schools Orleans Parish Ouachita Parish Schools Plaquemines Parish Schools Pointe Coupee Parish Schools Rapides Parish Schools Red River Parish Schools Richland Parish Schools Sabine Parish Schools St Bernard Parish School District St Charles Parish Public Schools St Helena Parish School District St James Parish Schools St John the Baptist Parish Public Schools St Landry Parish Schools St Martin Parish Schools St Mary Parish Schools St. Tammany Parish Public Schools Tangipahoa Parish Schools Tensas Parish Schools Terrebonne Parish School District Union Parish School District Vermillion Parish School District Vernon Parish Schools Washington Parish Schools Webster Parish Schools West Baton Rouge Parish Schools West Carroll Parish Schools West Feliciana Parish Schools Winn Parish Schools Zachary Community Schools
Here are some things I did, which varied year to year depending on the level of support needed, to help assist my son with autism to prepare for a new school year: Drive by the school they will be attending once a week starting a month prior to the beginning of school and talk about the upcoming school year. Since the price of gas is so high, you could take pictures of the school to show them or go to their website, especially if they are starting a new school, to ease any fears or anxiety. If it is a new school, call and schedule a visit prior to the start of the year. We made a little photo book with pictures of the school, his teacher, classroom, the common areas like where we would drop him off and pick him up, cafeteria, etc. and went over it with him a couple times a week prior to the start of the year. Take the child to the store and let them participate in getting their school supplies. It really helped shopping with our son, and we would talk about the supplies we were purchasing. We took the list and checked off each supply once we placed it in our basket. Write a social story about the new school or school year. Carol Gray's Social Stories 10.2 is a great resource for parents to use prior to creating one. Visit her website for more informative and creative ideas. Let them get familiar with organizing their own backpack by exploring all the zippers and places to store supplies and books. Look on page 32 for information on organizing your child. Use FHF of GNOs "All About Me" for students in elementary school, or "My Portfolio" for students in middle-high school. These are both great tools to use to introduce your child to new teachers, para-educators, or direct support workers. Register for our webinar, "How to Introduce Your Child to New Providers" on Monday, July 18, at 11:00 am - 12:00 pm. We will be reviewing both "All About Me" and "My Portfolio" and providing instruction on how parents can personalize them for their child, and things you should think about including in your very own personal publication. Practice social skills with them. Talk through possible social situations and use visual aids if needed, reinforce positive behavior, and celebrate success. Model and practice desired behaviors. Kids model what they see and hear. Word of advice: never say anything derogatory about your child's teacher in front of them. Celebrate their success, praise your child, give them hugs, a favorite treat or reward. Always let them know how much you love them.
Yes, it seems like the end of the school year was just yesterday. But some some Louisiana School Districts start as early as August 2nd. It is never too early to get prepared. We've listed the school districts below so it will be easy for you to locate your district calendar. We've also provided some suggestions on how to prepare your child for the new school year.
MedicAlert Awareness Month - Not all medical bracelets are created equal and that’s why August has been designated as MedicAlert Awareness Month. National Breastfeeding Month - In recognition of National Breastfeeding Month (NBM), each year the USBC hosts a social media advocacy and/or outreach campaign inviting breastfeeding coalitions, member/partner organizations, and individual supporters to join online actions and conversations to build support for the policy and practice changes needed to build a "landscape of breastfeeding support." National Wellness Month - Every August, Wellness Month empowers you to fall in love with self-care (and yourself in the process!) National Eye Exam Month - This August, observe National Eye Exam Month by learning about ways to keep your vision clear and healthy. As we age, getting a baseline eye exam can detect early signs of disease or damage to your eyes. Ophthalmologists recommend periodic eye exams every 2-4 years from the ages of 40 to 65, and every 1-2 years after the age of 65. While most symptoms are often disregarded, getting a simple checkup and following a doctor’s orders can greatly lower risks of more severe and future damage, and you can continue to enjoy healthy vision. Family Fun Month - Each year, Family Fun Month is celebrated throughout the month of August. It is the opportune time to enjoy family with extra fun and activities. National Immunization Awareness Month - (NIAM) is an annual observance held in August to highlight the importance of vaccination for people of all ages. Communities across the country use the month each year to raise awareness about the important role vaccines play in preventing serious, sometimes deadly, diseases across the lifespan. Spinal Muscular Atrophy Awareness Month - The SMA community officially recognizes August as Spinal Muscular Atrophy Awareness Month, an effort that Cure SMA has been coordinating since 1996. August is a great time to spotlight the work our community does year-round to raise awareness of and funds for SMA. In addition to our usual work – hosting and attending events, advocating at state and local legislatures, sharing information about SMA. Extreme Heat - Be Prepared
Fragile X Awareness Month - Fragile X syndrome (FXS) is a genetic condition that causes intellectual disability, behavioral and learning challenges, and various physical characteristics. Though FXS occurs in both genders, males are more frequently affected than females, and generally with greater severity.
July 26 is a National Disability Independence Day, a federally recognized day to celebrate the 1990 signing of the Americans with Disabilities Act (ADA). The landmark bill prohibits discrimination against people with disabilities and guarantees their civil right to access education, transportation, employment, and other services. Before the ADA, people with disabilities were not legally entitled to reasonable accommodations, including at universities and colleges.
World Hepatitis Day (July 28) - Worldwide, 290 million people are living with viral hepatitis unaware. Without finding the undiagnosed and linking them to care, million will continue to suffer, and lives will be lost. On World Hepatitis Day, 28 July, we call on people from across the world to take action and raise awareness to the the "missing millions". Cord Blood Awareness Month - July is National Cord Blood Awareness Month! Celebrate by spreading the word about cord blood. Cord blood is the term used for the blood collected from the umbilical cord and placenta (after birth) when a healthy baby is born. International Group B Strep Throat Awareness Month - This year is the 20th year of July as International Group B Strep Awareness Month being observed. It was created to bring awareness of group B strep to the general public. Since then it has been a focal opportunity for organizations and individuals around the world to tell their stories, share information, and promote healthy outcomes for babies worldwide. National Cleft and Craniofacial Awareness and Prevention Month - Cleft and craniofacial conditions affect thousands of infants, children, teens and adults in the United States each year. Some are born with congenital anomalies like cleft lip and palate, others with more complex, life-threatening craniofacial conditions. Some are burned; others are injured in accidents and animal attacks, or diagnosed with various oral/head/neck and skin diseases. Juvenile Arthritis Awareness Month - Nearly 300,000 children have been diagnosed with some form of juvenile arthritis. Juvenile idiopathic arthritis (JIA), one form of juvenile arthritis, is actually quite prevalent, affecting more than 50,000 children in the United States alone. JIA is often referred to as juvenile rheumatoid arthritis (JRA) in the United States.
JULY
awareness Calendar
An American holiday In 1994, Congress unanimously passed “The Parents’ Day Resolution” establishing the fourth Sunday of July as a perennial day of commemoration. On this day each year, Americans recognize outstanding parents, celebrate the teamwork in raising children, and support the role of parental guidance in building a strong, stable society. Throughout the nation in almost every state, community leaders organize Parents’ Day events to honor parents. Parents are at the root of America's goodness. “The greatest work of any individual, rich or poor, black or white, when it comes down to the evening of their life, is their children and grandchildren, the work of being a parent.”
AUGUST
National Disability Independence Day
Fragile X Awareness Day - Friday, July 22, 2022
Blood Cancer Awareness Month - September was designated as National Blood Cancer Awareness Month in 2010 by the United States Congress. In recognition of Blood Cancer Awareness Month, the Leukemia Research Foundation is conducting a social media initiative to increase awareness about all blood cancers, including leukemia, lymphoma, multiple myeloma, and myelodysplastic syndromes. Childhood Cancer Awareness Month - Families, caregivers, charities and research groups across the United States observe September as Childhood Cancer Awareness Month. In the U.S., 15,780 children under the age of 21 are diagnosed with cancer every year; approximately 1/4 of them will not survive the disease. Muscular Dystrophy Awareness Month - There are many ways to get involved with MDA. Whether you’re looking to create a fundraiser, host a game night, volunteer at a camp, run a marathon, or advocate for the cause, the ways to get involved are endless. National Childhood Obesity Awareness Month - Learn ways to promote healthy growth in children and prevent obesity. National Preparedness Month - (NPM) is recognized each September to promote family and community disaster and emergency planning now and throughout the year. Be Ready for Disasters. National Recovery Month - a national observance held every September to educate Americans that substance use treatment and mental health services can enable those with a mental and/or substance use disorder to live a healthy and rewarding life. National Sickle Cell Month - September is National Sickle Cell Awareness Month, designated by Congress to help focus attention on the need for research and treatment of sickle cell disease. Newborn Screening Awareness Month - Every September, Baby's First Test shares newborn screening facts, videos and stories to help raise awareness of newborn screening among new and expecting parents, healthcare professionals, and the public! Spinal Cord Injury Awareness Month - Our community is stronger when it comes together to educate the public on the challenges of living with spinal cord injury (SCI). Despite living with SCI, we believe a full, productive, and rewarding life is within the reach of anyone with the strength to believe it and the courage to make it happen. World Alzheimer’s Month - Each September, people unite from all corners of the world to raise awareness and to challenge the stigma that persists around Alzheimer’s disease and all types of dementia. Usher Syndrome Awareness Day Usher syndrome (USH) is a rare inherited condition - passing from parents to children - that impacts three major senses in the body: vision, hearing and balance. It is estimated to affect at least 25,000 people in the United States and over 400,000 worldwide. National DSP Recognition Week, September 12-18, 2022 - Direct Support Professionals (DSPs) assist people with intellectual and/or developmental disabilities in realizing their full potential and becoming valued and participating members of their communities. Their work is complex and goes well beyond caregiving.
Sept. 11 Patriot's Day Remembering 9/11 Sept. 13 National Celiac Disease Awareness Day Sept. 15 World Lymphoma Awareness Day Sept.21 World Alzheimer's Day Sept.23 International Day of Sign Languages Sept. 29 World Heart Day
SEPTEMBER
Happiness Happens Month - August 8 is Happiness Happens Day, a day to celebrate all things happy. Created by the Secret Society of Happy People in 1999 as Admit You’re Happy Day, this unofficial holiday encourages people to be open about their happiness and to share it with others. The holiday is based on the premise that happiness is unlimited and contagious and that sharing one's happiness can bring a lot of joy in other people's lives. In addition, the unofficial holiday commemorates the day the first member joined the Secret Society of Happy People. In 2000, the Society expanded the celebration of happiness and declared August as Happiness Happens Month.
National Suicide Prevention Month All month, mental health advocates, prevention organizations, survivors, allies, and community members unite to promote suicide prevention awareness. National Suicide Prevention Week is the Monday through Sunday surrounding World Suicide Prevention Day. It’s a time to share resources and stories, as well as promote suicide prevention awareness. World Suicide Prevention Day is September 10. It’s a time to remember those affected by suicide, to raise awareness, and to focus efforts on directing treatment to those who need it most.
September is National Service Dog Month They provide companionship, inspire confidence, and live to serve, protect, and assist their handlers. Guide dogs, seeing eye dogs, service pets, and assistance animals are helping their humans perform tasks, accomplish lifelong goals, embark on adventures, overcome debilitating mental illnesses, and safeguard military bases across the country and around the world.
By The DentaQuest Louisiana Outreach Team
Good oral health is important to all of us. Getting regular dental care will help prevent problems and keep your teeth healthy. We at DentaQuest know that it can make a big change in the quality of life, especially for a person with a disability. DentaQuest is an oral health care company with a mission to improve the oral health of all. DentaQuest currently provides dental coverage for those enrolled in Medicaid within the state of Louisiana. We are here to help you get the dental care you need by providing information and resources. Currently, adults 21 years and older with IDD who are enrolled in a Louisiana Medicaid Waiver Program have comprehensive dental coverage available to them. Now more than ever, it’s important to know your benefits and how to use them. It is also a great time to be aware of tips that can help a person with a disability keep up with good oral health care. The following are ways to help those with intellectual and developmental disabilities feel more comfortable and improve their oral health. Tips for Helping Them Have a Healthy Mouth: Take the person’s medical history with you. It’s important to tell the dentist about good and bad things that happened at other dental visits. Also, a list of medications they are currently taking. This way the dentist will be prepared to address the person’s needs. Remember to take their ID card with you as well. At home, brush and floss every day at the same time of the day in the same location. Regular routine is important. Explain each step of brushing and flossing before you do it. Show them how you brush and floss so the person can see what you will be doing. Play music or let them hold a favorite toy to help them relax. Help them with flossing and make the task more pleasant. Try different kinds of floss to find which one the person likes. It might help to use a floss holder or a power flosser. It’s usually easier to sit or stand behind the person while brushing and flossing. Use oral health tools that are most convenient for the person’s needs. A power brush may be easier to use if the noise and feeling do not bother them. Toothpaste bothers some people who may have swallowing problems, so it is okay to just use water. For people who can’t rinse after brushing, give them a drink of water or wipe their mouth with a finger wrapped in gauze. It is always helpful to ask your dentist for more tips that help make sure the person with a disability is getting their oral health needs met. Resources: If you or someone you know is a DentaQuest member, call DentaQuest Member Services Monday thru Friday from 7 AM to 7 PM at 1-800-685-0143 (translation services available in other languages) for assistance with: General information about benefits Finding a dental provider Making an appointment Referrals to Case Management for individuals with special needs Also, please feel free to refer to our website: DentaQuest.com/Louisiana If you need assistance enrolling in LA Medicaid or questions about what dental plans and benefits may be available to you, please contact Louisiana Medicaid Customer Service at 855-229-6848 (TTY: 855-526-3346).
Dental Care for Individuals with Intellectual/Developmental Disabilities (IDD)
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.
700 Hickory Avenue Harahan, LA 70123 504-888-9111 800-766-7736 504-353-2350 fax info@fhfofgno.org fhfofgno.org