October 2019 Exceptional Times

Free Webinars and Training P.18 TIMES MAGAZINE Exceptional What's Going ON? From the Executive Director, Mary Jacob WHY DO KIDS HATE SCHOOL? P.4 Occupational Therapy TRICKS AND TIPS FOR SHOE TYING P.8 ISSUE 20 October 2019 I HAVE A VOICE P.24 COVER STORY EXCLUSIVE MISSION The Mission of Families Helping Families of Greater New Orleans is to educate and connect children and adults with disabilities, and their families to resources, services, and supports to attend school, work, and thrive in their communities. OUR TEAM Mary Jacob, Executive Director mjacob@fhfofgno.org - Ext. 207 Sharon Blackmon, Community Outreach Specialist sblackmon@fhfofgno.org - Ext. 208 Bebe Bode, Director of Public Relations bbode@fhfofgno.org - Ext. 226 Nicole Desroche, Information & Training Specialist ndesroche@fhfofgno.org - Ext.218 Liz Dumas, Administrative Assistant ldumas@fhfofgno.org - Ext. 202 Minerva Flores, Intake Specialist mflores@fhfofgno.org - Ext. 217 Laura S. Nata, Director of Peer to Peer Support lsnata@fhfofgno.org - Ext. 209 Thuy Nguyen, CSHS Parent Liaison tnguyen@fhfofgno.org 504.896.1340 phone | 504.896.1360 fax Steven Nguyen, CSHS Youth Liaison snguyen@fhfofgno.org 504.896.1340 phone | 504.896.1360 fax Jessica Rodrigue, Director of Training jrodrigue@fhfofgno.org - Ext. 204 Denise Sweatman, Director of Administrative Services dsweatman@fhfofgno.org - Ext. 203 Paul LeBlanc, Property Manager OCTOBER 2019 BOARD OF DIRECTORS Gregory Brenan, CPA, CCIFP, CGMA Jo Ann D. LoRusso, Ph.D. Denise Barrera, MPH, MSW Debra Dixon M.Ed.+30 Jedidiah Jackson Ashley Bourg Michelle Archambault, CPA/PFS Exceptional Times Cover Story: Lillian DeJean 04 Why Do Kids Hate School? 08 Tricks and Tips for Shoe Tying 10 Relationships & Intimacy: Preventing Exploitation Training Opportunities 11 Ensuring an Equitable Opportunity: Providing a High-Quality Education for Students with Disabilities 12 Other's Events and Training 15 Making the Most out of Mealtime Training 16 10 Basic Financial Steps for Special Needs Caregivers Training 17 Special Education: Gifted, Talented and Twice Exceptional Students 18 What's Going On? 20 Is He a ROCK STAR Employee or Not? 22 Be Like the Cool Kids 24 Cover Story: I Have a Voice 28 Bullying and Youth with Disabilities and Special Health Care Needs 31 Connect, Reflect, and Prepare as the School Year Starts 32 Resources for Families & Educators 34 October Awareness 36 GODA's 2019 inclusive Art Contest 38 Louisiana School Finder OFFICE HOURS Monday: 9:00 AM - 12:00 PM, 12:30 PM - 4:00 PM Tuesday: AFTER HOURS 9:00 AM - 12:00 PM, 12:30 PM - 8:00 PM Wednesday: 9:00 AM - 12:00 PM, 12:30 PM - 4:00 PM Thursday: 9:00 AM - 12:00 PM, 12:30 PM - 4:00 PM Friday: 9:00 AM - 12:00 PM CONTENTS 700 Hickory Avenue Harahan, LA 70123 504.888.9111 800.766.7736 504.353.2350 fax info@fhfofgno.org fhfofgno.org Children are natural learners. They are by nature inquisitive little beings that love to explore and figure things out. Their curiosity can’t be denied. So, why do I keep hearing stories about young kids hating school? Truly, what’s up with this? In the past 5 years I not only hear this scenario repeatedly, what’s far more alarming is the number of parents that now tell me about their child’s school anxieties. The first time I heard this I thought, oh this parent is probably being a little over-protective. The next time I heard it I thought, wow, I just heard basically the same thing from another parent. Now there is not a week that goes by that I’m not hearing about a child with school anxieties. What in the heck is going on in schools that is causing so much anxiety? Today I go to a new hair stylist. We are doing our normal small talk. We discover we live in the same community and talk a little bit about that. She eventually mentions she has 3 children – the oldest is in kindergarten and then there was this huge sigh. Of course, I’m just as inquisitive as the young child, so I immediately ask – what’s going on in kindergarten. She said very politely, oh, I don’t want to get into all of that, you are here to relax and have an enjoyable experience. All this time she didn’t know where I worked, so I then told her about my job and explained what we did here at Families Helping Families. At this point she unloaded about how school is so hard, how the work appear to be developmentally appropriate, how her five-year-old daughter hated it and now thinks she is stupid. This mom has a first row seat to watch her daughter lose her self-worth daily and how she is desperately looking for answers. I asked her what is her biggest concern for her daughter and she said, her anxiety seems to be off the chart. The “A” word again! Here we go, another parent talking about school anxiety. Have we not figured out that it is NOT normal for young children to have this much anxiety? What the heck are we doing to kiddos in schools? Currently, as a nation and definitely a state, we have bought into the philosophy that kindergarten is about academics and we must introduce children to content that sets them on the trajectory to be successful in school and life. However, it wasn’t that many years ago that the kindergarten philosophy centered around social and emotional growth. It was a time for children to learn about formal education, playing nicely with other kids, learning to share, and learning through play. If we push a child too hard in kindergarten with expectations of non-age appropriate content, we then risk failure. We do not ever want to build in the sense of failure, yet that’s exactly what it feels like we are doing. So where is all this pressure coming from? Many believe we are overly focused on LEAP scores and children becoming proficient readers sooner than ever. But reading isn’t something you can arbitrarily decide when to teach. Reading really is a science and not something that is easily learned without explicit instruction. We have decades of research on the science of reading, yet, we seem to ignore the very basics of how we learn to read. It’s nearly impossible to become a fluent reader if you have not mastered the relationship between letters and sounds and understand how to decode the written word. The National Center on Improving Literacy states that children typically develop reading skills by first learning the sound system and how print works, including letter-sound relationships, and the meaning of stories read TO them. These are considered emergent reader skills that age appropriate for children up to 6-years-old. By 7-years-old the child should be learning to decode words and beginning to make sense of what they read. However, Louisiana Standards seem to promote more rigor and higher expectations. Are we expecting kiddos to learn content and master skills that aren’t age-appropriate? Is it a safe assumption to make a connection between inappropriate content and skill mastery leading to anxiety and ultimately a case of “I hate school” for young kiddos? Maybe it’s just a coincidence or maybe not. Just last week my grandson came home from school in tears because he failed his “cold reading” test. It’s the second one of the year he failed. Cold reading is when the child is given a reading passage they’ve never seen and vocabulary words they’ve never previously used in class. One of the questions asked him to give the same meaning for the word peering. My immediate thought was, What 2nd grader uses the word peering? He was given three choices: Watching, moving, or looking. My second thought was, isn’t watching and looking basically the same thing? If this is a word he is not familiar with, how does he know how to answer it? He picked watching. The correct answer was looking. The question was marked wrong with a smiley face saying she understood why he may have thought that. Well, this Mimi’s third thought was, instead of understanding why he thought that – how about explaining to him the difference and while you are at it, explain it to me too. The test went on to ask about the illustrations (I’m not even sure he knows what that word is – even if he could successfully decode it), some comprehension questions and finally some phonics. The students were asked to pick out the words that ended with the same ending sound as buzz. Their choices were chive, chase, chose, space, those and shine. Overall, I believe he probably guessed on most things. This test is the perfect example of inappropriate content. My grandson is still learning to read. He is still struggling with decoding and still mastering letter-sound relationships. For him, the expectations is for him to do two high level cognitive activities at the same time – which is nearly impossible. Because he is still very much an emergent reader, reading is a huge cognitive activity for him. At the same time, he is expected to comprehend what he has read; which is another cognitive activity that he cannot do while he is still learning to decode words. It is impossible for him or any student to be fluent readers and successful with reading comprehension, if they don’t possess the foundational reading skills. Learning to read is difficult and does not happen naturally. Explicit instruction in phonological awareness, phonics, fluency, vocabulary, and comprehension and in that order is how a child learns to read. You can’t teach fluency to a child with no phonological awareness – yet, we seem to think we can. Why are we trying to reinvent the science of reading? Unfortunately, the lack of reading is usually the root problem in kids failing school. Without a strong reading foundation, all other subjects will be very difficult – including Math. If your child can’t read, chances are they won’t be successful with any subjects in school. Students needs to be taught with an evidence-based reading program. Some children with disabilities may need a different evidence-based program that focuses on other senses – but at a minimum we need to have standards for reading curriculum. We also need improved standards for pre-service teachers. Our state needs to require that all teachers with an elementary certification take enough college classes that qualifies them as a reading interventionist. We must remove roadblocks like Title One requirements to provide student's access to high quality reading interventionist. Struggling readers come from all socioeconomic backgrounds – not just poor families. The Special Education Factor Once a child falls far enough behind in school, the child might potentially qualify for special education services. Even though there is a huge emphasis on educating the child in their least restrictive environment with their typical peers, we know many of these students will be pulled out to attend reading and other classes in a special education room. For many parents, this is the solution they have longed for. But then the reality sets in when they discover there is nothing magical happening in the special education classroom. In many cases the curriculum is subpar and not being used with fidelity. The students fall further behind and the gap continues to grow between where they should be and where they really are reading. In order for special education to work, it must provide highly qualified reading interventionist that are using an evidence-based reading program that is specially designed for students with disabilities. There is a myth that the most qualified teachers are the special educators, and while they are usually wonderful people, they usually aren’t the most qualified in teaching reading. Additionally, far too many students are receiving direct instruction from paraprofessionals which aren’t usually certified to teach any subject. Case and Point - Last year I was working with a family whose young son was a struggling reader and hated school. His mom said while they were attending a family funeral her son said he wishes he could go to heaven. Confused, the mom asked why, and he said, because I’d never have to go to school again. He has since been evaluated, receives special education services and is still struggling. Why? A huge part of the problem is lack of appropriate reading instruction. Lack of access to the school’s reading interventionist. Reading interventionists aren’t just for children that don’t have an IEP. They are supposed to be there for any child that is a struggling reader. But the assumption is made that the special educator is more qualified. Is that true? According to the data base that searches teacher certifications, it’s definitely not true for this child. Reading is the most important skill a person can learn. It will determine a person’s success for the remainder of their life. As a state and society, we must demand reading reform that is not balanced on the back of our children – but on the professionals charged with educating them. Children show up to school to learn. It’s the adult’s job to figure out how to teach them. The capacity to teach is a gift. The ability to teach is a skill. The willingness to investigate ways to teach struggling readers is a choice. If the first way doesn’t work, then you have the choice to find a new way. Don’t waste the choice on choosing to do nothing. When a child says, “I hate school,” that should be a huge wake-up call for all the adults in the child’s life to figure out what’s going on. When I start hearing story after story about young children with school anxieties, that should be a wake-up call to society that there is a huge problem in our school buildings today. School anxiety is not a normal thing! From the time a child is born, they have the innate desire to learn. Their brains are like sponges – waiting to absorb everything around them. Even children with intellectual disabilities has this same natural yearning for knowledge. by Mary Jacob, Executive Director Why Do Kids Hate School? During the past Louisiana legislative session, House Resolution 222 and Senate Resolution 182 established the Louisiana Early Literacy Commission to make recommendations on developing and implementing an aligned system to provide effective evidence-based reading instruction for children from birth through third grade. They are charged with: Gathering and analyzing data to determine the degree to which evidence-based reading is being implemented with fidelity in the state’s public schools and childhood care and education settings; Conducting an assessment of the number of practicing educators, including K-3 teachers, special education teachers, and reading interventionist, with training and skills in evidence-based reading instruction ; and Assessing the degree to which state colleges of education and alternative certification programs provide a program of study on evidence-based reading practices for K-3 teachers, special education teachers, and education specialists. Making recommendations to the Board of Elementary and Secondary Education (BESE) and the Legislature. Rebecca Connick is an occupational therapist at Crane Rehab Center- Pediatrics in New Orleans as well as an Early Steps provider. A certified user of The Sequential Oral Sensory (SOS) Approach to Feeding and a Mentored Clinician of the STAR Institutes's SPD Level 1 Advanced Intensive Mentorship program, Rebecca treats many children with sensory processing deficits and feeding disorders. For more educational articles by Rebecca, follow her blog at or on Facebook @fingertipsblog. The easy slip on, slip off summer-shoe lifestyle has helped countless parents get out the door a little faster in the mornings. As Fall approaches, we’ll be trading in our sandals for closed toe shoes soon enough. With that transition comes stylish warm boots, tennis shoes and ultimately shoe tying; a tricky skill that can be very challenging for children to learn. Shoe tying is a multi-step process that involves fine motor coordination. Not only does a child have to remember the sequence of steps, but each of their hands has to complete different small movements while working together to complete the finished product. Though it can be frustrating for children learning for the first time, shoe tying is a valuable skill that can help your child be more independent in dressing themselves. In addition, the practice of shoe tying helps a child develop their bimanual (two hand) coordination skills, which will only help them in the future. There’s more than one way to tie a shoe, and when it comes to learning I find that no one way is easiest. Teach the way you use because that is what you’re most comfortable with. I personally use the classic one bunny ear, string around and through method and I use my dominant hand to form the first bunny ear. If this doesn’t seem to work for your child, there are a number of creative, alternative adaptations that an OT can make based on your child’s needs. Here are some tricks and tips if your child is learning how to tie their shoes for the first time, and keep in mind, practice makes perfect! 1. Two different colored laces: Since your child is learning how to do two different things with their hands, practicing with two different colored laces can help them visually keep track. This way, there’s a contrast between the laces, and when teaching you can refer to the “blue string” or “yellow string” to avoid confusion. This can be done on either a practice shoe or their own shoes. 2. Backwards chaining: One way to keep your child feeling successful is by teaching the last step, FIRST. For example, if you go through the sequence with your child until the last step, letting them pull both “bunny ears” tight, this can help your child feel accomplished that they “did it!” When they’re ready, keep adding a step until they’re completing the whole process. Example: 1st- pulling the bunny ears 2nd- putting the string through the hole then pulling the bunny ears 3rd- bringing the string around the bunny ear, putting it through the hole, then pulling the bunny ears Etc. 3. Sit next to your child: When teaching shoe tying, always sit next to your child so their perspective is the same as yours. This way, all the steps you’re doing with each hand look exactly the same as theirs, which makes learning the sequence much easier to follow. 4. Have a practice shoe: Getting ready to leave the house can already be a hurried process, so this may not be the ideal time for a child to learn how to tie their shoes. Use an old shoe for a separate practice shoe for your child to learn on without the time constraints of getting ready to leave the house. This takes some of the pressure away and allows your child to learn at their own pace. 5. Games and puzzles: Learning how to use laces can be way more fun if part of a game! Puzzles that incorporate laces, stringing beads, and lacing cards are good activities for your child to build the fine motor skill needed for shoe tying. If you have any questions about how your child can improve their fine motor skills in order to tackle shoe tying, feel free to reach out or ask your occupational therapist. Tricks and Tips for Shoe Tying Relationships & Intimacy: Preventing Exploitation Training Opportunities Ensuring an Equitable Opportunity: Providing a High-Quality Education for Students with Disabilities The primary mechanism for ensuring students with disabilities receive the right educational content and rigor at the right moment in their education is the individualized education program (IEP). This document, Ensuring an Equitable Opportunity: Providing a High-Quality Education for Students with Disabilities, details policy and practice considerations around individualized education programs chiefs and state education leaders can reflect upon and implement in ensuring all students, especially students with disabilities, have access to a high-quality education. The Education for All Handicapped Children Act of 1975 marked an historic win for civil rights when the doors to public education were opened for all students. For the first time, children with disabilities had access to a public education and the hope of a productive and fulfilling future. Today, the Individuals with Disabilities Education Act of 2004 (IDEA), the most recent iteration of that law, aims to deliver on that promise; namely, that all students with disabilities have equitable access to a free appropriate public education (FAPE) in the least restrictive environment. The Every Student Succeeds Act of 2015 (ESSA), the recently reauthorized Elementary and Secondary Education Act of 1965, also aims to deliver on that promise; namely that all students, across all backgrounds and circumstances, are provided the opportunity to receive a high-quality education. However, effectively preparing students with disabilities for life after high school remains a challenge for states as evidenced by the significant educational achievement and opportunity gaps that persist between students with disabilities and their non-disabled peers. The increased alignment between the federal laws, bolstered further by an increased focus on improving the educational benefit for students with disabilities required by the unanimous Supreme Court ruling in the Endrew F. v. Douglas County School Dist. RE–1, presents an opportunity for state leaders to support school and district leaders in understanding a new landscape of delivering appropriate and effective educational services and supports for students with disabilities. This CCSSO document discusses policy and practice opportunities within this new landscape to ensure each and every child, especially children with disabilities, has an excellent education. ccsso.org As part of the Council's 2020 Action Plan, additional training opportunities are being offered statewide to adult self-advocates and their family members or caregivers to increase their understanding of the issues that lead to and ways to prevent sexual abuse and exploitation of individuals with intellectual and developmental disabilities. Individuals with intellectual and developmental disabilities experience sexual abuse and exploitation at significantly higher rates than in the population at large. Unfortunately, individuals with intellectual and development disabilities are also more vulnerable to repeated abuse and exploitation when incidences go unreported. Many factors contribute to this increased risk including, but not limited to, a lack of understanding of human anatomy, sexual development, and healthy relationships. Take advantage of this incredible opportunity to receive valuable information to protect yourself or a loved one! Each training session is free to attend, but you must pre-register as seating is limited. These training events are provided through a partnership between the Council and Team Dynamics, LLC. The link to register for the next scheduled training in Metairie, LA is listed below. As additional trainings are scheduled, the Council's web-page will be updated with dates, times, locations and registration details. Thursday, October 10, 2019 - Metairie Eastbank Regional Library - 4747 West Napoleon Ave, Metairie, LA 70001 9:30 AM - 11:30 AM (Session for parents / family members) Registration In addition to these in-person training opportunities, self-advocates, their families and professionals are encouraged to check out the free webinars made available by the Association of University Centers on Disabilities. These informative and educational webinars cover topics such as healthy relationships, dating, intimacy, consent, safe sex practices and more. Click the links below for more information about each webinar and additional resources. Advancing Sexual Self-Advocacy for People with Disabilities Sex Talk for Self-Advocates #1 Sex Talk for Self-Advocates #2 Sex Talk for Self-Advocates #3 Sex Talk for Self-Advocates #4 Sex Talk for Self-Advocates #5 Louisiana Autism Conference 2019 - It Takes a Village October 14-15, 2019 L'Auberge Casino and Resort 2519 Ryan St Lake Charles, LA 70601 For ages 1 - 10 years Free WEBINARS What's Going On? Importance of Inclusion - Why is inclusion of children with disabilities in schools, classrooms, and communities important? This webinar answers that question. It explores what inclusion is and is not, who are involved in making meaningful inclusion successful, and its underpinnings in federal law. Co-Sponsor: FHF of Southwest Louisiana Date: Tuesday, October 1, 2019 Time: 7:00 pm - 8:00 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Music Therapy - Did you know that music can have an immense impact on the well-being of individuals with disabilities? In this webinar presented by two local board-certified music therapists, you will receive an introduction to music therapy, learn about the benefits of music therapy in both individual and group settings, learn how you can access services in the New Orleans area, and explore ways to implement music-based activities at home! Guest Presenter: Molly Guinan, MT-BC; Crescent City Music Therapy, LLC Date: Monday, October 7, 2019 Time: 10:00 am – 11:00 am Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Basic Rights in Special Education - Whether you’re new to special education or involved for a while, this workshop is for you. This presentation provides families with an introduction to their rights and responsibilities as parents of children with special needs under the Individuals with Disabilities Education Act (IDEA). Parents begin to identify dreams and goals for their children, understand laws and learn advocacy strategies that will help them help their children reach those goals. Co-Sponsor: FHF of Northeast Louisiana Date: Wednesday, October 9, 2019 Time: 11:00 am – 12:00 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Educational Plans: IEP’s vs. 504 Plan - Students with disabilities will usually qualify for either an IEP or a 504 Plan – but what is the difference and is one better than the other? This training will take you through the eligibility process of both plans, the laws that regulate both, the differences in the plans and parental rights. Co-Sponsor: Bayou Land FHF Date: Saturday, October 12, 2019 Time: 10:00 am – 11:00 am Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Introduction to Special Education - Do you suspect your child could benefit from special education and related services? Or, Is your child newly evaluated? If so, this training is perfect for you. This intro to special education will give you a strong foundation to build future knowledge. You will learn the very basics through the philosophy of special education, the laws, evaluation process, and ultimately an IEP. Co-Sponsor: FHF of Acadiana Date: Tuesday, October 15, 2019 Time: 10:00 am – 11:00 am Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. All About Test and Assessments - This webinar will talk All About Assessments and Testing. It will answer some frequently asked question regarding assessments and testing, when to have your child evaluated and interpreting those assessment results. Co-Sponsor: FHF of Greater Baton Rouge Date: Tuesday, October 15, 2019 Time: 11:30 am – 12:30 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Extended School Year Services (ESY) - Did you know that data collected during the holidays often determine if your child will qualify for ESY Services? This training provides an overview of the ESY process for children with disabilities including how children qualify and why in many circumstances the school uses the holiday breaks in determining if a child will qualify for ESY. Co-Sponsor: FHF NOLA Date: Thursday, October 17, 2019 Time: 10:00 am – 11:00 am Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Accommodations vs. Modifications - Meeting after meeting, parents and teachers use the words “accommodation” and “modification” almost interchangeably when discussing IEPs and student needs. If understood and used correctly, these words can greatly impact the success of a child’s educational program. Get answers to these questions and more: How can accommodations and modifications help my child in the general education classroom? How is it included in IEP and which accommodations are provided for state testing? Co-Sponsor: FHF NOLA Date: Thursday, October 17, 2019 Time: 12:30 pm – 1:30 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Anatomy of the IEP - Like a biology student, this presentation will dissect the parts of the IEP document and examine their functions individually, learning their meanings and application. It will provide constructive and practical tips to help create an IEP that supports all of the student's needs. We will explore the parent’s role in the IEP process and learn the basics of their child’s right to special education services, the process of developing special education plans, and the parent’s role. Co-Sponsor: FHF of Southwest Louisiana Date: Thursday, October 24, 2019 Time: 11:00 am – 12:00 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Special Education FAQ - Can the school send home my child’s IEP for me to sign without a meeting? Can the school suspend my child with an IEP? What happens if I disagree with the IEP team? Can the school keep calling me to pick up my child due to meltdowns? Get answers to these questions, and more in our Special Education Frequently Asked Questions training. Co-Sponsor: FHF of Northeast Louisiana Date: Tuesday, October 29, 2019 Time: 9:00 pm – 10:00 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. OCTOBER 2019 A couple of months ago I received a Facebook message from a stranger. This is someone that follows me on social media and wanted to know how she should handle a problem employee at her office. My immediate thought was, I’m not an HR expert, but it’s always been my nature to listen and try to offer suggestions. The employer, I’ll call Karen, proceeded to tell me about this rock star employee that was fabulous at his job and customers loved him – but he drove everyone in the office insane. He was disorganized. His paperwork was never turned in on time. He was late with turning in his expenses and often couldn’t find the receipts. She proceeded to tell me everything they’ve done to “correct” the situation. Of course their solutions included not reimbursing him, unpaid leave, or the threat of termination. She was at her wits end. She just couldn’t believe he was being so irresponsible and would rather lose his job than comply with the rules. He had been with them just over a year and during his evaluation, he was put on a 30 day improvement plan and he knew that if he didn’t change in 30 days, he’d be out the door. Less than a week later, the new office assistant Amanda enters the workplace. She is young, bubbly, and a tad bit hyper. Amanda was infatuated with the rock star employee. He was the chocolate covering her almonds. They seemed to instantly click and one day out of nowhere, Karen was exasperated by the rock star and Amanda chimed in to say, “Oh give him a break. He’s got ADHD. He can’t help himself. We got to help him.” So as most good supervisors would do, she asked Amanda how she knew he had ADHD. With her bubbly personality she said, “Well duh, I have it too.” Amanda went on to say, he never told her he had it, but recognized a lot of the system characteristics in the rock star that she possessed herself. Karen was honestly shocked by her answer, because she didn’t see a single similar characteristic in the two of them. After a conversation and some research on Karen’s part, she learned a little more about why her rock star was distractible, impulsive, disorganized, procrastinated and struggled with time-management. The big difference between the two of them was Amanda was born into a family with a little more financial security and they actively looked for ways for her to learn how to compensate for her inattentiveness and lack of organization. Amanda also had more support in school and learned to embrace her challenges by finding ways to compensate for the deficits she and her support system knew would be detrimental in her success as an adult. Amanda was a list master. Everything went on a check list daily. She could teach a class on creating a list for everything. These lists kept her very organized. Her personal calendar looked like an explosion of crayons to most. But to Amanda, this color coded system made perfect sense and prioritized events and tasks. Unfortunately, this was not the case for the rock star. Now, as a supervisor, this puts Karen in an awkward position since legally she isn’t supposed to ask an employee if they have a disability. And yes, ADHD is considered a disability. So she asked me, how I thought she should handle it. She felt like if her rock star would learn some compensation skills like Amanda, he might just become a SUPER ROCK STAR. I told her there was plenty she could do to be his hero. Here were my suggestions to Karen: Sit down and talk to him without an authoritative voice. Let him know he’s a rock star. Let him know all the wonderful things he does. Then let him know what he does that drives you nuts. Rather than reprimand him – help find solutions for him. Ask him what he thinks will help him be organized. Sometimes something as simple as handing him an envelope with the word “receipts” written on it may be all he needs to keep up with receipts. Brainstorming together is a great way to address work related solutions. Be prepared to discuss things like environment, work style, communication style, and the job specifics duties. Implement one solution at a time. If it fails, try something different. Have check in meetings with him to make sure he is on track. These meetings should set a tone where he feels like he can honestly tell you where he is struggling. Reinforce the things he does well with praise and support him with the things he has challenges with. Don’t assume because color coded calendars and check lists work so well for Amanda, that they’ll work equally well for your rock star. Before I wrote this article, I wanted to check in with her about her rock star and see how things were going. Karen was thrilled to report that after one meeting with the rock star, he blurted out, “You probably don’t realize it, but I have ADHD.” Karen said she giggled and told him she suspected it and that’s why she wanted to help him be successful. She promised him that as long as she felt like he was trying to improve and kept the line of communication open when he was struggling, she’d be there for him and continue to find solutions. Karen also set up 10 minute morning check in meetings with him daily that she gradually decreased to once a week. She also said the single most helpful thing she found that is making him so much more successful was putting in writing his tasks for the day and breaking the more complex tasks into smaller parts. You might be asking, what does the rock star do? The Rock Star is a delivery driver for a company that provides parts to service companies. The service company calls in orders, the delivery driver sometimes is tasked with filling the orders, then delivering orders to multiple locations. He is also tasked with filling up the delivery van with gas, getting the oil changed and some other minor upkeep. So in the course of a day, he has to keep track of signed delivery slips and receipts for gas. Amanda showed him how to go on MapQuest and input all of his delivery addresses so he wasn’t running back and forth in different direction. That simple single envelope I mentioned earlier, was all that he needed to keep up with his receipts. He is given a large envelope every morning to put everything he needed to turn in. Karen’s rock star really is becoming a truly valued employee and has found he is saving anywhere from one to two hours a day that is allowing him to do some additional duties. All in all, everyone is happy. When I asked Karen, what is the most important thing she learned in the process, she said it was her need to be consistent with support. She had to learn she didn’t cure him of his ADHD. She simply provided him with tools to be successful. Part of those tools was keeping that line of communication open and those weekly check in meetings. If you have a current employee that is challenging to manage. Ask yourself if there is anything you can do to make this person more successful. It takes a lot of time to train new employees and some just need a little more support – and not a termination letter. IS HE A ROCK STAR EMPLOYEE OR NOT? by Mary Jacob Be Like the Image matters, or at least we think so in high school. From the stars of the most recent Netflix series to the kids that sit at the “cool kid table” in the cafeteria, image matters. Although many of us as adults recognize that being cool is not everything, to a teenager it is. But what happens when it’s impossible to find cool kids like you? Is it possible to be both disabled and cool? Or, in order to be cool, do we need to “pass” as nondisabled? Growing up, I was never one of the cool kids, even though I tried to be. Pictures from that era of my life are direct proof that I never achieved the status of cool. The only time that I even remember feeling cool was in Kindergarten on the playground, when all of the motor-head five-year-old boys would follow me in my scooter, trying to figure out how it worked. That was the end of my fascinating phase. I spent much of my elementary and high school experience floundering to find my identity and self-acceptance. From what I saw, the cool kids didn’t have ventilators or scooters or nurses following them around, and they certainly didn’t take their tests in a separate room. Honestly, how can you be cool with a nurse, or a mother-like figure, tagging along and intruding on typical adolescent conversations and trouble-making? In spite of both my parents’ efforts to ensure I had a “normal” childhood and my fantastic friends, who were accepting of my un-coolness (and potentially harbored mutual uncool characteristics), I still struggled to find myself. I never questioned my worth, intelligence, or that I was loved; I simply did not feel like I fit in and felt that few people understood me. Frankly, I’m not even sure if I fully understood the fact that I could fit in and that there were people that could understand what I was going through. I also did not understand how important that was for my development and self-worth. But during the summer of my senior year of high school, I was forced to attend a conference for youth leaders with disabilities, and it changed my life. This conference introduced to me the idea of near peer mentoring (although I didn’t know the principle at the time). This concept assumes that individuals at the same age or slightly older youth with similar situations can have a dramatic impact on other youth. In other words: Be like the cool kids. But at this conference the cool kids had disabilities! We all needed accommodations or supports in some way, yet we all could contribute. For the first time, I felt like I fit in. I could not refer to myself as “the girl in the scooter” because, for the first time, I was not the only one. I was normal. Now, we can’t assume that just by putting a bunch of youth with disabilities, who share no other commonalities, in a room together, successful mentoring will occur. That’s not how it works. Despite the misconception of those who believe that all people in wheelchairs must know each other or be related, some of us have nothing in common except the experience of disability. Successful near peer mentoring requires much more than sharing a type of disability. It involves comparing goals, focus, youth development, and youth leadership. Nearly 15 years after I found my kind of “cool kids,” I have continued to be involved in youth development programming, but now from the perspective of an adult ally. At the time I never realized how “cutting edge” youth-led, youth-driven, near peer mentoring was. However, as I travel throughout the country working on youth training, I find that it is still rare to find truly youth-driven programs in spite of the research and legislation that places emphasis on the importance of individually-driven processes, youth development, and transition. In order to be able to fulfill the legislative requirements and research’s recommendations, additional youth-driven, youth-led, near peer mentoring programs need to be developed. For a majority of youth, near peer mentoring can happen in classrooms, on swim teams, in FFA or 4H clubs, at skate parks, etc. But for those of us with disabilities and/or those who live in the margins of society, near peer mentoring requires focused efforts to create accessible and welcoming environments. Families and professionals are in a fantastic situation to create these mentoring experiences. Through establishing these experiences, you can redefine their own cool, becoming the best version of themselves. For more information on youth development and leadership, and on how to create environments that foster near peer mentoring, check out this resource from NCWD. The National Resources for Access, Independence, Self-determination and Employment (RAISE) Technical Assistance Center is a project of the SPAN Parent Advocacy Network and is funded by the U.S. Department of Education Rehabilitation Services Administration. The views expressed herein do not necessarily represent the positions or policies of the Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise mentioned on this website is intended or should be inferred. This product is public domain. Authorization to reproduce it in whole or in part is granted. While permission to reprint material from this website is not necessary, the citation should be: National RAISE Center@SPAN, (February 20, 2018). Be Like the Cool Kids, Newark, NJ, Dr. Josie Badger. © 2018 RAISE Center Louisiana Student Standards Have you ever wondered what your child is supposed to be learning in school? Academic Standards define the knowledge and skills that students are expected to learn in a subject in each grade level. Louisiana’s Department of Education has a comprehensive list of all academic standards on their website. All students, even students receiving special education are supposed to be working on these standards. by Dr. Josie Badger homeworkla.org/ COOL KIDS Trach Mommas of Louisiana - Louisiana to D.C. circa 2017 I Have a Voice Throughout my life, I have been encouraged to set goals and I have also been taught how to reach those goals. Oftentimes, conversations like college, work and living independently involved my support worker and waiver services, because with a nonfunctional body, having appropriate supports and help is the ticket to reaching those goals. My advocacy story started when I was thirteen and the state government was in a budget crisis, causing them to put waivers on the chopping block. My mom and I were encouraged to testify in front of the House Ways and Means Committee. At thirteen, this was a lot of pressure. I often skip over the part of the story where I was terrified, where I didn’t feel ready, and where I almost nearly backed out. But it eventually dawned on me that I needed to have a voice in how my own future played out. Though the decision was ultimately in the hands of strangers, it didn’t mean that I couldn’t influence which way the vote went. When I look back over the past four years and think of my proudest moment, testifying at age thirteen is the first moment that comes to mind. It was very well-received, and I was proud. The result of that day was the start of an important cycle— it taught me that I had a voice, and as a result of that, I learned how to use it. More importantly, I wanted to use it. In 2017, as I’m sure you all remember, the federal government proposed a repeal and replacement of Medicaid. The last holdout vote was Senator Cassidy from our state. In a matter of days, an organization called Trach Mommas of Louisiana organized a bus trip from Louisiana to D.C. to meet with him and the RNC. My mom was initially going to go by herself because my health had recently taken such a nosedive that my parents both decided that it would be better for me to stay behind. But I begged. And begged some more. And begged even more until they gave in. A couple of days later, both my mom and I boarded the bus, without knowing how it would play out, without knowing if we were crazy for boarding a bus to D.C. with a bunch of strangers, and absolutely without a clue that this would be such a life-changing trip. CNN caught wind of the trip and rode with us, airing it on national television and sharing it on their social media platforms. A lot of the comments on social media claimed that the trip was nothing short of child abuse and was designed to make a political statement. Yet, the idea itself was born out of necessity, and the only thing that prompted people to make the decision to board that bus was a necessity. We weren’t making a political statement. We were making a personal one. Despite all the negativity, it was an overwhelmingly positive experience for everyone on the bus. CNN’s coverage gave us the platform we needed, and though nothing went as planned, somehow everything turned out perfectly. Walking away from the experience, there was a sense of empowerment as advocates who are able to do big things, as long as we worked together. In late 2017, when I was fifteen, my mom saw an advertisement on Facebook for an opening on the Louisiana Developmental Disabilities Council for a self-advocate from our region. There was no age requirement, she noted. So, I sent in an application and was suddenly in the race for the seat with nine other adults. Despite viewing my chances of getting selected extremely low (I mean, c’mon, the other people who had applied alongside me probably had finished high school), I started to realize that I would be an asset because I could offer a perspective that was never heard on the council before— the perspective of the child themselves. But the issue still stood: I was a child myself. The council ended up recommending me for an appointment by the governor, and he subsequently, well, did. While our Executive Director was telling me this news over the phone, I literally was skipping, dancing, and jumping around my room. Then, once we hung up, I did not waste any time before catapulting myself across the house, screaming like a banshee. In the moment there seemed to be few other logical options. There were a couple of hiccups in the confirmation process, though. After the governor appoints you, the Senate has to confirm you. But I got a letter in the mail informing me that the Senate was unable to confirm me because apparently the Department of Revenue had notified them that I had not filed my tax returns…. So I had to call them and tell them that they were exactly right. I had not filed my tax returns. But I was fifteen, without a job, and a dependent. They were very understanding. Once the logistical barriers were resolved, though, it started to dawn on me— I would have to earn my place. A teenager being appointed was completely unprecedented, and other members would be wary of me for good reason. So I walked into orientation absolutely terrified but also determined to carve out a place for myself. During the orientation, though, in the middle of a team-building exercise, an older member said something to me that I still hold onto, three years later: “We need you here.” It was so simple, yet so genuine. It validated every single reason I walked into that room for, every single reason why I wanted to try, despite being scared. Over the next two years, I got to know the council and the council got to know me. I earned my place over time and was eventually dubbed “The Resident Teenager.” Now, it feels like home. You see, I am an example of what can happen when we don’t wait until kids become adults to teach them to advocate. I am not an anomaly, or really anything special. Through being allowed to have a voice, I learned how to use it. And why aren’t we doing that for other kids too? Not only will this offer them a skill we already know is lifelong, but we are also offering ourselves a gateway to cultivating a whole new generation of advocates. A whole new generation of advocates who can offer a totally new perspective, who can bring totally new ideas and methods to the table. We need to start talking about what advocacy is (and what it can be) with kids and teens. It doesn’t just have to be protesting on the streets with signs, but rather something you can utilize in doctors’ offices, in class, in IEP meetings. It’s something you can use in every aspect of your life, for wants, needs, and everything in between. When advocacy is introduced as something that can be used in your life right now, getting started is less intimidating. When advocacy is introduced as something that can help you get to your future, it’s motivating. Learning how to advocate takes time, but learning how to effectively advocate takes experience. One of the biggest themes I see in my chronic illness community is missing out on “normal” activities. I see my peers going along with what others think their lives should look like because of their disability. But, this doesn’t necessarily have to be the case. One of my biggest goals is to be on a college campus. I’ve done so many scary, hard things in my life but planning for college definitely takes the cake for being the most intimidating. Since my diagnosis is considered progressive, pushing myself too far can be the catalyst for getting even sicker, and my body isn’t able to bounce back from that. A lot of people do not understand why I would even want to try being on campus when the consequences can be so detrimental. But I want to soak up as much of college as I can, and for me, that includes being around the people. So I need to try. Because this is where the self-determination part of advocacy comes in. If I start to sacrifice my goals, I start to sacrifice parts of myself. One of the lessons I’ve had to learn over the past couple of years is that, sometimes, the road to reaching your goals will look different than you originally anticipated. For instance, I want to work. But with a body that is as non-functional as mine, a “typical” job is not something I could manage. So, I started a business. My business is called TubieContinued (Etsy, Instagram, Facebook). It’s an Etsy store that makes tubie pads— an alternative for gauze around a feeding tube— with teens and adults in mind. They are a soft, fabric barrier between the feeding tube and skin, intended to absorb any leakage that may occur from the site. In the tubie pad world, it was painfully obvious that there was a huge gap in the market. Most sellers only created tubie pads for children using strictly juvenile prints. What about the body confidence of teens, young adults, and adult tubies? I wanted to give older tubies a creative outlet to embrace their body and the beauty of the device that keeps us all alive. But there was one issue: I had no sewing experience. So, my mom and I sat down with Grandma’s sewing machine and figured out how to make tubie pads. It only took a couple days of obsessive sewing until we got it. And though we didn’t know it yet, it was the start of something big. Eventually, I learned how to operate the sewing machine all on my own, and shortly afterwards I began to perfect my tubie pads. The shop officially opened on January 4th, 2019. My first international order rolled in on February 9th, and my 100th sale came through on May 1st. Today, TubieContinued is a successful business still dedicated to making mature, elegant, and simplistic tubie pads. I now have a consistent customer base from across the country and the world. I am so deeply grateful for the positivity my business has brought into my life but, more than that, I am in awe of the responses from my customers. They continually share comments and pictures of my products which are helping them love their bodies and contributing to their body positivity. TubieContinued serves as another example of what it looks like when someone is allowed to embrace their life by setting goals, working towards these goals, and experiencing a sense of self-worth and success. If there’s anything I want you to take away from reading about my journey, it is to start having these conversations with kids. Start teaching them how to use their voice. What a gift to give to someone: to teach them to be active participants in their own life, live out their personal goals, and be respected and heard. There’s a whole group of advocates, who don’t know that they are yet, that need to be taught how to have a voice simply by being allowed to have one. by Lillian DeJean "In Which We Advocate" - When the proposed repeal and replace of Medicaid made headlines, medically fragile people from Louisiana boarded a bus to head to D.C. Radical Reporter Lillian was one of them, and documented the journey. | Louisiana Developmental Disability Council Children with disabilities—such as physical, developmental, intellectual, emotional, and sensory disabilities—are at an increased risk of being bullied. Any number of factors— physical vulnerability, social skill challenges, or intolerant environments—may increase the risk. Research suggests that some children with disabilities may bully others as well. Kids with special health needs, such as epilepsy or food allergies, also may be at higher risk of being bullied. Bullying can include making fun of kids because of their allergies or exposing them to the things they are allergic to. In these cases, bullying is not just serious, it can mean life or death. Creating a Safe Environment for Youth with Disabilities Special considerations are needed when addressing bullying in youth with disabilities. There are resources to help kids with disabilities who are bullied or who bully others. Youth with disabilities often have Individualized Education Programs (IEPs) or Section 504 plans that can be useful in crafting specialized approaches for preventing and responding to bullying. These plans can provide additional services that may be necessary. Additionally, civil rights laws protect students with disabilities against harassment. Creating a Safe Environment for Youth with Special Health Needs Youth with special health needs - such as diabetes requiring insulin regulation, food allergies, or youth with epilepsy - may require accommodations at school. In these cases they do not require an Individualized Education Program or Section 504 plan. However, schools can protect students with special health needs from bullying and related dangers. If a child with special health needs has a medical reaction, teachers should address the medical situation first before responding to the bullying. Educating kids and teachers about students’ special health needs and the dangers associated with certain actions and exposures can help keep kids safe. Federal Civil Rights Laws and Youth with Disabilities When bullying is directed at a child because of his or her established disability and it creates a hostile environment at school, bullying behavior may cross the line and become “disability harassment.” Under Section 504 of the Rehabilitation Act of 1973 and Title II of the Americans with Disabilities Act of 1990, the school must address the harassment. Read more about federal civil rights laws. Bullying Prevention for Children with Special Health Care Needs Having special health care needs due to neurological, developmental, physical, and mental health conditions can add to the challenges children and young people face as they learn to navigate social situations in school and in life. While bullying and cyberbullying is an unfortunate reality for many young people, children with special healthcare needs are at greater risk for being targeted by their peers. One reason children and young adults with special health care needs might be at higher risk for bullying is lack of peer support. Having friends who are respected by peers can prevent and protect against bullying. Ninety-five percent of 6- to 21-year-old students with disabilities were served in public schools in 2013. However, children with special health care needs may have difficulty getting around the school, trouble communicating and navigating social interactions, or may show signs of vulnerability and emotional distress. These challenges can make them be perceived as different, and increase their risk of aggression from peers. Young people with special needs may benefit from, both individualized and class-wide approaches to address the specific effects of their condition and prevent them from becoming the target or perpetrator of bullying. Teachers, school staff, and other students need to understand the specific impairments of a child’s health condition, so that they can develop strategies and supports to help them participate and succeed in class and with their peers. Potential Perceived Differences Children and youth with special needs are impacted by their conditions in a variety of ways. Every child is unique, and so are the ways that their health condition affects them. Some impairments, such as brain injuries or neurological conditions, can impact a child’s understanding of social interactions and they may not even know when they are being bullied. Here are a few ways that disabilities may affect children: Children and youth with cerebral palsy, spina bifida, or other neurological or physical conditions can struggle with physical coordination and speech. Brain injuries can impair speech, movement, comprehension, and cognitive abilities or any combination of these. A child or youth with a brain injury may have trouble with body movements, or speaking in a way that others can understand. It could take them longer to understand what is being said or to respond. Children and young people with Autism Spectrum Disorder, Attention Deficit Hyperactivity Disorder, and Tourette’s Syndrome may have difficulties with social interactions, sensitivities, impulsivity, and self-regulating their behavior or effectively communicating. A child or young person who experiences anxiety or depression or who has a mental health condition may be withdrawn, quiet, fearful, anxious, or vulnerable. They may exhibit intense social awkwardness or have difficulty speaking. Children who have epilepsy or behavioral disorders may exhibit erratic or unusual behavior that makes them stand out among their peers. Supporting Special Needs and Preventing Bullying at School 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. Some strategies include: Engaging students in developing high-interest activities in which everyone has a role to play in designing, executing or participating in the activity. Providing general up-front information to peers about the kinds of support children with special needs require, and have adults facilitate peer support. Creating a buddy system for children with special needs. Involving students in adaptive strategies in the classroom so that they participate in assisting and understanding the needs of others. Conducting team-based learning activities and rotate student groupings. Implementing social-emotional learning activities. Rewarding positive, helpful, inclusive behavior. Peer Support Makes a Difference Here are a few examples of innovative strategies used by schools to promote peer-to-peer learning, foster relationships, and prevent bullying: One high school created a weekly lunch program where student’s with and without special healthcare needs sat and ate lunch together. Several senior students led the group, and invited their friends to join. All kinds of students participated. The students got to know each other through question and answer periods and discussions over lunch. They discovered things they had in common and formed friendships. A group of them went to the prom together. Youth at one school held a wheelchair soccer night. Students with special healthcare needs that used wheelchairs coached their peers in how to use and navigate the wheelchairs to play. The students helped another peer who used a wheelchair who was interested in photography by mounting a digital camera on her chair so she could be the game photographer. Another school created a club rule that required clubs to rotate leadership responsibilities in club meetings so that every member had a chance to run the group. This allowed students with special health care needs to take on leadership roles. Peer support is an important protective factor against bullying. By working together, teachers, parents and students can develop peer education, team-building, and leadership activities that foster friendships, build empathy, and prevent bullying to make schools safer and inclusive for all students, including children with special healthcare needs. Additional Resources Bullying and Children and Youth with Disabilities and Special Health Needs Tip Sheet - PDF Keeping Students with Disabilities Safe from Bullying Protecting Youth from Bullying: the Role of the Pediatrician Bullying and Youth with Disabilities and Special Health Needs Connect, Reflect, and Prepare as the School Year Starts Aug 26, 2019 | By: StopBullying.gov Ed Board Going back to school is a milestone for parents, caregivers and children. It’s a time of transition when children and teens may be both excited and nervous about entering a new grade or school. As you prepare for this new school year, take time to reflect with your child about how they’ve grown since last year and what you can do together get off to a positive start. Talk about the challenges they experienced last year, and how they handled or overcame them. Ask what they’re most concerned about in the coming school year. Use conversations as an opportunity to discuss school climate and how your child can prevent bullying and cyberbullying. Use these resources to talk to your children about bullying. Young children can watch these animated videos about what bullying is, the roles children play in bullying, and the importance of positive friendships. School-age children and teens can watch these short videos on how to become an upstander to bullying in English and Spanish. They can also learn how to be someone’s hero by defending someone who is being bullied. Take a video tour of StopBullying.gov together in English or Spanish to learn more about other resources available on the website. Teens can protect themselves from bullying in several ways, like having positive relationships with their classmates. Learn more about How Youth Can Protect Themselves from Bullying. Being a bystander to bullying is uncomfortable, but there are many ways that bystanders can make a positive difference for someone who is bullied. You can prevent cyberbullying by teaching your children good digital citizenship skills. Model kindness and positive social behavior through moral engagement. Learn about popular social media apps and games so you’re aware of the potential risks involved in their use. SSA UPDATES YOUTH TRANSITION RESOURCE This month, the Social Security Administration (SSA) sent notices to over 347,000 Supplemental Security Income (SSI) recipients between the ages of 14 and 17, and to their adult representatives, to assist them in identifying resources to help them transition to adulthood. SSA included Achieving a Better Life Experience (ABLE) accounts in their updated pamphlet, “What You Need to Know About Your Supplemental Security Income (SSI) When You Turn 18,” as one of the recommended resources, and they included the ABLE National Resource Center website as a source for more information. SSA reiterated the fact that up to and including $100,000 in an ABLE account does not count as a resource under SSI rules. The publication, which is available in English and Spanish, helps youth prepare for the transition from school to adult life. It provides information about SSI work incentives that primarily affect youth, as well as information about common programs, services and supports, including ABLE, that may be helpful. ENGLISH and SPANISH Bullying and Harassment of Students with Disabilities - Pacer's National Bullying Prevention Center. Children with disabilities are two to three times more likely to be bullied than their nondisabled peers. Top 10 facts that parents, educators and students should know. ALL IN! - from Pacer's National Bullying Prevention Center. Register for the free, weekly, year-long classroom resources designed to create environments in which every student is Included, Involved, and Invested in preventing and addressing bullying. ZERO TO THREE Parenting Our approach to supporting parents is based on the belief that parents are the true experts on their children, and that there is no “one-size-fits-all” approach to raising children. The information and tools we offer are designed to support parents in developing their own ways to promote their children’s growth and development. RESOURCES for PARENTS & EDUCATORS Strategies for Building Better Student Relationships A teacher shares her best practices for establishing strong relationships with her class at the start of the school year. Hot Topics in Special Education Law & Advocacy Guidance on FAPE - IEP Goals Must Be Aligned with Grade Level State Academic Content Standards If a child is performing below grade level, the child needs to receive specialized instruction; IEP team needs to develop annual goals to "close the gap." Guidance Publication on Educating Students with Dyslexia, Dyscalculia and Dysgraphia The USDOE issued guidance about the need to address the "unique educational needs of children with dyslexia, dysgraphia and dyscalculia" and the legal requirements for ensuring that these students receive a "high-quality education." Please make copies and share! Federal Flash Federal Flash is the Alliance for Excellent Education’s five-minute (or less!) video series on important developments in education policy in Washington, DC. Get to Know State Partners in Early Childhood Hearing Screening The article from the ECHO Initiative describes the state partners involved in Early Hearing Detection & Intervention (EDHI) programs, including Part C, and includes recommendations to share information and resources on pediatric audiologists, OAE screening opportunities, and services for individual children identified with permanent hearing loss to ensure that hard of hearing or deaf children 0-3 years of age are identified as early as possible and receive needed services. #ABLEtoSave Webinar Series Archives Recordings of all five webinars in the #ABLEtoSave series are now available from the ABLE National Resource Center (Achieving a Better Life Experience). Ten Things to Know About Trauma and Learning The brain undergoes dramatic changes during adolescence, offering young people the chance to heal from trauma experienced early in life with targeted support and invention. But because of these changes in the brain, adolescents are particularly vulnerable to the impact of trauma, which can impede their development and learning. 6 Research Brief: Social Support and Family Resilience Ease the Stress of Parents of Children with Complex Special Health Care Needs We looked at the effects of three social determinants – community conditions, emotional support, and family resilience on the mental and physical health of mothers of children with complex special health care needs. Mothers across all race and ethnicity groups who reported having formal or informal emotional support, fewer adverse neighborhood conditions, and more family resilience also reported having better mental and physical health. This highlights the importance of social determinants in both physical and mental health. It also highlights the importance of recognizing family context when designing policies and practices for family caregivers. Pacer Center's Kids Against Bullying - Innovative, educational website for elementary school students to learn, engage in activities, and be inspired to advocate for self and others. Pacer Center's Teens Against Bullying - A website created by and for middle and high school students, with ideas to address bullying, be heard, and lead change in an important social cause. 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. It is only together, that we can make that happen. OCTOBER awareness National Down Syndrome Awareness Month In every cell in the human body there is a nucleus, where genetic material is stored in genes. Genes carry the codes responsible for all of our inherited traits and are grouped along rod-like structures called chromosomes. Typically, the nucleus of each cell contains 23 pairs of chromosomes, half of which are inherited from each parent. Down syndrome occurs when an individual has a full or partial extra copy of chromosome 21. This additional genetic material alters the course of development and causes the characteristics associated with Down syndrome. A few of the common physical traits of Down syndrome are low muscle tone, small stature, an upward slant to the eyes, and a single deep crease across the center of the palm – although each person with Down syndrome is a unique individual and may possess these characteristics to different degrees, or not at all. 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 10/6-12 - Mental Illness Awareness Week 10/7 - Child Health Day 10/10 - World Mental Health Day 10/10 - National Depression Screening Day 10/10 - World Blind Day / World Sight Day 10/12-20 - Bone and Joint Health National Action Week 10/13 - Metastatic Breast Cancer Awareness Day 10/13-19 - International Infection Prevention Week 10/15 - White Cane Safety Day 10/15 - Pregnancy and Infant Loss Awareness Day 10/15 - National Latino AIDS Awareness Day 10/19 - World Pediatric Bone and Joint Day 10/20-26 - Respiratory Care Week 10/21-25 - National Health Education Week 10/20-26 - National Healthcare Quality Week 10/22 - International Stuttering Awareness Day 10/29 - World Psoriasis Day 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. Read More HERE The Louisiana Department of Education is committed to helping families find the right school or early childhood center for their children, and providing them with helpful information about Louisiana’s schools. The Louisiana School Finder is an interactive, online tool that provides families with: school performance scores and early childhood performance ratings to show how well schools and centers are preparing students for the next grade-level; basic information about schools and centers such as their address, website, hours of operation, and principal or director’s name; and listings of course offerings, clubs, enrichment and extracurricular activities. To find out information about schools and early childhood centers in your area, visit www.louisianaschools.com, and type in a school or center’s name, or your zip code. The 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. e-Learning Mini Modules are formatted for all devices so even if you are at a ball game, dance practice or waiting for your dinner to arrive in a restaurant, you can log onto our website and watch one of our e-Learning Mini Modules in approximately 10 minutes. That's right - you only need about 10 minutes! CLICK HERE to go to our website and learn more about the e-Learning Modules! 700 Hickory Avenue Harahan, LA 70123 504-888-9111 800-766-7736 504-353-2350 fax info@fhfofgno.org fhfofgno.org The Office for Citizens with Developmental Disabilities (OCDD) has four developmental disability home and community-based waivers, New Opportunities Waiver (NOW), Residential Options Waiver (ROW), Supports Waiver, and Children's Choice Waiver have now been operationalized to a tiered waiver system of service delivery, which will allow for individuals to be supported in the most appropriate waiver. To learn more, click here.