P.06
What's Going ON?
COVER STORY
we've come a long way: accessible Halloween costumes
P.40
for Children or Young Adults with disABILITIES P.16
ISSUE 36
Exceptional
Free Webinars and Training P.14
MAGAZINE
Oct | NOV | DEC 2022
Returning to the Norm, SORT OF P.04
TIMES
GIFT BUYING
From the director, Mary Jacob
Why inclusion?
ESCAPING A BROKEN SYSTEM P.22
Louisiana School Finder
47 How To Combat The Stigma Of Invisible Disabilities
08
4TH Quarter Oct | Nov | Dec 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
A Unique Perspective
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
New Guidance Helps Schools Support Students with Disabilities and Avoid Discriminatory Use of Discipline
52
45
22 COVER STORY: Escaping a Broken System
06
04
44
We've come a long way: Accessible Halloween Costumes
Teaching All Ages & Abilities About Money - KIDSMONEY
Annabella Basile
18
15
28
Gift Buying for Children or Young Adults with disABILITIES
FHF of GNO Holiday Closures
10 Tips to for Successful Communication with your Child's School
Utilizing Tech in Teacher Prep
Awareness Calendar 28 OCTOBER 30 October is National Bullying Prevention Month 31 Bystanders to Bullying 33 October is National Disability Employment Awareness Month 34 Year-Round Employer Strategies for Advancing Disability Inclusion 36 NOVEMBER 37 DECEMBER 40 December 5-9 is Inclusive Schools Week - WHY INCLUSION?
Featured Education Article
Jefferson Parish Community Resource Fair
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 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
21
Youth Virtual Hangout | Inclusive Higher Ed Opportunities
Exceptional Times
Your Vote Matters!
16
12
Returning to the Norm, SORT OF
10
700 Hickory Avenue Harahan, LA 70123 504.888.9111 | 800.766.7736 info@fhfofgno.org | fhfofgno.org
A few weeks ago, I had the opportunity to attend my first in-person mini-conference in Montgomery, Alabama. It was a small gathering, but large enough to remind me of how meaningful it is to have the opportunity to meet in person. It started with that warm greeting hug. I don't think I realized how much I missed those hugs until I received and gave one. I suddenly found myself watching for body language clues, listening more attentively, and asking clarifying questions more often than I have in the past two years. Our down time was so much more intentional. Catching up with old friends and colleagues, sharing a meal, and getting updates on their families was priceless. Even though I regularly spoke to most attendees frequently over Zoom or phone, until we were in Montgomery and sitting side by side, sharing a secret laugh or a dessert, I didn't realize how much I was missing it. Later this month, I will experience this on a larger scale when I attend national conferences in Washington, DC, and Denver, Colorado. I will not lie; I'm a tad bit nervous about the plane rides. But I know the time spent at the events will overshadow any nerves. I also know it's a huge step forward and will be worthwhile. I am equally excited to be bringing back our Jefferson Parish Resource Fair this month at the new venue of Lakeside Shopping Center. For the first time since 2019, our community will have the opportunity to come together and learn about disability services offered in our area. Our center will also be participating in numerous upcoming community events. Returning to the norm for FHF hasn't been without struggles. Whenever we think we are closer to returning to our regular place, we go three steps backward. Several of our team members and their families, including myself, were diagnosed with the latest variant of COVID. We still have job openings at the office; the great resignation is still alive and strong. But we are pushing forward and returning to the norm, sort of. Sometimes our norm requires a little tweaking. While I can't be any more proud of my dedicated, hardworking team, the positive from our extended teleworking experience was what we learned from the experience. Taking the lessons learned and creating the best work environment for our staff makes them happier and provides an improved work-life balance. Removing commuting a couple of days a week saves a few dollars in gas money, and more importantly, it eliminates the stress of traffic, allowing for an extra hour of sleep or time to complete a chore. I hope the public and the families we serve won't notice much of a change. Even when working from home, we are only a phone call away. In September, everyone started teleworking on Fridays. This resulted in our physical office closing on Fridays. We resumed our late Tuesday night hours, so we are available till 8 pm every Tuesday. Most of our other team will rotate another teleworking day a week, resulting in most full-time staff teleworking two days a week and part-time staff teleworking on Fridays. Teleworking doesn't mean we aren't available on those days; it simply means staff isn't required to come to our physical office to work. As we close out 2022, I hope you have a fantastic fall and can resume your previous holiday traditions.
On Saturday, September 24, 2022, Families Helping Families of Greater New Orleans was happy to attend Beignet Fest. Located in the Resource Walk area, we enjoyed meeting dozens of amazing families, professionals, and educators. We shared our resources with them and provided some fun activities for the kids to participate in. The coloring bags and superhero masks were a big hit! We had so much fun building the superhero masks with all the kiddos. Check out some of the cuties we met in our little slide show.
ET
Returning to the Norm, Sort of
by Mary Jacob
I’m someone who generally attends various meetings and conferences throughout the year. But that all came to a halt on March 13, 2020, when our world changed due to COVID-19. One of the positives that came from that two-year experiment was that we learned we could still have meaningful events online and continue to learn and grow our knowledge. One of the negatives was losing the in-person experience of authentic networking with others. While we became somewhat comfortable with the new norm, we didn't realize what had been missing until it returned.
Beignet Fest - Big Fun Benefiting Kids on the Spectrum!
continued on p.46
I for one, am not that talented. Thankfully, since parents brought awareness to the fact that every child is different and have different needs Accessible Costumes p.7 costume companies have caught on. They are now much more inclusive in their designs making costumes that are adaptable and accessible for all. From cool covers that easily hook or tie onto the side of a wheelchair to costumes with hidden panels for tube access, wheelchair and adaptive costumes for Halloween have come a long way. This year, stores like Party City, , HalloweenCostumes.com, Target, Spirit Halloween and shopDisney are offering their own lines of wheelchair covers and adaptive costumes, so kids can trick-or-treat as their favorite characters. Sources: Good Housekeeping, Inspire More, and Pinterest.
We've Come A Long Way ACCESSIBLE HALLOWEEN COSTUMES
In the past, costumes were never readily available for children who use a wheelchair, walker, or who need tube access. Parents got very creative and put their hearts and souls in some amazing designs of their own. These costumes have secured a special place in all of our hearts around here. The level of love and craftsmanship that goes into the construction of these costumes is truly inspiring. Here are some of our favorites.
Southeastern Louisiana University is changing teacher preparation. Through a crafted combination of content and best practice, scenario development, and a mixed reality platform, Southeastern Louisiana University (SLU) is working to ensure their teacher candidates are better prepared to support and communicate with one critical group — families and caregivers. Effective communication is a key component for positive parent-teacher relationships. For families and caregivers of children with disabilities, this relationship is especially important for overall student success. Research has shown that positive school-family relationships have an impact on several indicators including attainment of IEP goals, consistent attendance rates, and more frequent access to a wide array of support services. However, even in the most comprehensive teacher preparation programs, the parent-teacher conference is often the one experience that teacher candidates do not have the opportunity to practice. Meetings between families or caregivers and teachers are confidential, therefore teacher candidates typically do not have the opportunity to practice or even observe the process of effective conferencing. Southeastern Louisiana University is taking bold steps to change this. Since 2014, the Department of Teaching and Learning at SLU, has utilized a mixed-reality platform to support the development of teacher candidates. SLU utilizes the Mursion, Inc. virtual reality training platform for the development of pedagogical skills, classroom management, instruction delivery, and most notably, parent-teacher conferences. Special Education majors at SLU have the unique opportunity to graduate as dually certified teachers. Special Education (SPED) majors graduate with both general education and special education licensure in their identified area of specialty. Throughout the teacher preparation program, teacher candidates have the opportunity to access Mursion’s platform to practice skills in a safe and supported environment with coaching from instructional staff. The SPED curriculum includes coursework that focuses on family-school partnerships and how to develop effective communication strategies with families and caregivers. Throughout the coursework, teacher candidates are initially provided with content and best practice, then gradually released into demonstration and practice by implementing a virtual parent-teacher conference. The Mursion platform offers a one-to-one forward-facing interaction with a family member. ‘Ms. Stacy Atkins’ is a parent with whom teacher candidates engage with using a specific scenario to guide their interactions and discussion. Those behind the scenes, the course instructor and the Mursion interactor, determine what scenario each teacher candidate will discuss, the level of intensity of the interaction, and whether or not the interaction will end with a positive resolution or needs further discussion. Prior to the interaction, teacher candidates are assigned a specific scenario. They are directed to read through the scenario and plan for discussion topics. Additionally, they are required to draft questions and possible resolutions for the scenario they are assigned. The critical part to this experience is that while the teacher candidates know what they are coming to the meeting to discuss, they do not know how the parent is feeling about the topic, how they will respond, nor do they know the outcome of the meeting. Arguably, the most realistic part of the experience. While the interactions are simulated, they are delivered in real time so they are authentic, personalized and highly interactive. The unpredictability and general unknowns of the meeting simulate real-life interactions between teachers and families. Since most family-school interactions are private and protected, finding opportunities for teacher candidates to implement the skills they are learning is almost impossible without this technology. After the experience, teacher candidates receive feedback and coaching from their instructor. Additionally, teacher candidates can record their session and share with their classmates for peer-to-peer feedback and discussion. This experience provides teacher candidates with the opportunity to implement the skills learned in the course as well as observe the interactions of their peers. This provides a multi-layered opportunity to build their tool kit of effectiveness for positive interactions with families and caregivers. Teacher candidates have found this opportunity to truly enhance their overall preparedness for the real-life interactions once they are in schools, specifically the unpredictability, "Participating in the Mursion simulation was an amazing experience. The individuality and unpredictability of the the simulation allowed me to practice quick thinking when needed,” says a SPED 1-5 major. Another SPED major felt that the experience helped her feel more confident and better prepared, "The Mursion mixed reality simulation was an eye-opening experience. Being able to have discussions and get actual answers to the questions I asked, really helped me feel comfortable and more confident. After that experience, I felt better prepared.” For more information on Mursion, Inc. or the SPED program at SLU, contact Dr. Melanie Lemoine. melanie.lemoine@selu.edu | 985-549-5234.
Utilizing Tech in Teacher Prep By: Dr. Melanie Forstall Lemoine W.L. Billups Endowed Professorship in Special Education Southeastern Louisiana University
10 Tips for Successful Communication with Your Child’s School
One of the best things you can do for your child who has an IEP or a 504 is to keep an open line of communication with their school. Keep these ideas in mind as you build relationships that will bridge the gap and make your child’s education a collaborative effort.
Follow the chain of command. Always talk to the teacher about an issue before going straight to the principal. Only move up the chain if there is no resolution.
Own your foibles. If you make a mistake or speak in haste, apologize. Admit frustration, and then open up the discussion again more calmly. Realize that being polite doesn’t mean you are weak, and it can go a long way in getting good end results.
Give credit when it is due. Remember to contact the teacher when something good happens, or when something is going very well. They love to hear “thank you” from parents!
Sources: CADRE – The Center for Dispute Resolution in Special Education https://www.cadreworks.org/ Parenting Special Needs Magazine https://www.parentingspecialneeds.org/
Be proactive. Introduce yourself. Let the teacher know the best way(s) to reach you, and make sure s/he has all of your contact information.
Focus on solving problems, not on personal attacks. Use collaborative terms, such as, “We can,” rather than, “you should.” Use the phrase, “yes and” rather than, “yes but.”
Suggest a different way. If you are reporting a problem or asking for something to change, always offer other options or alternatives to what is being done.
Keep your end of the bargain. If you commit to doing something, do it. If the teacher or other staff calls or sends you a message, return it within a reasonable length of time. Be a person of your word, and you will gain respect and have a reputation as someone who has integrity and wants what is best for your child.
Stay calm. Be mindful of how you are feeling when you contact the school, whether it’s by phone, text, school app, or email. It will be hard to communicate in a productive or positive way if you are upset.
Actively listen. If you don’t understand something that is said, speak up. If you see confused expressions as you speak, clarify your statements or ask if they understand what you are saying.
Recognize your own value. Realize that you are the primary expert on your child. Don’t be intimidated by the school, the teacher, or the administrator; they have their skills and you have yours.
As an Autistic person making these calm down tools, I will bring a perspective that knows Autism well to the making process.
I am working on a self-portrait and that is what inspired this writing. Shaving cream is one of the mediums that I used in the self-portrait. I used it because playing with shaving cream is so satisfying. It is so cushiony and it gets to a point where you can squeeze it. When you squeeze it feels like you are letting all your anger out. I love to use the shaving cream on fun days like Friday and Saturday. Some folks with Autism love to use things like shaving cream to calm them down. They also like to squeeze balls and play with play sand. When I feel shaving cream in my hands it feels like slimy water going through my hands. Some of the things I would like to do this semester are make a lot of things that can help people calm down. As an Autistic person making these calm down tools, I will bring a perspective that knows Autism well to the making process. This making process, for me, is a self portrait. One might wonder how? When I do this type of stuff I'm not always doing it just for me. I think about my future and others as well. One thing you should always know is people with Autism are the same as other people without Autism. The only thing that people with Autism do differently from others without Autism is have brains and bodies that work differently. Among people with Autism, there are many different ways of bodies and brains working and that is why I love to get the perspectives of other people with Autism. Understanding these different perspectives helps me make better calm down toys because I can better understand what makes different people upset or anxious. Knowing these different causes helps me make effective calm down toys for different types of upset. When I make them I can go find people to rate the tool I made to calm people down. I will have people rate it because I want other people's perspective. These perspectives will help me know if it is good enough. I also have some cousins that will love to check it out.:]
A Unique Perspective Gives an Advantage to A Young Entrepreneur's Dream to Create Calming Tools for Individuals with Autism
by Brandon Woolridge
Our calendar is packed with interesting and informative training opportunities this quarter!
These education-related courses are being highlighted as ones you won't want to miss. The Bridge from High School to Postsecondary Services will assist you in understanding the IEP process as it pertains to postsecondary education and other related services. We will also provide an overview of programs and resources available to your child entering postsecondary education or employment. The Home and Community Based Services Self-Direction Option: Is it for me? will be a presentation by a panel of professionals and parents who want you to know that you CAN do self-direction! Panelists include representatives from both of Louisiana’s fiscal agents, an experienced support coordinator, and two parents who have successfully navigated self-direction for several years. The ABC’s of ESY (Extended School Year) Services will provide an overview of the ESY process for children with disabilities, including how children qualify and why, in many circumstances, the school uses the holiday breaks in determining if a child will qualify for ESY. Navigating the IEP Series is a four part interactive series that will take you through different sections of the IEP. In Part 1 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. Part 2 focuses on the instructional plan, including the present levels of performance and challenging academic functional goals for for a student with a disability. These will be followed by Accommodations. Part 3 will discuss the Program/ Services and Placement/ Consent Sections of the IEP. Part 4 will cover the transition sections of the IEP. 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.
For preschool/young school-aged children: Bead maze Easel and chalk Sidewalk chalk Wagon Tent Fisher Price Little People toys Construction toys Vehicles - all kinds Shopping cart Lawn mower Kid-sized table and chairs Kid-friendly book shelf Housekeeping toys Dramatic play costumes Toy phone Riding toys (inside/outside) Climbing toys (inside/outside) Basketball net/soccer net (inside/outside) Balls - various kinds Sand/water table Fidget toys (a google search on this one will make your head spin!) Puzzles Cause/effect musical toys Art supplies: coloring books, crayons, paints, art paper…) Bubbles/a bubble machine Books/CDs/DVDs Lava or bubble lamps Voice distorter toy (inexpensive, looks like a megaphone; encourages speech) For tweens, teens, and even adults: Art supplies Tracing light pad (about $25 on Amazon) Colored pencils Adult coloring books (sometimes available at the Dollar Tree!) Sketch pads Journals Chalks Paint sets Art canvases Techie gifts Listening device, like an iPod Touch or MP3 player Docking station/alarm clock Echo dot Disney, Netflix or Hulu subscription iTunes or Amazon gift cards Blue tooth speaker Headphones - sound-canceling or just very cool ones! Audiobooks Tablet Sensory gifts Yogibo products - if you have no idea what this is, google it. They look amazing! Lava lamp Aroma therapy product, like a diffuser Bubble lamp Kinetic Sand Play-Doh Kit Sound machine Squeeze reliever (massages and vibrates on your hand to offer deep pressure) Pinch me Dough/therapy dough Fidget toys - a search on your favorite online marketplace will amaze you when you see all options! O-ball toys Slinky Miscellaneous fun stuff to give Cologne or body spray Cool trendy socks or crazy socks Board games or card games Books/CDs/DVDs Puzzles or brain games (check out Perplexus and Moonscape) Crazy straws or stainless steel straws with cleaning brush Gift cards Hair/nail accessories Makeup or a gift card to purchase their own Photo albums or digitally-produced photo books - consider talking photo albums too! Something they particularly like, or collect - hats, scarves, bow ties, balls, DVDs, books, comics… Think about the person when deciding on a gift. Do they live on their own? Perhaps include household items like new towels or a nice set of sheets. Do they like to cook? Maybe offer a cook book or new kitchen gadget. Do they enjoy outdoor activities? Think about a yard game or something like a soccer ball or some Frisbees. I hope there are some ideas here that will get those shopping juices flowing!
I learned a valuable lesson a few years back from a neighbor. Not really a friend, more of an acquaintance, really. My daughter and I met her on our morning walks and we started talking. When Christmas rolled around she came by my house and presented both my kids with gifts. My little one was maybe two at the time - the age where they’re pretty easy to buy for. But when my upper-teenaged son went to open his gift, I held my breath. What he pulled from the package was a very nice set of a trendy body spray and cologne that the TV ads promise will turn the wearer into a chick-magnet in one sniff. While I wasn’t so keen on the chick-magnet idea (that’s my BABY!), I was amazed at my neighbor’s ability to buy a gift for my son that was so wonderfully...appropriate. And that made me start to realize that perhaps the gifts should be more about the person and less about the disability. When we are thinking of gifts to give people with special needs, why do our minds always revert to baby toys? Unless the recipient is an actual baby, we need to consider their age and interests when shopping (just like we do for every other person on our list!). Now don’t misunderstand me here: if your 21-year-old still loves Sesame Street, I see nothing at all wrong with giving an Elmo DVD or a copy of some favorite songs from the show. But just because the young adult has an intellectual disability, don’t assume that they will automatically like those things.
by Sharon Blackmon
New guidance released on July 19, 2022, from the Department of Education’s Office for Civil Rights (OCR) and Office of Special Education and Rehabilitative Services (OSERS) helps public elementary and secondary schools fulfill their responsibilities to meet the needs of students with disabilities and avoid the discriminatory use of student discipline. These newly released resources are the most comprehensive guidance on the civil rights of students with disabilities concerning student discipline and build on the Department’s continued efforts to support students and schools through pandemic recovery. "All students deserve to have their rights protected, and schools deserve greater clarity on how they can avoid the discriminatory use of discipline," said U.S. Secretary of Education Miguel Cardona. "Too often, students with disabilities face harsh and exclusionary disciplinary action at school. The guidance we’re releasing today will help ensure that students with disabilities are treated fairly and have access to supports and services to meet their needs – including their disability-based behavior. We also expect that districts utilize the federal American Rescue Plan dollars to build capacity, provide professional learning opportunities for educators and school leaders, and hire additional staff. These resources will also help schools live up to their legal obligations, support an equitable recovery for all our students, and make sure that students with disabilities get the behavioral supports and special education services they need to thrive." The new resources reflect the concern, particularly in light of the prevalence of student mental health issues associated with the pandemic, that some students with disabilities are not receiving the supports and services necessary to address their educational needs, including their disability-based behavior. The guidance makes clear that schools do not need to choose between complying with Section 504 of the Rehabilitation Act of 1973 (Section 504) and the Individuals with Disabilities Education Act and keeping their school community – including students and staff – safe. The new resources include: Supporting Students with Disabilities and Avoiding the Discriminatory Use of Student Discipline under Section 504 of the Rehabilitation Act of 1973 and an accompanying Fact Sheet. Questions and Answers Addressing the Needs of Children with Disabilities and the Individuals with Disabilities Education Act's (IDEA's) Discipline Provisions. Positive, Proactive Approaches to Supporting the Needs of Children with Disabilities: A Guide for Stakeholders. And, A letter from Secretary Cardona to our nation's educators, school leaders, parents, and students about the importance of supporting the needs of students with disabilities. In developing today’s guidance and resources, the Department drew from experience with enforcing and administering federal laws relating to students with disabilities, including Section 504 and the IDEA. The Department also considered information shared by members of the public in response to the June 2021 Request for Information Regarding the Nondiscriminatory Administration of School Discipline. Section 504 prohibits recipients of federal financial assistance from discriminating based on disability, and the IDEA guarantees that children with disabilities have available to them a free appropriate public education (FAPE). FAPE emphasizes special education and related services designed to the needs of children with disabilities and prepare them for further education and employment services and independent living. Supporting Students and Avoiding the Discriminatory Use of Discipline under Section 504 Supporting Students with Disabilities and Avoiding the Discriminatory Use of Student Discipline under Section 504 of the Rehabilitation Act of 1973 explains that Section 504 requires schools to provide behavioral supports and services to students with disabilities who need them in order to receive a FAPE. "Today’s crucial guidance outlines how schools can effectively support and respond to behavior that is based on a student’s disability and could lead to student discipline, in addition to explaining schools' civil rights responsibilities related to disability when administering student discipline" said Assistant Secretary for Civil Rights Catherine E. Lhamon. "We will continue to vigorously enforce federal civil rights laws to ensure that all students have equal access to educational opportunities." The new guidance makes clear that providing the individualized services and supports required by Section 504 can help prevent or reduce disability-based behaviors that might otherwise lead to student discipline. Additionally, the guidance: Outlines how Section 504’s requirements to provide a FAPE apply to long-term disciplinary sanctions, such as out-of-school suspensions and expulsions. Explains Section 504’s general nondiscrimination requirements, in the context of discipline, which applies to school staff and to the conduct of everyone with whom the school has a contractual or other arrangement, such as security staff and school police. Makes clear that Section 504 requires schools to provide reasonable modifications to policies, practices, and procedures when necessary to avoid discrimination. Section 504 does not prohibit a school from responding to emergency circumstances, such as contacting law enforcement or crisis intervention specialists, or from taking appropriate, nondiscriminatory steps to maintain safety and support students in learning how to be accountable for the impact of their actions on others. Supporting the Needs of Children with Disabilities and IDEA’s Discipline Provisions Questions and Answers Addressing the Needs of Children with Disabilities and the Individuals with Disabilities Education Act's (IDEA's) Discipline Provisions and Positive, Proactive Approaches to Supporting the Needs of Children with Disabilities: A Guide for Stakeholders expand upon the 2016 Dear Colleague Letter that included data demonstrating that many children with disabilities, particularly Black children with disabilities, were subjected to high rates of disciplinary removals (such as suspensions and expulsions). Today’s resources underscore that children can experience academic success with an appropriately developed and effectively implemented individualized education program (IEP). IDEA includes specific provisions to address situations in which the behavior of a child with a disability impedes the child’s learning, the learning of others, or violates a school’s code of student conduct. Importantly, as part of the obligation to provide FAPE, in the case of a child whose behavior impedes the child’s learning or that of others, the IEP Team must consider – and include in the IEP – the use of positive behavioral interventions and supports, and other strategies, to address that behavior. "These resources are intended to assist state educational agencies (SEAs) with supporting local educational agencies (LEAs) and schools in addressing the needs of children with disabilities and equitably and appropriately implementing IDEA, " said Deputy Assistant Secretary for the Office of Special Education and Rehabilitative Services Katy Neas. "These documents can assist students and families in understanding their rights under IDEA and provide SEAs, LEAs, and educators resources to fulfill their obligations to appropriately meet the needs of children with disabilities. Together, we can reduce the use of exclusionary discipline for children with disabilities and ensure every child has access to an educational environment that is nondiscriminatory, supportive, positive, and safe for all." Questions and Answers Addressing the Needs of Children with Disabilities and the Individuals with Disabilities Education Act's (IDEA's) Discipline Provisions discusses how certain school actions, such as informal removals and the use of threat assessments, may result in the denial of FAPE to children with disabilities. Positive, Proactive Approaches to Supporting the Needs of Children with Disabilities: A Guide for Stakeholders offers evidence-based strategies that early childhood programs, schools, and local educational agencies (LEAs) can use in place of exclusionary discipline or other harmful practices such as restraint or seclusion. More information about the Department’s efforts to assist schools in fostering nondiscriminatory and safe learning environments is available here.
Saving money can be the difference between having financial success and not. The earlier students learn about saving, the better. We found this great resource online for parents, kids, teens, college students, homeschoolers and teachers to teach children of all ages about money and financial matters. You can help students reach their potential through direct instruction, engaging activities, and reliable assessments. You can also find the materials you need to teach saving, regardless of your students’ levels. There are saving-related lessons, worksheets, activities and games, and tips for each grade. They also include saving learning objectives for each grade, which are pulled straight from the National Standards for Personal Finance Education. Cash Puzzler (Ages 3 – 6) Memory puzzles are some of the first games young children play. Put the scrambled pieces of the puzzle back together to complete the image of a dollar bill in Visa’s Cash Puzzler game. Choose between 1, 5, 10, 20, 50 and 100 dollar bill puzzles and learn fun facts about Benjamin Franklin, Ulysses S. Grant and more. Play online. (Free) Peter Pig's Money Counter (Ages 5 – 8) This educational game allows young kids to help Peter Pig count and sort coins. It can help them develop important money skills. Children learn to make purchases within a budget, put money aside for savings and are rewarded for good saving habits. Features include three interactive games, fun facts about money, savings tips, a trip to the virtual store where kids can buy accessories to dress up Peter Pig and save a photo to their device. Android and IOS apps and online. (Free) Financial Football Game Are you ready to rise to the challenge? Visa and the National Football League have teamed up to help teach financial concepts with Financial Football, a fast-paced, interactive game that engages players while teaching money management skills. The game is available to play through iOS and Android apps and online. (Free)
Below are 3 Games that we thought were cool.
TEACHING ALL AGES AND ABILITIES ABOUT MONEY - KIDSMONEY
Gus
Douglas
Escaping a Broken System
The education system in Louisiana is a mess, which should not come as a surprise. Nearly half of our public schools provide inadequate services to students with disabilities. These schools need urgent and comprehensive interventions for students with disabilities. All but two of our public school districts have schools like this. When will enough be enough? For many parents, “enough” has arrived. The pandemic exposed the truth. Because of virtual learning (or the lack thereof), parents got a front-row seat to the dysfunction in many classrooms across the state. But none were as bad as the special education classes where little to no legitimate instruction existed.
Parents like Georgia Purscell had tried everything. Her son Gus started school in a highly touted Jefferson Parish charter school. From there, he moved to an Archdiocesan School specializing in children with disabilities. He then went into a traditional Jefferson Parish Public School before moving to another charter school. Her concerns for his educational needs were always present, but she didn't realize the extent of the problem until the pandemic and a year without instruction. She remembers years of having to drag him out of the car, listening to him scream, while she carried him into the school. At ten years old, he's too big for her to deal with the insanity, so she did what many other parents have decided to do: she "unschooled" him. Unschooling is a style of homeschooling education that allows the student's interests and curiosities to determine what is learned. It's a more organic approach to learning versus using a defined curriculum. The beauty of unschooling is that it allows children to make choices based on their interests, and the students use their natural learning styles to explore and learn new things. No one is forcing them to "sit and get" learning. So far, Georgia has zero regrets but admits it takes her entire village to make it work. As a divorced parent with a 50/50 custody split, Gus's father and stepmom must be equally on board. She can't do this alone as a working mom, and her sister is similarly vital to the equation. The one thing that can't be denied is Gus's freedom to be himself and not be forced to fit into a square box. As a result of the pandemic, homeschooling increased across the country. But only a few states saw a more significant increase than Louisiana. According to the U.S. Census Bureau, during the week of April 23, 2020, 6.2% of school-age children were homeschooled in Louisiana. Sixteen weeks later, that number grew to 14.5% being homeschooled. I will admit I wasn't always a proponent of homeschooling. I felt kids needed to be in school for socialization. Schools were where they learned societal rules. Parents without education degrees could not possibly be better teachers than certified teachers. However, I also learned that the homeschooling parent of today looks very different from the homeschool parent of the 1980s. The one thing they have in common is their desire to provide their child with a richer learning experience than traditional schools do.
In my early years of advocacy, I met Carmen O'Mara. Her son Douglas was still in elementary school, and she had sat through many lengthy IEP meetings hearing school officials explain why her son wasn't learning. After he was abused at school, she decided it was time for a change. After touring some other school options, she decided to investigate homeschooling. Carmen wasn't confident in her abilities to teach Douglas but felt she couldn't do any worse than the school had. Once she decided to abandon the public system, her confidence grew, and she saw a transformation in her son. Carmen joined two homeschool co-ops. A homeschool co-op is a group of families who meet together and work cooperatively on common goals. Some are designed for academics, while others are for socialization, arts and crafts, and service projects. These co-ops gave Douglas more opportunities to engage with typical peers and to learn functional skills than at any time during his traditional public school career. Douglas would be included in everything, even though he was typically excluded from traditional school activities. He participated in field trips, talent nights, science nights, and cooking. He had real friends and he talked more. Many parents steer clear of homeschooling because they can't imagine how they'd ever get enough structure into their life to make it work. What I've learned is that homeschooling is incredibly flexible. Parents organize their days in a way that makes the most sense for themselves and their children. While Georgia learned this flexibility is crucial for Gus, Carmen found Douglas needed a more structured schedule. Douglas also loved computers, and using a computer-based learning program was very beneficial. The bottom line: there are no set rules, and many parents choose to blend a variety of approaches and activities to enrich their child's learning. Douglas is now 36 years old and has what Carmen believes are episodes of PTSD from his traditional school days. It truly makes her sad to think about what he must have endured during those early years. When she thinks back on her decision to homeschool, she also recognizes that her mental health has also improved drastically.
Families choose to homeschool for various reasons; however, the biggest reason is their dissatisfaction with the available educational options. The news and social media are inundated with reports of teacher shortages, abuse in school, school shootings, and school bullying. We hear how students aren't learning to read, teachers are forced to teach to the test, and schools are eliminating recess and other times during the day when kids can just be kids.
John Paul
I've yet to talk to a parent who regrets homeschooling. I've spoken to about a dozen individuals that weren't willing to be identified in the article because of the deep scars they still have to this day. But one thing was clear: they all wish they’d never sent their child to a traditional school. Ryan and Kelsi Basile had reservations about sending their daughter, Annabella, to school. They had some serious concerns about her safety and if she would be able to communicate. Annabella was diagnosed with Childhood Apraxia of Speech, which is a speech disorder in which a child has difficulty making speech movements. “There is so much hate in this world, so many stories about school shootings and bullying, and we didn't want her to be traumatized by her school experience,” they said. Ryan also stated this fear morphed as COVID hit, and neither he nor Kelsi wanted her first year of school to be the "year of the pandemic." Like most parents I spoke to, they had their reservations, but they believed the two of them could teach her what she needed to know. They quickly learned YouTube also provided a wealth of knowledge for homeschooling parents. The Basiles’ style of homeschooling is about shared responsibility. Ryan focuses on math and science, while Kelsi focuses on ELA. The only structure they require is one hour a day of intentional, focused learning, Monday through Thursday. After one hour of focused learning, the lessons usually continue with discussions. Some discussions may last a short time, but some may last for hours. Annabella is very interested in space, and they spend hours each day exploring different space-related topics. Ryan believes so much time is wasted in school doing what is traditionally expected, and he would much rather spend hours talking about something his daughter enjoys. He can easily create math and ELA lessons around space, which she would be much more willing to do since it's a topic of interest to her. Seven-year-old Annabella loves video games, but if she wants to play them, she must read two daily stories. They go to the library at least every other week to check out books, so she always has a good supply of extra reading materials. In addition to being a good reader, she already knows how to multiply and do long division. When asked about socialization, Kelsi was quick to say, “What socialization? All I hear from other parents of traditional school kids is how they are told to be quiet. Kids aren't allowed to talk in the hallways, lunch room, or anywhere in the school, and some don't get recess.” Ryan and Kelsi agree they have one common goal: they want to raise an emotionally stable, free-thinking daughter that isn't conditioned to learn a certain way and strive for a 9 to 5 job. “We want her to be inquisitive, ask lots of questions about everything, and not be required to raise her hand and wait to be called upon. We want her to know she can do anything she wants to do.” They are willing to make the necessary sacrifices to give her a sense of freedom that most kids don’t experience.
Some parents choose to homeschool because of their child's medical complexities. Like other children with disabilities, nine-year-old John Paul had a great early intervention program. He then entered the public school system for two years receiving preschool services, where his private nurse attended school with him daily. John Paul has cerebral palsy and other developmental disabilities that have caused significant medical complexities. His mom, Angela Lorio, started thinking about homeschooling due to his medical needs; but first she decided to try out a new charter school that appeared to be very promising for students with disabilities. In 2019 Angela was excited for John Paul to start his new school and looked forward to what she hoped would be a continuation of his great early intervention and early childhood programs. After a long and tiring IEP meeting, Angela realized how far behind John Paul was. A week before the pandemic shutdown began, she removed him from the charter school she’d had so much faith in. Initially, Angela thought if she could just get him caught, she would then send him to a Catholic school. She believes in pushing him hard while meeting him where he is. She knows his strengths and weaknesses. And she now realizes that they will probably be doing homeschool for the remainder of his academic years. Angela doesn't believe there is a place where John Paul would fit in. And now she has experienced the absolute pleasure of being able to travel and homeschool at the same time. She said she wasn't ready to rule out a Catholic education, as she was Catholic educated; but she knows that even that setting will come with lots of inflexible rules, even if they create the necessary program. The family recently spent six weeks in Alaska, and John Paul was exposed to things he would have never learned in a traditional classroom. Angela uses a curriculum with John Paul that a brick-and-mortar school developed. With this program comes a peer parent mentor that checks in at least once a quarter but is available as frequently as needed. Angela said that having a peer mentor who has "been there and still doing it" provides excellent support when she needs help with lessons and life. One of her favorite things about homeschooling is its efficiency. Children learn at their own pace, so you can slow down or speed up the lessons as needed. There is no wasted time like in traditional school, where kids spend part of their day waiting in lines and moving from class to class. Additionally, when you have small teacher-student ratios, the lessons go quicker. Due to the productivity of these shorter school days, John Paul still has plenty of time to attend therapies, T-Ball, swimming, and any other activities he shows an interest in. Angela says homeschooling has been incredible. She got to witness the sparkle in his eyes and his excitement the first time he learned how to blend two sounds together to make a word. Angela also credits homeschooling for her own mental health improvements. She has no regrets, and John Paul is advancing by leaps and bounds in academics and functional life skills.
Chloe Doublet has four children from seven to college age. Her third child, Joseph, is non-verbal and has severe autism. Joseph started his education in an ABA Center as a preschooler. He then entered St. Charles Parish Schools where the ABA wasn't allowed to attend. He would come home with bruises, other injuries, and wet pants. She felt the school didn't have enough staff to meet her son's needs and decided to homeschool him. Eventually, they moved to the Northshore, where she would once again attempt traditional school but decided it wasn't to be. She ultimately started homeschooling all three of her youngest children. When you homeschool three kids on three levels, you need to be a little structured to ensure everyone gets what they need. So Chloe homeschools Joseph's siblings in the morning and doesn't start Joseph’s lessons until 4 pm. She stated Joseph isn't a morning person and trying to get him to do lessons early wasn't productive. Since a lot of what he is learning is centered around life skills, much of that starts in the afternoon. She still has enough time between the other kids and him to participate in play dates and field trips during the day. Chloe stated that a growing number of special needs parents are going into homeschooling. She belongs to a support group just for parents of kids with autism who are being homeschooled. She says it's essential to stay connected to others as you may learn about new services and resources. One of the things Chloe brought up that wasn't mentioned by anyone else was about assistive technology. The school evaluates most children for assistive technology and determines if it's needed or not. Joseph was evaluated by LSU Speech Department, where they tried numerous devices with him to select the one that worked the best. The staff at LSU then helped her file an insurance claim to get it approved. She said parents shouldn't worry about therapies their kids receive at school because you can get therapies in the community, and usually you get more and it's better. Chloe says Joseph is flourishing at home, and while she won't say he'll never go back to a traditional school, she knows a lot would have to change for her to believe he would ever thrive there. One thing is clear: these parents will not accept a subpar education for their children. They each have high expectations and know their child's capabilities. Several parents believe the state should provide funding for parents that are homeschooling their children. Much like the money follows the person in health, they would like to see the state money follow students not attending public schools. These parents prove that children with disabilities can and do learn without a Cadillac approach. They note you must be patient and flexible but never give up. If one way doesn't work, you try something else. The Individuals with Disabilities Education Act (IDEA) requires children to make progress; if they don't, the school needs to change what they are doing and try something else. Unfortunately, this rarely happens. Parents are fed up with the state of special education, the lack of empathy, and the downright rudeness of professionals who refer to them -- the parents -- as the problems. I believe our accountability process needs a complete overhaul. Parents feel like the only way to get accountability is to go to legislators to create new laws. We shouldn't need a law that forces districts to follow the law. We need professionals to understand basic civics. School policies never trump the law. Should we be teaching Civics 101 in college curriculums? Should school professionals take a civics test when they do their ethics training? We need solutions before special education spirals downward so far that it can never be resurrected.
Annabella
National Down Syndrome Awareness Month Down syndrome is a condition in which a person has an extra chromosome. Chromosomes are small “packages” of genes in the body. They determine how a baby’s body forms and functions as it grows during pregnancy and after birth. Typically, a baby is born with 46 chromosomes. Babies with Down syndrome have an extra copy of one of these chromosomes, chromosome 21. A medical term for having an extra copy of a chromosome is ‘trisomy.’ Down syndrome is also referred to as Trisomy 21. This extra copy changes how the baby’s body and brain develop, which can cause both mental and physical challenges for the baby.
Spina Bifida Awareness Month Spina Bifida, Latin for "Split Spine", occurs within the first month of pregnancy resulting in incomplete closure of the spinal column. It is considered the most frequently occurring, permanently disabiling birth defect. According to the Center for Disease Control and Prevention (CDC), 1,500 babies are born with Spina Bifida each year. October is Spina Bifida Awareness Month—a time to celebrate the hundreds of thousands of people living with Spina Bifida. Every October, community stories are shared that challenge us to raise more awareness and support for those living with Spina Bifida. As a community, we can do this by raising awareness about Spina Bifida either in our own circles or to the larger networks of which we are apart. It’s also a great time for us to challenge ourselves to find new ways to get involved in raising awareness and advocacy activities.
Domestic Violence Awareness Month Dwarfism Awareness Month Dyslexia Awareness Month Eye Injury Prevention Month Health Literacy Month Healthy Lung Month Learning Disabilities Awareness Month National ADHD Awareness Month National Breast Cancer Awareness Month National Bullying Prevention Month National Dental Hygiene Month National Disability Employment Awareness Month (NDEAM) National Physical Therapy Month Pregnancy and Infant Loss Awareness Month Sudden Infant Death Syndrome (SIDS) Awareness Month 10/4-10 - Mental Illness Awareness Week 10/4 - Child Health Day 10/5 - World Teacher Appreciation Day 10/6 - National Depression Screening Day 10/10 - World Mental Health Day 10/12-20 - Bone and Joint Health National Action Week 10/15 - White Cane Safety Day 10/13 - Metastatic Breast Cancer Awareness Day 10/14 - World Blind Day / World Sight Day 10/15 - Pregnancy and Infant Loss Awareness Day 10/15 - National Latino AIDS Awareness Day 10/17-23 - International Infection Prevention Week 10/17-23 - National Healthcare Quality Week 10/19 - World Pediatric Bone and Joint Day 10/18-22 - National Health Education Week 10/22 - International Stuttering Awareness Day 10/24-30 - Respiratory Care Week
OCTOBER
awareness Calendar
World Cerebral Palsy Day (Oct. 6) There are 17 million people across the world living with cerebral palsy (CP). Another 350 million people are closely connected to a child or adult with CP. It is the most common physical disability in childhood. CP is a permanent disability that affects movement. Its impact can range from a weakness in one hand, to almost a complete lack of voluntary movement. World Cerebral Palsy Day is a movement of people with Cerebral Palsy and their families, and the organizations that support them, in more than 75 countries. Our vision is to ensure that children and adults with Cerebral Palsy (CP) have the same rights, access and opportunities as anyone else in our society. Together, we can make that happen.
Someone who witnesses bullying, either in person or online, is a bystander. Friends, students, peers, teachers, school staff, parents, coaches, and other youth-serving adults can be bystanders. With cyberbullying, even strangers can be bystanders.
A month long event to prevent childhood bullying and promote kindness, acceptance, and inclusion.
October is National Bullying Prevention Month
National Bullying Prevention Month (NBPM) is a month long event that promotes the prevention of bullying. NBPM was started by the PACER's National Bullying Prevention Center in 2006 and has been growing ever since. More than one out of every five students will be bullied this year. Chances are this could be happening to someone you know and care about! You can use PACER’s resources to raise awareness about bullying prevention, share information about this issue on social media, create a fundraiser, or celebrate Unity Day by wearing and sharing orange. Show Your Support Everyone can do something to help prevent bullying; individuals, schools, and communities each have an important role. Learn what you can do. Student Activity Kit Throughout October, use this four-week activity kit in K-12 classrooms or other youth settings. The kit features theme weeks, classroom projects, and student engagement to promote kindness, acceptance, and inclusion to prevent bullying. Unity Day WEAR and SHARE ORANGE to come together in one giant message uniting our nation for kindness, acceptance and inclusion, and even the world, to visibly show that we believe no child should ever experience bullying. Share Information Let everyone know that October is National Bullying Prevention Month and make bullying prevention a movement in every community. Share information through websites, social media posts, blog articles, school newspapers, parent letters, magazines, and online publications. History Did you know that when National Bullying Prevention Month was initiated in 2006 it was called something else and was only a week long, not a month? Learn these facts and more.
Bystanders to Bullying
Youth involved in bullying play many different roles. Witnessing bullying is upsetting and affects the bystander, too. Bystanders have the potential to make a positive difference in a bullying situation by becoming an upstander. An upstander is someone who sees what happens and intervenes, interrupts, or speaks up to stop the bullying. Youth who are bullied often feel even more alone because there are witnesses who do nothing. When no one intervenes the person being targeted may feel that bystanders do not care or they agree with what is happening. There are many reasons why a bystander may not interject, even if they believe that bullying is wrong. They may be afraid of retaliation or of becoming the target of bullying themselves. They might fear that getting involved could have negative social consequences. An Upstander is someone who takes action when they witness bullying. Even one person’s support can make a big difference for someone who is being bullied. When youth who are bullied are defended and supported by their peers, they are less anxious and depressed than those who are not. There are many things that bystanders to bullying can do to become an upstander: Question the bullying behavior. Simple things like changing the subject or questioning the behavior can shift the focus. Use humor to say something funny and redirect the conversation. There is strength in numbers too! Bystanders can intervene as a group to show there are several people who don’t agree with the bullying. Walk with the person who is the target of bullying to help diffuse potential bullying interactions. Reach out privately to check in with the person who was bullied to let them know you do not agree with it and that you care. It makes a difference. Be Someone’s Hero video in English or Spanish for an example of how to be an upstander. Teachers, schools, and other educators (faith-based, after-school, recreational) can help youth learn how to be more than just bystanders by showing and teaching moral engagement. Strategies to address student’s special needs at school can also help to prevent bullying and have positive outcomes for all students, especially tactics that use a team approach, foster peer relationships, and help students develop empathy. When bystanders become upstanders it not only helps the targets of bullying, but shows other bystanders how to take action to prevent or address bullying. Additional resources Become an Upstander to Bullying – English Video & Spanish Video Blog - Becoming an Upstander to Bullying Just Got Easier! Fact Sheet - Bystanders are Essential to Bullying Prevention and Intervention - Download PDF Research Summary - Preventing Bullying Through Moral Engagement - Download PDF Source: stopbullying.gov
In April 2022, The U.S. Department of Labor announced that, in recognition of the vital role people with disabilities play in making the nation’s workforce diverse and inclusive, “Disability: Part of the Equity Equation” has been chosen as the theme for October’s National Disability Employment Awareness Month 2022. Led by its Office of Disability Employment Policy, the department’s annual observance of National Disability Employment Awareness Month (NDEAM) acknowledges the contributions to the nation’s economy made by workers with disabilities, current and past. The commemoration also showcases supportive and inclusive policies and practices benefiting workers and employers. “A strong workforce is the sum of many parts, and disability has always been a key part of the equation,” said Assistant Secretary for Disability Employment Policy Taryn M. Williams. “People with disabilities make up a wonderfully multifaceted group. By recognizing the full complexion of our community, we can ensure our efforts to achieve disability inclusion are, in fact, truly inclusive.” The Biden-Harris administration has taken a whole-of-government approach to identify and eliminate barriers to helping historically underserved communities, including people with disabilities. On his first day in office, President Biden signed Executive Order 13985, “Advancing Racial Equity and Support for Underserved Communities Through the Federal Government” and directed all federal departments and agencies to examine their policies and programs. In April 2022, the department published its Equity Action Plan to support marginalized, vulnerable and underserved communities, and outline its efforts to advance equity across the department. The federal effort to recognize people with disabilities began in 1945, when Congress declared the first week in October to be “National Employ the Physically Handicapped Week.” The word “physically” was dropped in 1962 to include individuals with all types of disabilities. In 1988, Congress expanded the week and christened the month of October as National Disability Employment Awareness Month.
October is National Disability Employment Awareness Month
National Disability Employment Awareness Month (NDEAM) activities don't have to end in October. NDEAM also offers an opportunity to launch year-round activities that highlight the importance of including disability in all of your organization's diversity endeavors. Doing so delivers numerous internal and external benefits to employers. Ten Ways to Foster the NDEAM Spirit Year-Round Looking for ideas on promoting a disability-friendly workplace? Here are 10 ways to carry out the spirit of NDEAM all year long.
Gather Ideas from Your Corporate Disability Employee Resource Group - Does your organization have a disability-related Employee Resource Group (ERG)? Start your planning efforts there. The members of disability ERGs (sometimes called Business Resource Groups or Affinity Groups) are well-positioned to help you brainstorm activities, speakers, and topics to include in your awareness-building efforts. ERGs can also serve as a talent pipeline by referring qualified job seekers with disabilities to your organization. Hold an NDEAM Kickoff Event in October - NDEAM is a fitting time to formally launch disability employment awareness activities — and set the pace for 11 more months of activities designed to promote disability inclusion. Kickoff events can range from large-scale, multi-day celebrations to small brown bag lunches about disability issues. Whatever approach you choose, there are tools and planning resources to assist you in your efforts. Each year, you can use the new NDEAM theme to frame your kick-off event and influence year-round activities. Host a Disability Mentoring Day - Disability Mentoring Day (DMD) promotes career development for youth with disabilities through hands-on programs, job shadowing and ongoing mentoring. The nationwide observance is the third Wednesday of each October, but employers may choose to host events any day of the year. The American Association of People with Disabilities offers information to assist you in implementing a Disability Mentoring Day. Take advantage of this easy way to connect with great talent while providing young people with disabilities valuable career experience. Sponsor a "Lunch and Learn" Series About Disability Issues - One easy way to maintain NDEAM momentum is to host a series of monthly "lunch and learn" events for employees. Just schedule the date and place, enlist internal or external presenters, and invite employees to come to learn about a range of disability-related subjects. Topics can often be suggested by your disability-related ERG (if you have one) and can include everything from "Communicating with Job Seekers with Disabilities," to "Creating Accessible PDF Documents," to "Managing Diabetes at Work." Such events are a great way to educate staff about disability issues in an informal setting. And don't forget to survey attendees after each session to gather feedback and solicit new topic ideas. Provide Volunteer Opportunities to Your Employees - Smart employers know the benefits of employee volunteerism, which include strong team engagement, leadership development and more. In the spirit of NDEAM, why not sponsor opportunities for your staff to volunteer at local organizations that prepare people with disabilities for work? In communities across the nation, there are often opportunities to volunteer your time reviewing resumes, staging mock-interviews and providing guidance on how to dress for success. Connecting your employees to these opportunities is a great way to both give back and raise awareness. And these activities just might help you source talented job candidates with disabilities for your organization, as well. Display Posters Promoting Disability Inclusion - NDEAM is a great time to freshen up walls and bulletin boards in your lobby, break rooms and common areas with disability employment posters – but there's no reason to take them down when October ends! Start by putting up the current year's NDEAM poster, available in English and Spanish. Additional display materials include the Campaign for Disability Employment's poster series. You might also consider highlighting specific disability recognition months such as Heart Health Month, Epilepsy Awareness Month and Brain Injury Awareness Month to keep the pace going throughout the year. And with numerous, free posters to choose from, you can keep your displays fresh and dynamic throughout the year. The benefit of this practice? Employees who are consistently reminded that their organization is disability-friendly may be more likely to refer job-seeking friends with disabilities to your HR department. In addition, those with disabilities themselves may be more likely to self-identify as such. Offer American Sign Language Training Classes to Your Employees - If your company offers employee development and training opportunities, consider adding American Sign Language (ASL) classes to your catalog of offerings. Such classes aren't just fun; they teach employees new skills while reinforcing relationships between hearing employees and those who are deaf. On-site classes can be taught by representatives from local or national sign language organizations, while external classes are often available at local colleges and universities. This professional development practice can serve to strengthen internal communications for your employees who are deaf while bolstering your ability to recruit talented job candidates who are deaf or hard of hearing. Interview Students with Disabilities During Campus Recruiting Trips - If your company holds recruiting visits to college campuses, be sure to have your recruiters contact each institution's Career Services Office and Disability Services Office to give them a heads up. Let them know that you're interested in interviewing job candidates with disabilities and brief them on the types of positions available. Regularly meeting with juniors and seniors with disabilities during on-campus recruiting trips is a great way to build a pipeline of talented job candidates for your organization. Host a Disability 101 Event for Employees - One of the best educational events you can provide your employees, during NDEAM or any time of the year, is a "Disability Employment 101" primer. And thanks to the Job Accommodation Network (JAN), such events are easy to coordinate. JAN offers a series of free, ready-to-deliver training modules on a variety of disability-related topics. Titled "Just In Time," the series can be used to educate your staff members with hiring and managerial responsibilities about issues related to applicants and employees with disabilities. Incorporate Disability Into Your Onboarding Processes - A formal onboarding process helps new employees acquire the necessary knowledge, skills and behaviors they need to become effective members of your organization. As such, it's also a perfect opportunity to educate new employees on your company's policies and practices related to disability inclusion – from reasonable accommodation procedures to your commitment to equal employment opportunity. Such practices will help new employees feel good about the organization they now serve and may encourage self-identification among people with hidden disabilities. What's more, it may also make them more likely to refer their job-seeking friends with disabilities to your organization.
Year-Round Employer Strategies for Advancing Disability Inclusion
American Diabetes Month/Diabetes Bladder Health Month Chronic Obstructive Pulmonary Disease (COPD) Awareness Month Dercum’s Disease (Adiposis Dolorosa) Awareness month Diabetic Eye Disease Month Lung Cancer Awareness Month RSD/CRPS Awareness National Alzheimer’s Awareness Month National Epilepsy Awareness Month National Healthy Skin Month National Home Care and Hospice Month National Stomach Cancer Awareness Month Pancreatic Cancer Awareness Month Prematurity Awareness Month 11/1 - Lennox-Gastaut Syndrome (LGS) Awareness Day. LGS is a rare form of epilepsy that causes multiple types of seizures resulting in developmental delays and cognitive impairments. 11/1-5 - International Stress Awareness Week 11/12 - World Pneumonia Day 11/13-19 - Transgender Awareness Week 11/14 – World Diabetes Day 11/15 - World Ohtahara Syndrome Awareness Day 11/16 - International Day for Tolerance 11/17 - World Prematurity Day 11/20-26 - GERD Awareness Week 11/18-24 - World Antibiotic Awareness Week 11/18 – World COPD Day 11/19 - World Pancreatic Cancer Day 11/20 - Transgender Awareness Day 11/20 - Aicardi Syndrome Awareness Day 11/20 - International Survivors of Suicide Day 11/21 - Great American Smokeout 11/23 - N24 Awareness Day - Non-24-hour sleep-wake disorder (N24) is a circadian rhythm sleep disorder in which an individual's biological clock fails to synchronize to a 24-hour day. Instead of sleeping at roughly the same time every day, someone with N24 will typically find their sleep time gradually delaying by minutes to hours every day. 11/24 - National Family Health History Day
DECEMBER
November is 22q Awareness Month - The goal during this month is to let the world know what a complex condition this is, how much support is sometimes required, and how these amazing, beautiful children overcome many obstacles to survive and thrive! Not forgetting the few that are lost far, far too soon. The world should know all of these stories and to recognize the beauty within these individuals. You are important and needed to get the word out about 22q11.2 Syndromes. There are many ways you can get involved to make a difference and shine the light on 22q!
November is National Family Caregivers Month - a time to celebrate the contributions of caregivers, provide them with tools that they need, and continue to advocate for individuals with mental illness. There are over 53 million Americans who are unpaid caregivers to family, friends, and neighbors. Twenty-seven percent or nearly a third of adult caregivers are helping someone with a mental illness. Caregiving can often have a significant impact on the life of the caregiver in more ways than one. It can make maintaining your physical and mental health more difficult and may put a strain on work and social life. It’s important for caregivers to take care of their own mental health. Supporting caregivers with information and resources can help them maintain their mental health and better serve loved ones with mental illness. The National Alliance for Caregiving (NAC) worked in partnership with patient-advocacy and consumer-facing partners, and is honored to contribute their expertise to a series of guidebooks intended to improve the caregiving experience.
11/11 - Veterans Day - Veterans Day is a time for us to pay our respects to those who have served. For one day, we stand united in respect for you, our veterans. This holiday started as a day to reflect upon the heroism of those who died in our country's service and was originally called Armistice Day. It fell on Nov. 11 because that is the anniversary of the signing of the Armistice that ended World War I. However, in 1954, the holiday was changed to "Veterans Day" in order to account for all veterans in all wars.
12/1 - World Aids Awareness Day - It is a day of solidarity, representing an opportunity for people worldwide who are affected by HIV to share their stories and experiences, to remember those lost, and to highlight efforts on every front to end the HIV epidemic.
NOVEMBER
12/3 International Day of People with Disabilities (IDPWD) The theme this year is “Transformative solutions for inclusive development: the role of innovation in fuelling an accessible and equitable world“. The annual observance of the International Day of Persons with Disabilities (IDPD) on 3 December was proclaimed in 1992 by the United Nations General Assembly resolution 47/3. The observance of the Day aims to promote an understanding of disability issues and mobilize support for the dignity, rights and well-being of persons with disabilities.
12/10 – Human Rights Day Human Rights Day is observed every year on 10 December – the day on which the United Nations General Assembly adopted, in 1948, the Universal Declaration of Human Rights. The Universal Declaration of Human Rights empowers us all. The principles enshrined in the Declaration are as relevant today as they were in 1948. We need to stand up for our own rights and those of others. We can take action in our own daily lives, to uphold the rights that protect us all and thereby promote the kinship of all human beings. In December 1948, UNESCO was the first United Nations agency to place the Universal Declaration at the heart of all its action, to promote it across the world through education and the media.
National Drunk and Drugged Driving Prevention Month Each December, we go out for fun, parties and drinks with family and friends. But we ask you to stop and think for a second about being responsible. December is National Drunk and Drugged Driving Prevention Month and since the holiday season has a higher accident rate than others on average, it is important to echo the message of consciousness of being in a proper state behind the wheel. According to the National Safety Council, over 40,000 people died in alcohol-related traffic accidents last year. So this year, stay safe during the holidays. 12/1-7 - Crohn’s & Colitis Awareness Week Crohn’s and Colitis Awareness Week is observed each year from December 1 through December 7. It is designed to shed light on the challenges faced by people who suffer from these illnesses. Crohn’s disease is a chronic inflammatory condition of the gastrointestinal tract, while ulcerative colitis is a chronic inflammatory condition limited to the colon or large intestine. But both disorders are classified as inflammatory bowel diseases (IBD) which can cause which can cause severe cramping, debilitating discomfort, unintentional weight loss and other life-disrupting symptoms 12/4-10 - National Handwashing Awareness Week - Help Henry “Spread the Word Not the Germs” about hand washing and Hand Awareness in order to avoid any “flu” or flu-like epidemics this year. Show Henry you care about clean hands and respect the role “Our Hands” play in the spread of infection.
This year, the Inclusive Schools Week’s theme is “Unity Within Our Community.” Join us in celebrating Inclusive Schools Week December 5-9, 2022! Inclusive Schools Week is an annual event sponsored by the Inclusive Schools Network (ISN) and Stetson & Associates, Inc., which is held each year during the first full week in December. Since its inception in 2001, Inclusive Schools Week has celebrated the progress that schools have made in providing a supportive and quality education to an increasingly diverse student population, including students who are marginalized due to disability, gender, socio-economic status, cultural heritage, language preference, and other factors. The Week also provides an important opportunity for educators, students and parents to discuss what else needs to be done in order to ensure that their schools continue to improve their ability to successfully educate all children.
Research Shows Placing students in segregated classrooms based on their learning needs has not been effective for the instruction of students from diverse backgrounds. (Artiles, 1998; Artiles & Trent, 1994; Patton, 1998) Students with and without disabilities have demonstrated increased academic performance following the implementation of inclusive practices. (Theoharis & Causton- Theorharis, 2008; Gallucci, Peck, & Staub, 2004; Wayne & Wayne, 2005) All students in inclusive environments have the opportunity to engage with rigorous curricula. (Fisher & Frey, 2001; Roach, Salisbury, & McGregor, 2002 as cited in Carpenter & Dyal, 2007)
For Your Information In order to better understand inclusion, we need to use a common vocabulary. Although the terms inclusion, integration, and mainstreaming are often used interchangeably, in fact they refer to three distinct practices. Inclusion – the preferred term–involves supporting students with disabilities through individual learning goals, accommodations, and modifications so that they are able to access the general education curriculum (in the general education classroom) and be held to the same high expectations as their peers. Integration - An effort to incorporate special education students into the general education classroom based on the belief that mere placement in the general education classroom would improve the achievement of students with disabilities. In 1975, the integration of students with disabilities in public schools was legally mandated with the passage of Public Law 94-142, or the Education of All Handicapped Children Act. Mainstreaming – The process of selectively placing special education students in one or more general education classes. The underlying assumption of this method is that students need to “earn” the opportunity to be mainstreamed by demonstrating that they can keep up with the demands of the general education curriculum. This practice became common in the early 1990s with the passage of the Individuals with Disabilities Education Act.
What is Inclusion? Inclusion is an approach to education based on the premise that all students (e.g., typically developing students, students with disabilities, English learners, students from culturally diverse backgrounds) should be accepted and valued for their unique abilities and included as integral members of the school. Schools that practice inclusion make an effort to include every student in the general education classroom and in extracurricular activities. Inclusive schools are places where all students have access to and can participate in the general education environment, given the appropriate supports.
Why is Inclusion Important? A compelling body of research shows that students with and without disabilities benefit both socially and academically from inclusion. In addition, inclusion has benefits for teachers, parents, and other stakeholders. One of the first steps in the process of changing the school culture may be to make sure these benefits are shared among all stakeholders. Students with Disabilities Improved academic performance More time spent engaged in academically challenging curricula Improved self-esteem and social behavior Development of friendships between students with and without disabilities, resulting in opportunities for companionship and increased self-concept Students Without Disabilities Improved academic performance and social behavior Greater academic achievement and increased time engaged academically due to effective instructional practices (e.g., differentiated instruction, peer tutoring) Awareness of the needs of others and the development of skills necessary to respond to those needs Increased patience with students who learn at different rates Teachers and Schools Increased teacher insight about and acceptance of students with disabilities Opportunities to learn innovative instructional practices that are beneficial for all students, possibly reducing the individual accommodations needed Increased collaboration among school staff, possibly leading to a stronger school community Parents and the Community Increased acceptance of students with disabilities by non-disabled students and their parents Heightened support (e.g., physical resources, monetary support, and volunteer services) of inclusive efforts through relationships with local agencies Greater parental involvement in school activities
How Does Inclusion Differ from Traditional Instruction? Although great gains have been made toward creating inclusive schools, according to statistics from the U.S. Department of Education more than one million students still do not have access to the general education curriculum and instruction. Many more are given access to the general education classroom but do not receive the supports they need to actively participate in that instruction. This is the case even though research evidence demonstrates that most students with special learning needs (e.g., students with disabilities, ELs) can succeed in the general education classroom, given the necessary services and supports. In inclusive schools, students not only have access to the general education curriculum but they also receive the supports they need to participate in this instruction and to be successful. Complicating matters is that school personnel sometimes believe they are practicing inclusion even when their school practices more closely resemble the traditional model of instruction. They may have modified their existing practices in an effort to become more inclusive but have not created an overall inclusive environment. The table below offers an overview of both traditional and inclusive schools. By reviewing these items, school personnel can gain a sense of whether their school falls more into the traditional or inclusive category.
December 5-9 is Inclusive Schools Week - WHY INCLUSION?
Resources
School self- evaluation
Curriculum, instruction, and assessment
School Climate
Community Involvement
Staff development
Parent Involvement
Traditional
Inclusive
Responsibility for students is divided among general education, special education, and ESL teachers (e.g., Students are often referred to as “those kids.”). The school environment promotes teachers working in isolation (e.g., no common planning time, little collaboration).
Responsibility for all students is shared among all staff (e.g., Students are often referred to as “our kids.”). The school environment supports teachers working collaboratively (e.g., common planning time, co-teaching).
Students with special learning needs receive instruction in separate classrooms and are often excluded from extracurricular activities. Students with special learning needs may not participate in state and district assessments. The data for sub-groups are not always used for accountability purposes and subsequent decision making. Individual teachers develop their own behavior management plan with the occasional office referral. Teachers often base instruction on the needs of typical learners.
Students with special learning needs may receive instruction in the general education classroom and participate in extracurricular activities with necessary supports. All students participate in state and district assessments with needed or approved adaptations and modifications and the data are used for accountability purposes and subsequent decision making. All staff participate in developing and implementing a school-wide behavior plan. A team approach ensures that each student receives the appropriate help when needed.
Professional development activities are planned and do not target teachers’ competencies regarding the instruction of all students. Instead they often target specific problems (e.g., school dropout).
Professional development activities are aimed at building capacity by enhancing the skills of all staff to promote students’ access to the general education curriculum.
Clinical staff (e.g., school psychologist, occupational therapist) and support staff are seen as additional personnel who provide special services.
Clinical and support staff are integral members of the school community.
School personnel may not make a concerted effort to build relationships with the parents of students with disabilities and those from diverse backgrounds. Staff use the same approach to reach all parents.
School personnel actively involve parents, including those of students with disabilities and those from diverse backgrounds, in all school activities. Staff use multiple approaches to reach different subsets of parents.
School personnel may not make a concerted effort to reach out to an important subset of community members, leaders, and organizations (e.g., disability agencies, Hispanic business owner).
School personnel make a concerted effort to reach out to all community members, leaders, and organizations.
Resources (e.g., aide, assistive technology) are available only in specialized settings (e.g., resource room). School personnel work in isolation and tend not share their expertise.
Resources are available throughout the school, not just in specialized settings or classrooms. School personnel collaborate and serve as resources for each other.
School personnel do not measure progress toward goals.
School personnel measure their school’s progress toward addressing the needs of all students.
School’s planning documents and processes do not address the needs of all students in the areas listed above.
School’s planning documents and processes address the needs of all students in the areas listed above.
Comprehensive education plan
Support services
To learn more about inclusion, contact our office at 504-888-9111 or toll free, 800-766-7736.
For Your Information Far from being just another fad or add-on program or practice, inclusion is a fundamental shift in how schools approach the instruction of all students. It is important to remember that special education is a service, not a place. In other words, a student with a disability does not automatically get placed in a special education classroom. Instead, the IEP team determines what services the student needs based on his or her current level of performance and then decides where those services should be provided. Inclusion does not necessarily mean that every special education student spends every minute of every day in a general education setting. What it does mean is that each special education student is guaranteed a free appropriate public education (FAPE) in the least-restrictive environment (LRE). Depending on a student’s needs, services may be provided in a number of settings by a number of individuals.
Your vote matters!
Election Day 2022 will be here before we know it. Several federal laws protect the voting rights of older Americans and people with disabilities and require accessible polling places. Disability Rights Washington has resources available to make sure your vote counts! Visit the DRW Voting resources page here. The ACL (Administration for Community Living) recently updated it's Voting Resources for Older Americans and People with Disabilities webpage. They are still adding resources so check back often for updates. Here are some voting resources for older adults and people with disabilities: USA.gov/Voting has information on how to vote, voter registration requirements and deadlines, and locating your state or local election office website. The U.S. Election Assistance Commission offers 10 Tips for Voters with Disabilities (PDF). The U.S. Department of Justice Civil Rights Division has more information about voting laws, enforcement actions, and how to file a complaint if you feel your voting rights have been violated. Individuals living in long-term care facilities who have concerns about exercising their right to vote can contact their long-term care ombudsman program by looking them up at the National Ombudsman Resource Center. Some Area Agencies on Aging and Aging and Disability Resource Centers may offer rides. Visit the Eldercare Locator website to find one in your community. State Protection and Advocacy Systems (P&As) are another valuable resource. The Voting Access Program, Help America Vote Act (HAVA) administered by ACL, provides funding to P&As to support efforts to ensuring full participation by people with disabilities in the electoral process, including registering to vote, casting a vote, and accessing polling places. P&As are responsible for the following HAVA activities: Full participation in the electoral process; Education, training and assistance; Advocacy and education around HAVA implementation efforts; Training and education of election officials, poll workers, and election volunteers regarding the rights of voters with disabilities and best practices; Assistance in filing complaints; Assistance to state and other governmental entities regarding the physical accessibility of polling places; and Obtaining training and technical assistance on voting issues. Each P&A determines the best mix of HAVA services to provide based on the needs of their community. To find your state P&A for requesting assistance with voting, visit this website and select your state. Finally, the Southeast ADA Center has compiled up-to-date resources with more information on accessible voting.
Sources: IRIS Center, Center for Parent Information and Resources.
by Sarah Jeanne Browne
How To Combat The Stigma Of Invisible Disabilities
Personal Example: “You seem too smart to have a learning disability.” “You have to actually think in this class.” “I have trouble with math too.” “It’s not hard.” “You can do X so why can’t you do Y?” All of these statements have been said to me about my dyscalculia. Dyscalculia is a math and spatial learning disability. For example, it’s not just struggle calculating numbers and math anxiety for many. It’s also distance, time, counting money, directions and more. It can look like focus issues. It can be mixed with other learning disabilities and ADHD. It can also be not remembering names and having a bit of prosopagnosia or facial blindness. It is hard to track. For me, it started with struggles tying my shoes, reading an analog clock (I still prefer digital), being put on the spot in class to answer a math question and laughing it off, taking all the English classes and none of the math ones, trouble with learning to drive to the extent my tutor asked if I had a learning disability and not knowing I needed accommodations because I was still able to succeed if I worked hard enough. It wasn’t easy to recognize because I made sure no one caught it. I made sure I spent extra hours studying, sometimes waking up at 4 am. Yet, everything I learned would eventually fade and not be easily retained. I had trouble not just learning but with long term retention. I got through school because of short term retention which is most often taught. I had enough math in my head to get through high school. Then, I got to college. I was a Secondary Education English major until I couldn’t take precalculus, one of the requirements. Instead of recognizing I had an issue, I changed my major to English Literature with a Minor in Writing planning to pursue a Masters in Education. All because I had no idea I had dyscalculia. I got tutoring for precalculus but it wasn’t enough. Nothing would have been enough. My brain didn’t know how to add sometimes. It couldn’t keep track of things others could. My brain was neurodivergent but I had no idea for the longest time. Another invisible disability happened. I developed a mental health crisis of bipolar disorder which led to a mental breakdown. This mental breakdown and relapse years later worsened the learning disability, dyscalculia. Now I can’t do a lot I could do in high school. I was helping a girl I nannied with her math homework in elementary school and was overwhelmed. Yet I did those same things once. I finally got tested through the Office of Vocational Rehabilitation after I was put on disability for Bipolar. They said I scored extremely low in math. But still no label of “dyscalculia.” It took a Facebook group on dyscalculia to show me what I was experiencing wasn’t all in my head. I became self-diagnosed. So I started to self-advocate. Once I stopped hiding my dyscalculia, there were misconceptions, insensitivity and ignorance that ran rampant. No one was willing to understand what this meant for me, especially now that a breakdown made everything worse like a brain injury. Because it was invisible, I had trouble convincing therapists that I was having so much trouble. I had to relearn to drive after a few car accidents. I had to figure out how to work again since I had struggles with retention in general and doing some simple tasks if math related. I had to advocate for my limits when so often I was told, “I want you to believe in yourself. You CAN do it.” Yes, maybe I can do things. But it’s not about willpower. I just can’t do certain things. As Melissa Blake, disability rights activist, said, “I hate the phrase ‘Don’t let your disability stop you.’ It’s an incredibly toxic thing to say to a disabled person. Yes, there are some things I can’t do because of my disability and that’s OK. It doesn’t make me weak or lazy. Stop making disabled people feel bad.” Invisible disabilities are difficult to advocate for because people don’t see the struggle. They didn’t see me failing. They saw me succeeding. They saw me overcome the education system and then later the mental health system, both very flawed in meeting the needs of those in crisis. They saw me with a great attitude. They saw me happy. They saw me with a good support system. They saw me helping others. But what they didn’t see was the fact that I still had an invisible disability. Accepting this about myself has been a lifelong journey. Denial delayed diagnosis, as it so often does. Professionals didn’t know the term, dyscalculia, and those who did, gaslit me into believing I could overcome it. I couldn’t just jump into something new unless I figured out how to get around difficulty learning. I hyper focused on what I was good at. I became a self-help writer for Forbes, utilizing my Bachelors in English. Since I didn’t want to rush into a job while on disability, I volunteered all the time and advocated for causes. I created my own opportunities. But I’ll tell you what- just because I found a way around these struggles doesn’t mean I expect others to do the same. I want there to be more help and conversation. I want the world to know that invisible disabilities are there. Education matters. It’s amazing I went through my life not knowing I had a learning disability or had a mental illness. I found ways to get through things by overworking and developing a machine-like mentality. I couldn’t stop because if I did, I would see that I was overcompensating. This isn’t the solution. My way isn’t the way it should be. It was just the way it had to be due to the limited knowledge and resources at the time. I should have been diagnosed and gotten accommodations. I should have been able to bypass precalculus or get more help in my undergrad and then graduate with my original major. Yet, sometimes, things do work out in our favor. I didn’t end up becoming a high school English teacher. I left the Masters. So I had a BA in English which was much broader. For me, it worked out. It doesn’t always work out. I am lucky. But I have struggled even though I have had things work out. What I want most is validation for my struggles. What I want most is for people to see the unseen- that I am tired. Just tired of doing this – being different from others and trying to overcome rather than accept my disability. Overtime, my cognitive abilities started to get better. But I will never be the same I was before my mental breakdown. I will never be neurotypical. But I no longer judge myself for this. I no longer say, “It’s my fault that I can’t do this.” Instead, I say, “I am enough.” And so are you.
What Are Invisible Disabilities? According to Forbes, “Over 42 million Americans have a severe disability, and 96% of them are unseen.” It is more likely than not that you know someone with an invisible disability if not yourself. That means your attitude towards them and such things matter. An invisible disability is neurological in nature and largely unseen. The National Education Association says, “These physical, mental, or neurological conditions—known as invisible disabilities—can limit or challenge a person’s movements, senses, or activities, and can impact that person’s ability to learn or work.” In simplistic terms, it’s any disability that isn’t obvious to others. Northwest Primary Care says “A vast majority of chronic illnesses are invisible. Some examples of invisible illnesses include: Allergies and food intolerances Arthritis, especially rheumatoid Cancer Chronic Fatigue Syndrome Fibromyalgia Depression and mental illness Diabetes Digestive disorders such as Celiac, colitis, and irritable bowel syndrome (IBS) Migraine and headache sufferers Heart conditions Lupus Lyme Disease Multiple Sclerosis Infertility Sjogren’s Syndrome” Another type, as I mentioned for myself, is mental illness. For me, mental illness impacted my cognitive skills, worsening them through two breakdowns. Sometimes everything connects and it can be hard to navigate. Misconceptions Here are some misconceptions of those struggling with invisible disabilities: They are faking their disability. They are imagining their disability. It’s not a real disability. There’s no visual sign of a disability like a hearing aid or wheelchair so it’s not as bad. It doesn’t impair everyday activities so it doesn’t need treatment. They have a great attitude and are very active. They’ve been resourceful and innovative so they don’t need accommodations. They need to work harder. They brought it on themselves. The invisible disability is due to a moral failing. They are in control of the invisible disability. Their invisible disability isn’t severe. It’s easy for them to ask for help. Their symptoms may come and go so harder to believe if inconsistent. All. Of. These. Are. FALSE.
“I hate the phrase ‘Don’t let your disability stop you.’ It’s an incredibly toxic thing to say to a disabled person. Yes, there are some things I can’t do because of my disability and that’s OK. It doesn’t make me weak or lazy. Stop making disabled people feel bad.” ~ Melissa Blake
These assumptions are what create stigma for those with invisible disabilities. According to Oxford Languages, stigma is “a mark of disgrace associated with a particular circumstance, quality, or person.” It’s looked down upon. Pitied. Believed to mean that person has lesser value or worth. Stigma is created from ignorance and indifference. The goal of any activist is to tell their story and shed light on how invisible disabilities actually do exist. The ones we should listen to are the ones who experience it. Their interpretation of their experiences is the one that matters most. Since invisible disabilities are usually hidden, it’s easy for those living with them to maintain a hidden identity. This puts a strain on relationships, work life and overall well-being. Fear drives them to just push through and hide the disability. If we are open and honest about our struggles, we find common humanity. If we educate people on all disabilities and talk about it, stigma starts to fade. If we own our stories, we have nothing truly to fear. If we validate each other, we can be our authentic selves. If we can choose to accept that an invisible disability is like any other type of disability, we can get the diagnosis and the help. We can be less distressed and stressed. We can become leaders and true learners. Because wisdom is much more important than the ability to retain a fact. Kindness is the only thing we truly leave behind as our legacy. So be kind. Teach each other how to accept themselves. And know if you have an invisible disability, it’s time to speak up. Check out what the ADA says about invisible disabilities in the workplace here. Check out other resources on invisible disabilities here.
Published by raisecenter 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
About the author: Sarah Jeanne Browne is a speaker, writer, and activist. She is a self help writer who has been published on Forbes, Lifehack, Tiny Buddha, Thrive Global, Elephant Journal, and more. She has led workshops for youth on leadership for The Peal Center, Pennsylvania Youth Leadership Network, and The Woodlands Foundation. Sarah is a “lived experience” speaker and writer with bipolar who fosters better understanding of mental health to end stigma. Sarah promotes how to surrender or let go as her philosophy in all her writing- self help for sites, books, or otherwise. Her website is www.sarahjeannebrowne.com. You can also find her on twitter @sarahjbrowne and facebook @sarahjsocialjustice.
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