November 2019 Exceptional Times

Free Webinars and Training P.18 TIMES MAGAZINE Exceptional What's Going ON? From the Executive Director, Mary Jacob BE 'THAT' PARENT P.4 Occupational Therapy HOW TO TEACH SELF-REGULATION P.8 ISSUE 21 NOVEMBER 2019 GIVING THANKS FROM DISASTER TO BLESSINGS - AN ACCESSIBLE HOUSE P.26 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 NOVEMBER 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 04 Be "THAT" Parent 06 Let's Be Blunt: The Illusion of Inclusion 08 How to Teach Self-Regulation 10 Well HELLO, HOLIDAYS! 12 Louisiana Awarded 115 Million in Federal Grants... 14 Taking the Alternate Assessment Does NOT Mean Education in a Separate Setting! 15 Relationships & Intimacy: Preventing Exploitation Training Opportunities 16 Other's Events & Training 17 An Introduction to the Science of ABA ... 18 What's Going On? 20 Lego Launches Braille Bricks to Teach Blind and Visually Impaired Children 21 There's More 22 Travel Training & MOBILITY 25 Enroll NOLA 26 Giving Thanks From Disaster to Blessings - An Accessible Home 36 Resources for Families & Educators 38 November Awareness 40 FHF of GNO Staff - We are THANKFUL! 42 Louisiana School Finder COVER STORY: ALEX & JAMIE TINDLE 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 Let's Be Blunt: The Illusion of Inclusion, “We are told we need to stay calm and polite in meetings in order to be respectful. The Challenge is that these very systems have set us up and created us to be these angry parents by virtue of the fact that we have had to fight so long and so hard to get our children and families even a fraction of the accommodations and support we need." Recently I was tagged on an article published 3 years ago on how school systems create "THAT" parent for children in special education. I happen to think I am a totally reasonable person. In general people like me and on most days I even like myself. Of course, I have bad days - after all, I'm human. But most of the time I'm just trying to make the world a better place for my family and families I support. So when I read this article it completely resonated with me. I could have written this article. I have no doubt I was "THAT" parent. To be perfectly honest, I am still that parent and when I cease to be "THAT" parent, you better check my pulse. Let me reminisce a little. When my children were in school, I was so jealous of the parents that didn't have to deal with the special education stuff. You know the stuff - evaluations, IEP's, related services, accommodations, discrimination...I could go on and on. I wanted nothing more than to send my kids to school and have the school send them home with some completed classwork and homework. Instead, I would either get an empty backpack because kids in special education don't go home with real classwork or if I complained, I would suddenly get a backpack filled with incomplete assignments for the week - all to be completed that night. Socially, it was great when the kids started a new school. I would offer to volunteer and be welcomed into the school family like a long lost friend. But that warm welcome would cool off quickly the minute I had to advocate for my kids with teachers to follow the IEP. Usually by the end of the first 9 weeks grading period, they might as well be ice cubes. The invites to volunteer were gone, the whispers started, and every time I walked in the school building it felt like cockroaches when you turned on your lights. I felt like I had the plague. All I wanted to do was to be a good parent and involved in my children's education and school. I heard from the time they started school not enough parents are involved. I was determined to be "THAT" parent that would be involved. Unfortunately, I became that other parent. I remember when my girls were in middle school, Jefferson Parish Schools did a telethon. Parents were asked to call in and donate their time in hourly increments. I thought this was brilliant and I'd finally be allowed to volunteer. I called into the telethon and donated 100 hours of time. Now that's a lot of hours, but I thought once they figured out everything I could do around the school, I'd rise on their volunteer list. The telethon was so long ago I had to do a google search to see if I could find it and there it was. September of 2002. Well, it's only been 17 years - maybe they lost my pledge. Good thing I didn't hold my breath waiting for that phone call. I eventually stopped waiting for that call. When Laurie Levy, with HuffPost wrote, "Demanding. Annoying. Angry. Unrealistic. Unreasonable. Every teacher, principal, and school district administrator knows "THAT" parent," I immediately recognized "THAT" parent as myself. Then I further read where she begged teachers not to force parents to become "THAT" parent and I screamed YES. Finally, someone gets it - we don't want to be "THAT" parent! You've turned us into "THAT" parent! Karen Copeland, the author of ChampionsforCommunityWellness.com, writes in her blog, In all fairness, over the years I have experienced teachers and administrators who didn't make me feel like "THAT" parent. I also met many, many parents that had children receiving special education services that weren't treated like "THAT" parent, which made me question why. What I realized after getting to know the parents better, these parents also didn't have many expectations for their children. They drank the proverbial Kool-Aid and believed their child couldn't learn and shouldn't be included. I don't think my expectations were so high that my girls would never accomplish them. But I did know if the expectations were set so low, they would probably never exceed them. Congress finds in the Individuals with Disabilities Education Act: Silly me, I thought this actually applied to my girls too. Eventually, it occurred to me that I had to make a decision - low expectations or remain "THAT" mother. Needless to say, I choose the latter and have no regrets. So, in honor of all "THAT" parents - I'd like to share a reprint of Karen Copeland's article, Let's Be Blunt: The Illusion of Inclusion. Disability is a natural part of the human experience and in no way diminishes the right of individuals to participate in or contribute to society. Improving educational results for children with disabilities is an essential element of our national policy of ensuring equality of opportunity, full participation, independent living, and economic self-sufficiency for individuals with disabilities. by Mary Jacob, Executive Director BE "THAT" PARENT This is a post I have been wanting to write for a long time now. Most of you will not be surprised this post is about the challenges families face with their children who have special needs being included in the public education system. How we are simply dropping our kids into regular classrooms without ensuring there are adequate supports in place to experience success. That our government expects and mandates all kids to be supported while failing to provide enough dollars to provide that support. Yes indeed, that is an example of the illusion of inclusion in our public education system. Related: The Illusion of Inclusion: How We are Failing Students With Learning Disabilities by Jessica R. Toste But this post is about so much more than that. It is about the illusion of inclusion, not just in the education system, but in our communities as well. It is about the fact that parents who have children who require extra support continue to have to stand up and make noise to get even the most basic considerations. It is an added insult that the very systems that proudly proclaim they believe in inclusion do not have the courage to step up and defend the rights of the very individuals they say they “include”. Instead, they put parents in the position to have to advocate yet again for awareness, understanding and acceptance of their children in their community. And then, when we do so, we are told we are being “too sensitive”, or that uninformed exclusionary comments are necessary for discussion and debate, further solidifying and entrenching the idea that our kids don’t belong. I recently wrote a post in response to some comments that were being made in my community, comments that generalized all kids who have special needs as less than, as children who did not have the right to access programs and services like all others, but who required special schools. I had a message from a good friend after I wrote the post. In it she shared: “I hate that we constantly have to defend our kids rights to an education not just to educators but to other parents. Your blog post about what you don’t see struck a nerve and made me mad that you felt you had to even tell people about what they don’t see. It shouldn’t matter! Your son has rights, he’s a human being and a kid. It all just pisses me off.” Well my friend, I am pissed off too. Looking at comments on articles relating to inclusion, we parents often get told we have no understanding of what it is like for the ‘typical’ kids, that we are somehow oblivious to our child’s behavior. We get portrayed as people who simply throw our hands up in the air and rely on others to “raise” our kids. That we are under the illusion that our children should be included in regular classes all day, every day; that we have bought into the fallacy of inclusion. We are provided with condescending tips on how to conduct ourselves in a meeting with professionals, as if any potential success in the meeting is dependent on the behavior of the parent and the professional couldn’t possibly use any of these tips themselves. You see, many parents are fully aware that their child is struggling and they are trying everything they can to get their child help. Most people won’t see it, but so many parents are trying everything they can, but system navigation is complex and you often end up on wait lists. Or the services your family desperately needs are not accessible because your child doesn’t have the correct diagnosis. And guess what? Most of us have a great amount of empathy for the parents of typical kids, because we know it isn’t easy to have our kids in their class. We KNOW this. I promise, we don’t send our kids off to school in the morning saying “see who you can disrupt/hit/bother today”. We feel guilt if our children hurt other children. We feel shame. We feel like crap parents too. We don’t need to be told this. We already KNOW. But here’s the thing. We are trying our best to teach our kids what they need to learn, to respect others. We want our kids to succeed too. It will look different from other kids, but it is still very much possible. We believe in possibilities. We are not ready to quickly write off our child when he/she is six, seven or ten. We know if we do the work, if we get the support that is needed, our child can and will succeed. How many people would write off their own child if he/she was different? When a parent is perceived to be indifferent or giving up, perhaps this is the time to start asking some questions about what their journey has been thus far. I wonder how many times they have asked for help and been denied? How may times have they been told their child would be supported, but there is no follow through? How much judgement have they and their child already faced over a period of years? Or perhaps they are new to this journey and don’t know yet all they can do. Perhaps they are grappling with the idea that what they envisioned their life to be is going to look much, much different. You won’t know unless you ask. So ASK. Now let’s talk about how we get to be known as “angry” parents. We are told we need to stay calm and polite in meetings in order to be respectful. The challenge is that these very systems have set us up and created us to be these “angry parents” by virtue of the fact that we have had to fight so long and so hard to get our children and families even a fraction of the accommodations and support we need. That moment when you are sitting across from someone, and they tell you how much they appreciate your advocacy, but their actions don’t match their words…this is the illusion of inclusion. Ask any parent of a child who has special needs if they have experienced this. We are told we are valuable partners when it comes to creating plans for our children, and yet how many meetings are held without us, where decisions are made and then simply communicated or reported out. Or not. Oh you will hear there are policies and guidelines in place that ensure parents are included and informed, but honestly? Go ask the parents about their experiences with this. You might be surprised Related: Teachers, Don’t Make Me Be *That* Parent by Laurie Levy In regards to the idea that parents only have one vision for what inclusion is, I say baloney. Talk to any parent who has a child with special needs and I guarantee that inclusion looks different for each and every one of them. In our own family situation, our son now learns at home, repairing the years of damage that have taken place because of the illusion of inclusion in public bricks and mortar schools. I confidently say our son is included in our community more now than he ever was before. He is learning that he can be successful, that he is valued. I don’t have to fight for him anymore, I don’t have to stand up and advocate for his worth. He is more accepted by his friends now than he ever was before. Why? Because they get to see him for who he is, not the behaviors they saw in the classroom. Related: What Does Full Inclusion Really Mean? by Tim Vellegas Meaningful inclusion looks different for everyone. It is about discovering what works best for each child – what are the meaningful and relevant goals to be achieved, then designing / establishing a program to support this. It is about recognizing and honouring the strengths and challenges of the child and family and figuring out what works best for them. Meaningful inclusion requires us to sit down and have a good dialogue about what is needed, instead of simply assuming we already know. This doesn’t apply just in our education system, it applies in our communities as well. How easily are families who have kids with special needs able to access parks and recreation programming in their community? How do faith communities include and accept families? Do families feel included in our communities? When they read the local paper, do they see support? or derision? Have you asked them? So now that I’ve ranted…what do I think we can do? Well, as Inclusion Consultant Shelley Moore shared with me, we find the people in our systems who GET IT. We embrace them, learn from them and support them in their efforts. Because goodness knows they need the support too. It is very often these champions who are in our schools and workplaces every day advocating for our kids by sharing their viewpoints and perspectives with colleagues who may not yet have heard them. They are the teachers who bring forward ideas for change, who encourage different ways of thinking. I think about Ian Landy, an Administrator who has a child who experiences challenges. He has actively made self regulation and understanding anxiety the main priorities in his school. He shares his learning and experiences freely and openly, so that others may read and begin to think “hey, I never thought of it that way before, maybe I will try that”. I think about Sarah Garr, who shared her powerful story about her school experiences and how she had teachers who chose not to give up on her. Watch her TEDx Talk What is Success, it is well worth the five minutes of your time. I look to the many educators and community professionals I have connected with over the years, and how they have not been afraid to stand up and share their belief that ALL children matter. These champions stand alongside families, showing us that we matter too. That my friends, is no illusion. This is inclusion. In these pockets, it is real, it is happening. Now let’s get out there, find these champions, embrace them and become stronger as a result. Will you join me? continued on p.34 Emotional self-regulation is the ability to independently calm yourself down when upset, or conversely to excite yourself when you’re feeling down. Often in therapy, the activities I choose are challenging and it is this skill of regulation that children need when met with frustration. On one occasion, a child began crying in response to the craft we were completing and was unable to put into words why he was so upset. Receptive language is hard for this kiddo, so while he was unable to understand the exact words I was saying, I followed my instinct. I softly rubbed his arms, applying calming deep pressure and looked him in the eyes and told him “I know, I know, you’re sad.” He started engaging with me, locking eyes with me while crying then pausing to look at me, in which I would respond with a compassionate “I know.” He would cry again, and again I met him with understanding, nodding my head and telling him “I know, this is hard, you’re sad, but it’s okay.” It wasn’t the words that I was saying that were important, rather the connection I made with him in making him feel understood. While we were having this moment, I also exaggerated my deep breathing, wordlessly modeling a way to help calm himself. He was able to instinctively take a few deep breaths and calm down soon after and continued his craft. I wish I had a video of this moment, because it is such a great example of how engaging children is so important when helping them learn to self-regulate. The best definition of engagement for use in this context is, “to come together and interlock.” When working with children, my goal is to come together with them and “interlock” in quality interaction first before teaching calm-down strategies. When fully engaged in a moment of frustration or sadness together, children are able to feel understood and can then connect with you and learn from you. The following is my own strategy that I have found to be successful when teaching self-regulation. 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. How to Teach Self-Regulation by Rebecca Connick Help them calm their body. I saw a quote on social media from the group Neurochild Community that said, “If you want to speak to a child’s mind, calm their body first.” Applying deep pressure on my patient’s arms allowed him to receive the sensory input he needed to calm his body enough to visually attend to me. This will be child dependent, but hugging, rocking, using soft voice, singing a song, providing a loving touch or simply kneeling down to get on your child's level can also be used to help them calm and to initiate a connection with your child. Communicate understanding. Using eye contact, a soft facial expression and a reassuring tone helped my patient participate in an engaging moment of back and forth interaction with me. Though no words were used in my example, simple words and phrases can be used as well. Through connecting and acknowledging a child's difficulty first, they can then be receptive and ready to learn self-regulation strategies. Model self-regulation strategies. When teaching a child how to calm, modeling with your own breathing, soft voice, tone and slow movement is best. Children instinctively imitate and learn from your example. Specific strategies to offer can include singing a calm down song, counting, or breathing but this will be mostly child dependent. Praise and encourage attempts at self-regulation. Once a child begins to imitate your modeling for self-regulation strategies, communicate to them in the moment with how well they are doing using a soft, calming voice and demeanor. "That's it, that's calming down," or "Great job, your body is moving more slowly." Encourage and instill confidence. Learning emotional regulation is challenging, so make sure to build up your child after their moment has passed and reiterate the exact behavior you were proud of. "I loved how you were able to use a calm voice," or "I loved how you did your deep breathing to calm your body down." Engaging and connecting with your child is the key to creating positive opportunities to learn self-regulation. If you have any questions about self-regulation and your child, feel free to reach out to rconnick@cranerehab.com. Well Well, maybe that’s a bit strong. But for some families whose day-to-day lives are impacted by disability, that’s pretty much how they feel about the holidays. Their days may require structure and consistency from one day to the next, and November and December seem to have no two days alike. School gives order to days, sameness that keeps everyone on an even keel; but long breaks take all that away. And if both parents work and childcare during school breaks is necessary, a whole new set of stressors enters the picture. Forget about those big, noisy family gatherings with people they don’t necessarily see often; or long trips in the car to visit distant family members. And heaven forbid that plane or train travel should be required! Things that would normally be exciting for families become reasons to panic if there is a child with a disability in the mix. I’d like to offer some tips for managing the holidays more effectively. It is a tragedy for families to forego fun family events or outings because they become too stressful, or they don’t know how to plan for success. Plan, plan, PLAN! Simple things like discussing in advance who will be at the event, what you will be doing, how long you will be staying, what kinds of food/drinks will be offered, and what activities will be taking place can help decrease a child’s fear of the unknown. Ask the child if they are anxious about the event, and talk about the things they fear. Just knowing that a child is nervous can help a parent ward off a meltdown before it happens. Bring all necessary equipment or supplies. If it helps, create a list and check it before leaving the house. My son takes multiple medications and is tube-fed; my digital lists (travel to grandparents, travel to a cabin, travel to a hotel, travel on a plane…) protect my sanity and keep me ready to travel without as much stress in the preparations. Set up safe words or signals for the child to use if they feel overwhelmed or anxious during an outing, or if they need hygiene like a bathroom break, diaper change or catheterization. Knowing they don’t have to announce their personal needs to a crowd can make a child or teen feel more comfortable about being in unfamiliar surroundings. Have a pre-determined quiet place to go and unwind should the noise or activity level become too much. Even professional sports venues are starting to create quiet places for people with sensory issues who become overwhelmed and need to decompress. Plan ahead for a spot to go should it be necessary to leave the main event for a little quiet time. Bring comfort items that help decrease stress. A familiar blanket, small toys, stuffed animals, a doll, noise-canceling headphones and sunglasses are examples of items that may be needed. Sometimes just holding a backpack with comfort items inside it can keep a child calm, knowing that their items are accessible if they need them. Bring a change of clothes. No one is happy wearing damp undies or a bowl of grandma’s gumbo down their shirt! Consider enlisting helpers to tag-team the child’s care for longer events or gatherings. Parents want to enjoy adult time just like anyone else, and having a backup caregiver allows everyone to have a good time. Listen. At the event, be aware of a child’s cues, use of safe words/signals, or need for hygiene. Watch for triggers that could lead to a person becoming overwhelmed or melting down. Try to diffuse the situation and remove the stimulant before the problem escalates. Now what about the actual trip--maybe traveling by plane, train, or bus? Did you know that Amtrak offers discounts to passengers with a disability? AND they give a discount to one companion for that person as well! My family took Amtrak from New Orleans to Hammond one Saturday just for the experience. It took some pre-planning, as we had to drive to Hammond the night before and leave a vehicle at the train station, but it was so worth the effort! The kids got to ride a train for the first time, and we got to see Lake Pontchartrain and all the swamps and wildlife along the way from the observation car. What a fun outing it was! And the excursion only cost us about $50 (not including the return trip stop at Middendorff’s, of course!). While traveling by some form of mass transit does have its own set of stressors when taking along a child or young adult with a disability, learning as much as possible about the restrictions and policies in advance can help parents prepare themselves and the child for the trip. Here are some helpful links for families planning to travel soon. Happy travels!! Air travel with a disability Traveling with a Disability Train travel with a disability Amtrak discounts for passengers with a disability Greyhound bus travel with a disability Megabus travel with a disability HELLO, HOLIDAYS! by Sharon Blackmon …and just like that (insert finger snap here), the holidays are on us like the villain in a horror movie! Oct 14, 2019 LOUISIANA AWARDED $115 MILLION IN FEDERAL GRANTS TO ENHANCE SUPPORTS FOR STUDENTS, TEACHERS Department of Education Earns Five Competitive Grants Focused on Literacy, Mental Health, STEM, and Special Education BATON ROUGE, La. -- The Louisiana Department of Education today announced it has earned five competitive federal grant awards, totaling $115 million, from the U.S. Department of Education. The grants, which vary in dollar amount and length, will enhance literacy programming and instruction; expand direct mental health services for students, including those who are historically disadvantaged and those who have experienced trauma; create opportunities for teachers to earn credentials in Science, Technology, Engineering, and Math, known as STEM, fields; and establish a leadership program for current and aspiring special education administrators. "The U.S. Department of Education continues to recognize Louisiana as a state that generates creative ideas to solve critical problems. These five new awards will support the implementation of plans to address many of our schools' and students' greatest challenges," said State Superintendent John White. "We look forward to collaborating with state agencies, school systems and community partners to implement effective solutions to these pressing concerns." The grant awards include: Comprehensive Literacy State Development Program Grant: The award, which totals $100 million over five years, will add another layer of literacy support for schools across the state that have been identified as having low academic performance overall or among certain groups of students. The grant will help schools purchase top-rated reading curricula and instructional materials, provide educators with professional development, implement interventions to support students who struggle with reading, and roll-out evidence-based literacy resources for families. Louisiana aims to serve 600 high-needs schools and early childhood education providers, 2,000 local leaders, 9,600 teachers, and 240,000 disadvantaged children by the end of the five-year grant period. Trauma Recovery Grant: The award, which totals $7.5 million and spans five years, will help Louisiana increase access to mental health services in order to boost academic performance and decrease absence and discipline rates. The state education department will partner with the Department of Child and Family Services (DCFS) and community agencies to pay for direct mental health services for students who have experienced trauma, with a particular focus on low-income, foster, homeless, and migrant students. The initiative will build on a prior grant-funded project in which the Tulane University School of Medicine Department of Psychiatry and Behavioral Sciences developed a Trauma and Behavioral Health (TBH) screener for DCFS to use in identifying foster care children in need of mental health services due to trauma and post-traumatic stress disorder. The TBH will now serve as a tool for school professionals to screen students for the same needs. The grant will also expand the Department's Counselor Assistance Center, which currently provides academic and post-secondary planning support to school counselors and high school students. Improving Pre-Engineering and Computer Science Education through Micro-credentialing Grant: The award, which totals $4 million over four years, will develop a certification pathway for teachers to earn certifications for their expertise in STEM fields, including pre-engineering and computer science, to complement the expansion of STEM Pathways, part of the state's nationally recognized Jump Start career and technical education initiative. Mental Health Service Professional Demonstration Grant: The award, which totals $2.5 million over five years, will fund a partnership between the Department and LSU School of Social Work to create the "Louisiana School Social Work Expansion Project," an effort to expand and strengthen the school-based mental health workforce, particularly at sites with a high number of economically disadvantaged students and with high rates of teacher turnover. The project aims to provide enhanced mental health services to students in these high-needs schools, prepare the school-based mental health workforce to provide students multi-tiered systems of support, and improve school culture and climate to better prepare students for employment, responsible citizenship, and fulfilling lives. Special Education Leadership Grant: The award, which totals $1 million and spans five years, will establish a "Special Education Leader Fellowship." The fellowship will be a year-long, comprehensive development program for aspiring and novice special education leaders across the state. The fellowship will provide in-person training, coaching, and a community of practice that will instill the knowledge and skills the next generation of leaders need to lead and sustain change to improve outcomes for students with disabilities. The new program will build upon the state's existing and successful fellowship programs for educators and administrators, such as the Principal Leader Fellowship Program and the Content Leader pathway. The Department will immediately begin formalizing partnerships with other agencies and will soon provide information to school systems about how they can access the services supported by these awards. "BESE is excited by the news of these substantial grant awards that our state has received," said Board of Elementary and Secondary Education President Dr. Gary Jones. "This funding will add greatly to Louisiana's efforts to improve and expand literacy and mental health programs, STEM education, and educator development. We applaud the Department and Superintendent White for aggressively pursuing federal dollars to maximize the reach and effectiveness of these important statewide initiatives." Relationships & Intimacy: Preventing Exploitation Training Opportunities Understanding alternate assessments for students with the most significant cognitive disabilities. 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. Thurs., November 7, 2019 – Alexandria, Rapides Foundation Building (2nd Floor) 1101 4th St, Alexandria, LA 71301 9:00 AM – 11:00 AM (Session for parents / family members) Registration Thurs., November 7, 2019 – Rapides ARC 1000 Ashley Ave, Alexandria, LA 71301 1:00 PM – 3:00 PM (Session for self-advocates) 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. 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 The 4-page Parent Brief, Taking the Alternate Assessment Does NOT Mean Education in a Separate Setting!, comes from the TIES Center, is authored by Ricki Sabia and Martha Thurlow, and focuses on alternate assessments for students with the most significant cognitive disabilities. As the brief explains, alternate assessments are designed by states based on the state content standards for students in a particular grade, but have different performance expectations for students with significant cognitive disabilities. The brief discusses what qualifies as a “significant cognitive disability” and describes the IEP team’s role in deciding whether or not a student will take the state’s alternate assessment instead of the regular assessment given to all students in that grade. As the brief’s title indicates, the fact that a student will be taking the alternative assessment does not mean that he or she would necessarily then be educated in a separate, non-inclusive setting. The decision about which assessment a student takes is separate from the decision about where a student is educated. The brief reviews IDEA’s least restrictive environment (LRE) provisions and other legal provisions that support inclusion in the regular classroom. It offers suggestions for including students with the most significant cognitive disabilities in general education classrooms, and provides guidance to parents on what to say and stress in the IEP meeting. The brief closes with “Next Steps for Parents” and a short list of additional resources. About the TIES Center The TIES Center works to create sustainable changes in kindergarten–grade 8 school and district educational systems, so that students with significant cognitive disabilities can fully engage in the same instructional and non-instructional activities as their general education peers while being instructed in a way that meets individual learning needs. The center offers many tip sheets and articles for parents of children with disabilities, including such titles as: TIP #2: Using Collaborative Teams to Support Students with Significant Communication Needs in Inclusive Classrooms TIP #6: Using the Least Dangerous Assumption in Educational Decisions Communicative Competence in the Inclusive Setting-A Review of the Literature A Family’s Journey of Inclusion Creating Inclusive Schools: What Does the Research Say? Myth vs. Fact: What is True About Including Students with the Most Significant Cognitive Disabilities? Explore what’s available, at: https://tiescenter.org/parents-and-families Resource: Center for Parent Information & Resources Taking the Alternate Assessment Does NOT Mean Education in a Separate Setting! 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. homeworkla.org/ Free WEBINARS What's Going On? Louisiana Deafblind Project for Children and Youth - The U.S. Department of Education, Office of Special Education Programs funds the Louisiana Deafblind Project for Children and Youth (LA DBP). This education technical assistance program is one of over 50 such programs across the nation. The LA DBP provides technical assistance to students with combined hearing and vision losses (birth – age 22 years) and to their families, teachers, schools, and school systems. Our presenter, Dr. Michael Norman, is the Director of the LA DBP and will discuss deaf blindness, associated disorders, incidence and identification, and services and supports provided to the children and youth with combined hearing and vision losses in Louisiana. Presenter: Michael C. Norman, Ph.D., M.C.D., C.C.C. SLP; Louisiana Deafblind Project for Children and Youth Date: Tuesday, November 5, 2019 Time: 11:30 am - 12:30 pm 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: Bayou Land FHF Date: Tuesday, November 5, 2019 Time: 9:00 pm - 10:00 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 of Northeast LA Date: Thursday, November 7, 2019 Time: 10:00 am - 11:00 am Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Section 504, Title II and Student’s with Disabilities - Section 504 is a federal law designed to protect the rights of individuals with disabilities in programs and activities that receive Federal financial assistance from the U.S. Department of Education (ED). Section 504 provides: "No otherwise qualified individual with a disability in the United States . . . shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance. Learn more about this civil rights law. Co-Sponsor: FHF NOLA Date: Thursday, November 7, 2019 Time: 11:30 am - 12:30 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: Northshore FHF Date: Saturday, November 9, 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 Acadiana Date: Tuesday, November 12, 2019 Time: 12:00 pm - 1:00 pm 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? Which accommodations are provided for state testing? Co-Sponsor: FHF of Southwest LA Date: Wednesday, November 13, 2019 Time: 11:00 am - 12:00 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. IEP Tips and Pointers - This webinar features tried and true tips on how to positively advocate for your children, strengthen the relationships between parents and service agencies, and help create the appropriate IEP program. This webinar is perfect for families looking for ways to make the IEP meeting a more positive experience for everyone involved. Co-Sponsor: Bayou Land FHF Date: Wednesday, November 13, 2019 Time: 7:00 pm - 8:00 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. Related Services - Children with disabilities are entitled to special education and related services. The IEP must contain a statement of the special education, related services and supplementary aids and services to be provided to the child. Participants will learn several critical elements used to determine what related services a student needs. Co-Sponsor: FHF at the Crossroads Date: Wednesday, November 20, 2019 Time: 11:00 am - 12:00 pm 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 Greater Baton Rouge Date: Wednesday, November 20, 2019 Time: 12:30 pm - 1:30 pm Audience: Parents, Caregivers, and Professionals of School-Aged Children/Students. NOVEMBER 2019 "For blind people, Lego sets act as miniature 3D substitutes for real-life buildings in lieu of two-dimensional photographs," Shifrin said on the company's website. "Lego bricks allow me to see things that are impossible to explore by touch, such as the arches of a Middle Eastern palace or the towers of the London Tower Bridge." image courtesy of LEGO Each colorful brick has a printed letter or symbol allowing the sighted and blind to interact and play on equal terms. THERE'S MORE The LEGO Foundation and LEGO Group announced their support of a pioneering project that will help blind and visually impaired children learn Braille in a playful and engaging way using Braille customized LEGO bricks. According to designboom, "LEGO braille bricks will be molded with studs used for individual letters and numbers in the braille alphabet, while remaining fully compatible with existing bricks. They will also feature printed characters to allow sighted people to read them, encouraging sighted teachers, students and family members to use the bricks together." They are also being tested in several different languages and are set to be released sometime in 2020. 22 year-old blind entrepreneur, Matthew Shifri LEGO has announced its new pilot program, "LEGO Audio and Braille Building Instructions," which involves tapping artificial intelligence technology to make its play experience more accessible for those with vision impairment. LEGO Launches Braille Bricks to Teach Blind and Visually Impaired Children Did you know that travel skills are a predictor of positive post-school outcomes? Researchers have shown that students with disabilities who could travel independently outside the home to places like school, local stores, the library, and a neighbor’s house were more likely to be engaged in post-school employment than peers who could not. This issue focuses on travel training and mobility as a vital component of transition planning, and a door opener to college, career, and community connections. Travel training is an area of transition planning and transition services that looks at training people with disabilities to get around safely and independently – whether on foot or in a wheelchair, on a bike or scooter, in a car, or using public transportation. We love this definition of “Transportation Education” provided by the Easter Seals Project ACTION (Accessible Community Transportation in Our Nation) “Transportation Education” creates a culture and a coordinated set of practices to connect students, families, educators, pupil transporters, and public transportation professionals to ensure that students have knowledge, access, and choice regarding a continuum of accessible transportation options across grade levels, especially as they transition from school to postsecondary education, employment, and independent living. The Americans with Disabilities Act (ADA) mandates that public transportation systems become accessible to people with disabilities and that paratransit services are available and accessible to individuals who are unable to use public transportation. The availability of transportation is not the only barrier. Students must also know what systems of transport are available, how to access them, how to plan their travel, and how to execute their travel plans safely. The Individuals with Disabilities Education Act (IDEA) requires public schools to provide “transition services” to youth with disabilities, to prepare them for the transition from school to adult life. While accessible transportation and transportation training are not mentioned within IDEA, the ability to use available transportation systems may be critical to a student’s transition into the adult world. Check out this webinar produced by the Family Support Center of New Jersey focusing on travel training and transportation services. “I have never heard of transportation or transportation issues being addressed in a transition plan….” Recent litigation affirms the importance of a focus on mobility and transportation. In a 2013 court case, the Los Angeles Unified School District IEP team did not consider travel training as a transition goal for a student who would need public transportation to get around in his community. The court ruled, “Failure to provide students with an opportunity to learn how to use public transportation erects barriers to community inclusion.” The Workforce Innovation Opportunity Act (WIOA) and the Individuals with Disabilities Education Act (IDEA) provide the foundation for transportation education and travel instruction. 5 Good Questions to Ask as Part of the Transition IEP What sections of the IEP can include content on transportation education? What assessments are you currently using to assess the student’s skill levels? How can these assessments support transportation education needs? How does the transition plan support the student’s future travel needs? Are there courses of study the student can engage in to provide more opportunities for independent travel? Here are some outcome-oriented goals as they relate to travel training: The student will… recognize and respond to street signs. use a map to navigate a college campus. plan a trip and estimate time needed to travel from home to work. independently travel to and from work using public transportation. utilize campus transit options to attend weekly classes. use pedestrian skills to walk to businesses in the community. ride a bike independently to and from the library and the pharmacy. take and pass the written and practical driving test. What about driving? It may come as a surprise, but physical challenges related to disability are often the easiest to address, because adaptive tools can make it physically possible to drive. The biggest obstacle for many teens with disabilities is the visual processing and decision-making aspect of driving. A Certified Driver Rehabilitation Specialist (CDRS) can help. A CDRS has specific training, experience, and understanding around both physical and “invisible” special needs, such as learning disabilities, dyslexia, and high-functioning autism. A complete evaluation includes vision screening and, in general, assesses muscle strength, flexibility, and range of motion, coordination and reaction time, judgment and decision making abilities, and ability to drive with adaptive equipment. Upon completion of an evaluation, clients receive a report containing specific recommendations on driving requirements or restrictions, and a complete list of recommended vehicle modifications. TOOLS THAT WORK For Students: This printable pocket guide can help students with disabilities deal with the unexpected on a trip. This checklist and guide can help youth plan their trip. For Educators and School Leaders: Are you looking to hire a travel trainer as part of a transition plan? This guide can help. This resource provides information on guidelines for travel instruction, complete with job descriptions. A comprehensive curriculum designed for educators, human services, families, and transit regarding transportation education and travel instruction. This 2015 national action guide describes models across the county, and includes information about how each is funded. This resource provides information for educators interested in providing travel training services for their students. Resources We know that every town, every city, every community has its own issues, challenges, and barriers. There is no “one size fits all” solution to transportation training. For that reason, in this issue, we offer an extended resources section. Easter Seals Project Action National Aging and Disability Transportation Center National RTAP Rural Transit Assistance Program TTAP Tribal Transit Assistance Program National Center for Mobility Management Shared-Use Mobility Center The Association for Driver Rehabilitation Specialists Travel Training & MOBILITY “It makes me feel awesome.” ~ Martin This 12-minute video profiles the work done as part of the San Francisco Unified School District. Learning to get around not only expands job options, it’s a ton of fun. Don’t just take our word for it. Meet Matthew and Martin, two young men in the UK talking about the freedom and self-esteem that comes with travel training – and not needing your mom to pick you up anymore. Have more questions about how the placement process works? Watch the video below! Click here to see Spanish or Vietnamese version HOW ONE APP WORKS 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, © 2018 RAISE Center The Orleans Parish School Board provides students and families with the opportunity to choose a school that best suits their interests and needs through EnrollNOLA, the centralized enrollment process. EnrollNOLA.org provides detailed information on all publicly-funded Early Childhood Education programs and public K-12 schools so you can make informed, deliberate choices based on what is most important to you and your family. To help narrow down your options, try filtering your school choices by the things that matter to you, such as school performance, neighborhood, and more. You can also “favorite” school profiles to review later. For help getting started, check out our step–by–step guide or FAQs, learn more about OneApp, or visit a Family Resource Center. The 2019 – 2020 Enrollment Application will be available November 22, 2019. | Giving Thanks By Saturday, August 13th, Jamie Tindle in Denham Springs, a small suburb east of Baton Rouge was breathing a sigh of relief. It appeared the water was receding and they were out of jeopardy. Shortly after that her uncle arrived to warn her the water was rising and her first thought was to get sandbags. The next time she looked out of her front door, her front yard was covered in water and she went into emergency mode and proceeded to throw whatever she could in the van along with her son, Alex, who has Cardio-Facio-Cutaneous Syndrome, a disability that causes low vision, intellectual disability, and global muscle weaknesses. Jamie was fortunate enough to have a large extended church family she could reach out to for support at Christ Community Church. She called for assistance when she realized she couldn’t get anywhere. She remained on an I-12 overpass until Kenny Glover, his son Matthew and Chad Elrod showed up to rescue them. However, the rescue would be challenging as they didn’t anticipate the obstacles they would face to get to them. They had to cross over concrete highway barricades, walk up the side of the overpass, and then maneuver Alex in his manual wheelchair and his grandmother back down, over the barricade to safety. Eventually they arrived at Christ Community Church physically unscathed – but emotionally was another story. Little did they know, this would be the destination for another 1,000 people and the small church was quickly filling up. Ultimately Jamie and Alex were relocated to a private home only to be evacuated again back to the church, and then evacuated from the church by air boat when the church was in danger of flooding. She eventually landed at the home of Jimmy and Glenda Bell. Jamie said, "they were angels. They took Alex and me into their home with my mom and with my daughter and her family. We remained there for 3 months until our FEMA trailer showed up." The Bell Family will forever have a special place in Jamie’s heart. These total strangers opened their home and hearts to her when she was at her worst. One of the hardest hit areas was Denham Springs. The Washington Post noted that the “no-name” storm that has since been dubbed “The Great Flood of 2016” dumped three times as much rain on Louisiana than Hurricane Katrina. It dropped the equivalent of 7.1 trillion gallons of water or enough to fill Lake Pontchartrain about 4 times. When the rain stopped and water started to recede, Jamie and Alex’s little ranch house now had over 2 feet of water inside. Jamie is one of those rare people you come across in your life that epitomizes the glass half full. No matter how bad things appeared to be and they were bad, she always sees the positive. That’s one of Jamie’s qualities that I’ve often admired, while at other times have driven me crazy. She is idealistic, while I tend to be more cynical. Her faith in God, her LSU Tigers, and people is one of the most beautiful qualities a person can possess. I knew she was a survivor, but wondered how much can one person take. The Clean-Up A week later, my husband and I went to Denham Springs to offer support and help. As we walked through her water soaked home with everything in ruins, she never showed a single sign of pity and there was plenty of reasons to want pity. Cleaning up her house started with emptying out all the furniture, closets, and cabinets. Everything had to go. The smell of stagnated water was sickening. We pulled down sheetrock and pulled up flooring. Literally, everything had to be removed. If at any time she ever felt sorry for herself, she never showed it. Her faith is so strong that she instinctively knew the horrific mess she was looking at was temporary. Until you’ve been here, it’s hard to imagine how it will impact someone. I personally think I would have sat in the middle of the floor crying like a baby and questioning, why me? Not Jamie, she was like, let’s get in here and get this done. There was that occasional pause as she unearthed a sentimental item that she wasn’t sure she was ready to send to the dump. Anything that could have possibly been salvaged was saved in hopes it could return home. This process went on for several weeks and many, many people came through her doors to help. Jamie was fearful of naming the people in fear of forgetting anyone and she is so appreciative of everyone that offered support. Eventually the house was completely gutted and the accessible FEMA trailer arrived and they were able to move back to their property. The Rebuild Through the years Jamie used home modification funds available through the Medicaid Waiver to make the home more accessible for Alex. She has pondered what it would take to make the entire house accessible. She had already accepted the fact that she would probably never be able to financially afford to make her house 100% accessible for Alex. As she thought about her home, she knew this was probably her once in a lifetime chance to make the house accessible. Currently there were areas in the home that Alex couldn’t go in because part of the home was about 8 inches lower than the other part. There was high countertops, small bathrooms, narrow doorways and other things that made it difficult for an individual using a wheelchair to easily navigate. The laundry room was located outside and inaccessible to Alex in a wheelchair. Jamie knew rebuilding had to include at a minimum, some accessible upgrades for Alex. Jamie decided to call her now board chair, Kate McLean, Director of Architect and Construction Services with Domain’s Architects to ask for some tips on what she thought she should do. Kate came out to Jamie's house with some staff, assessed the situation, asked Jamie what she wanted in her rebuild and her overall vision for the house. Jamie said her vision was an accessible house Alex could live in forever. She wanted her home to be a place of peace, tranquility and zen. At the end of the meeting Kate informed her Domain Architects were going to donate brand new house plans to create a completely universal accessible home using the footprint of her existing home. Jamie said this was such a great gift since she was already dealing with the stress of the traumatic event. This was one last thing she had to worry about. Eventually, Jamie hired a contractor and carefully watched every penny of her insurance settlement to make sure her money would stretch as far as possible to finish this vision. The Accessible Home Eleven months to the day, Jamie and Alex moved back into their home – but this time it’s a new home with lots of great accessibility features. This is the house Jamie never thought she’d ever be able to create for Alex and it’s everything she ever wanted for him. New Exterior Features: Ramps and handrails at all three exterior doors. Ramps on decks Keypad on locks. Remote control for house alarm Mailbox with opening in front and back. New Kitchen Features: Counter tops at Alex’s level Sink with easy on and off lever Opening under sink to allow wheelchair to roll up Opening under stove top to allow wheelchair to roll up Oven in lower cabinet Microwave at level he can use Refrigerator with freezer on bottom Desk top his wheelchair can roll under New flooring that is easy to roll on Large kick plates under cabinets to allow wheelchair to get closer to counter tops New Living Room Features: A completely open living room and kitchen Large television for LSU games and family movie nights Alex’s New Bathroom Features: Bathtub with a door that opens outward to allow for easy transferring Faucets have easy to use levers No cabinet under sink allows him to roll under Special railing for toilet area Alex’s New Bedroom Features: Built in desk and cabinets specifically designed for him Large closet doors so he can easily access the items in his closet Jamie’s New Master Suite Features: All the flooring was raised to the same level as the remainder of the house so Alex can now go in there. Walk-in Closet Small Office area Beautiful new spa like bathroom New fireplace in bedroom New Laundry Room Features: Front load washer and dryer Pull down folding table New Overall Features: All Ceiling fans on remote control All TV’s on remote control All light switches lower than normal so Alex can easily reach them Electrical Sockets higher than normal so Alex can easily reach them Pocket doors wherever space and accessibility would be limited with regular swinging door All door are lever type Alex proudly gave me a tour of the new house. He loves his room and privacy and warns me not to open the bathroom door. But he says his favorite thing in the whole house was the big television in the living room. He says he especially likes watching the old reruns of Little House on the Prairie and Pa is his favorite character. He also wanted me to know that Mrs. Oleson was a witch. Prior to the flood, Alex had the complete collection of Little House on the Prairie Books, but unfortunately, they were lost in the flood. Jamie says she loves everything about the house, but her favorite part is the new open floor plan because it allows her to easily entertain family and friends. It doesn’t matter if she is in the kitchen cooking or if she is cheering on the Tigers, the space is just so much more functional. She is amazed how this could happen without changing the square footage of the house. She now has an inside laundry room and pantry she didn’t have prior to the flood. As much as Jamie loves this part of the house, she is equally in love with her personal space and bathroom. When asked about if they missed anything lost, Jamie said the saddest thing they lost was all of Alex’s school yearbooks. He had a yearbook from kindergarten through 11th grade. She said the silver lining was the senior yearbooks hadn’t been delivered yet. She also lost lots of photo albums and every once in a while she’ll think about something and realize she no longer has that. The flood has made me more patient, said Jamie. The flood has taught me to appreciate what I have and not waste money on stuff. I have everything I need and don’t need a house full of stuff. I’ve adopted a minimalist lifestyle. I want room for family and friends and not stuff. Ultimately we ended up with something that was so much better than what we had. I don’t think I would have ever had the resources to upgrade my home like it is today. I just love being in my house now and look forward to coming home every day. The real gem is knowing that as the years pass, there is a home for Alex to live in for the rest of his life. The biggest change came in Jamie’s new zest for entertaining. Before the flood they rarely invited anyone over to their home. Today, she loves to cook meals for others, entertain, enjoy family movie night, and invite friends over to cheer on her Tigers. So Many to Thank So many people came together to make this dream happen. Jamie would like to thank the endless list of volunteers that helped out and donated their time and resources in too many ways to list including Alex Sarti & Ashli Stockton, Marcel J. Damiens Foundation, Franklin & Tonja Foil Family, Mary Jacob & Mike Szush, Jim Sprinkle, Families Helping Families of the Crossroads, Jimmy and Glenda Bell Family, Ken and Pat Earle, Craig Blackburn, Kenny & Matthew Glover, Chad Elrod, Kate McLean, Domain Architects, My Cardio-Facio-Cutaneous (CFC) Family, Manna of Life Wellness, Jeannie Causey, Liz Gary, Northshore Cajun Army and the many thoughtful & generous Samaritans we had never met before the day they showed up at our home to help demuck and gut it. Jamie has re-examined her priorities and views things a little differently now. She gives thanks daily for her blessings and everything is now about spending her extra time with family and friends. by Mary Jacob The official meteorology reports stated on Thursday, August 11, 2016, a mesoscale convection system flared up in southern Louisiana around a weak area of low pressure that was situated next to an outflow boundary. It remained nearly stationary, and as a result, torrential downpours deluged areas where total rainfall exceeded 2 feet. From Disaster to Blessings – An Accessible Home Jamie & Alex's flooded Denham Springs Home The exterior of the home also has modifications to enable Alex to be independent. This includes ramps at all exterior doors, ramps on deck, and mailbox that opens from front and back. Laundry room has pull down folding table for Alex to fold. Washer and Dryer is front load so Alex can do his own laundry. Alex’s bathroom sink can be rolled under to reach faucet. Faucet has lever knobs to turn the water in and off. Bathtub opens outward so Alex can transfer himself into tub. All handles and knobs in tub allows him privacy and independence. All appliances are low enough for Alex to reach. Counter tops are at The right height for Alex in his motorized chair. Extra high kick plates under cabinet allows for motorized chair to get closer to cabinets. No cabinet under sink and stove allows Alex to roll under. Sink faucet has easy on and off lever. Families Helping Families of Greater New Orleans will be closed November 28 -29 in observance of Thanksgiving. We hope you and your family have a wonderful holiday. All ceiling fans are operated by remote control. Light switches are lower than normal and electrical outlets are higher than normal for easy access. Light switches are paddle for easy turn in and off. Pocket doors are used in tight spaces. What is Success? | Sarah Garr | TEDxWestVancouverED - A talk about Success from a successful person who had trouble finding it as a student... Relationships form an essential foundation for a caring, vibrant and innovative school community. In order to best support our students' social, emotional and academic growth, we must challenge ourselves to expand our definition of success to encompass a wider range of skill sets and abilities. Each student has a unique story and it is our responsibility to learn these stories. We must create an environment that supports and celebrates the diversity of all students. As a secondary Vice Principal in the Richmond school district, I am privileged to work alongside colleagues, students and families to do just that. Karen Copeland lives in Abbotsford BC. She has two children and has extensive experience navigating School, Health and Ministry mental health (children and youth) systems to obtain the services her family needs and deserves. Karen shares her experiences with others to create a broader understanding and awareness of the challenges families face when their child has a mental health challenge. She loves creating opportunities for families and professionals to come together to learn from one another, and believes in the importance of honouring the champions who come into our lives to support us on our journey. Karen is passionate about the amazing things that can happen when youth and families are fully included and valued in all aspects of service systems. This article was reprinted with Karen's permission. To learn more about Karen and her mission, visit championsforcommunitywellness.com Illusion of Inclusion p.7 What I Wish Parents Asked at Parent-Teacher Conferences Teachers weigh in, sharing what they wish parents would ask at parent-teachers conferences. You may be surprised (and encouraged) by what teachers had to say. IEP Team Members: The Excusal Rule You know the required members of your child's IEP team. You know that parents are listed first as members. But, do you know who may be excused from IEP meetings, when, how? Excusal rules are safeguards to prevent parents from feeling “pressure” to excuse members. The rule says the school cannot unilaterally excuse an IEP Team member. In this issue of the Special Ed Advocate you will learn about IEP team members and IEP team attendance, when team members may be excused from a meeting, and what parents and the school district must do before a team member may be excused. National Center for Pyramid Model Innovations The U.S. Department of Education (ED)-funded National Center for Pyramid Model Innovations (NCPMIs) works to support the capacity of state systems and local programs to implement the Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children. This model strives to improve the social, emotional, and behavioral outcomes of young children with, and at risk for, developmental disabilities or delays. NCPMI’s website provides abundant resources for early childhood program administrators and practitioners, as well as families of young children, to promote children’s social and emotional development and address challenging behaviors. One of its featured resources is the “Help Us Have a Good Day! Positive Strategies for Families” infographic. (Also available in Spanish.) Check out NCPMI’s resource library to explore more family- and practitioner-friendly resources! 7 NEW Research Studies to Help You Win the Fight for Inclusion Almost 30 years of research and experience has demonstrated that the education of children with disabilities can be made more effective by having high expectations for such children and ensuring their access to the general education curriculum in the regular classroom, to the maximum extent possible. Skills to Pay the Bills: Mastering Soft Skills for Workplace Success This redesigned how-to training resource comes from the Office of Disability Employment Policy (ODEP). It’s long, to be sure (142 pages!), but it’s packed with exercises for youth to get them thinking about, practicing, and discussing skills important to career and personal success–soft skills. More than 100 young people provided honest (and sometimes brutal) feedback to the publication’s design and content. We especially like this “Small World” exercise on page 77, designed to help youth identify the natural network they already have. RESOURCES for PARENTS & EDUCATORS Kindergarten: Where Play and Learning Can Meet The Regional Education Laboratory (REL) Midwest is part of a network of 10 regional educational laboratories funded by ED’s Institute of Education Sciences. REL Midwest created a documentary for educators and parents to demonstrate play-based learning in early childhood education. The documentary explores the advantages associated with a play-based approach in kindergarten and features stories of how two Illinois school districts, Valley View School District 365U and Elgin Area School District U-46, made the transition to play-based learning. The documentary also includes scientific findings about the cognitive and social-emotional benefits of play. Watch the video to learn more about play-based learning. Parents Deserve Clear Information About Student Growth in Schools As important partners in student and school performance, parents deserve to be empowered with information about their student’s academic growth. Understanding how their student’s learning is changing over time, parents are equipped to better advocate for their student. The Data Quality Campaign and the National PTA created this brief to outline what parents need to know. (A good companion resource to have is the Parent Guide to Education Data.) Focus Area: Postsecondary Outcomes The National Deaf Center on Postsecondary Outcomes provides evidence-based strategies to deaf individuals, family members, and professionals at the local, state, and national levels with the goal of closing education and employment gaps for deaf individuals. Increasing Postsecondary Opportunities and Success for Students and Youth with Disabilities Want to know more about postsecondary opportunities for students with disabilities, including the use of IDEA and vocational rehab funds to support a student’s transition-related services? Just released, this 16-page question-and-answer guide from the Department of Education is a great place to start. Understanding and Coping with Sexual Behavior Problems in Children Sexual exploration and play are a natural part of childhood sexual development, and help children learn about their own bodies as well as the social and cultural rules that govern sexual behavior. Some childhood sexual behaviors, however, indicate more than harmless curiosity. Find out more in this 2019 fact sheet from the National Child Traumatic Stress Network. NOVEMBER awareness American Diabetes Month/Diabetes Awareness Bladder Health Month Chronic Obstructive Pulmonary Disease (COPD) Awareness Month Diabetic Eye Disease Month Lung Cancer Awareness Month Prostate Cancer/Men’s Health Awareness Month National Alzheimer’s Disease Awareness Month National Epilepsy Awareness Month National Family Caregivers Month National Healthy Skin Month National Home Care and Hospice Month National Hospice Palliative Care Month National Stomach Cancer Awareness Month Pancreatic Cancer Awareness Month Prematurity Awareness Month Transgender Awareness Day (Nov. 20) World Prematurity Day (Nov. 17) Great American Smokeout (Nov. 21) International Survivors of Suicide Day (Nov. 23) GERD Awareness Week (Nov. 24–30) National Family Health History Day (Nov. 28) - World Antibiotic Awareness Week (Nov. 18 - 24) November 14 – World Diabetes Day November 16 – International Day for Tolerance November 21 – World COPD Day Veterans Day originated as “Armistice Day” on Nov. 11, 1919, the first anniversary of the end of World War I. Congress passed a resolution in 1926 for an annual observance, and Nov. 11 became a national holiday beginning in 1938. Unlike Memorial Day, Veterans Day pays tribute to all American veterans—living or dead—but especially gives thanks to living veterans who served their country honorably during war or peacetime. When Is Veterans Day? Veterans Day occurs on November 11 every year in the United States in honor of the “eleventh hour of the eleventh day of the eleventh month" of 1918 that signaled the end of World War I, known as Armistice Day. In 1954, President Dwight D. Eisenhower officially changed the name of the holiday from Armistice Day to Veterans Day. In 1968, the Uniform Holidays Bill was passed by Congress, which moved the celebration of Veterans Day to the fourth Monday in October. The law went into effect in 1971, but in 1975 President Gerald Ford returned Veterans Day to November 11, due to the important historical significance of the date. Veterans Day commemorates veterans of all wars. Great Britain, France, Australia and Canada also commemorate the veterans of World War I and World War II on or near November 11th: Canada has Remembrance Day, while Britain has Remembrance Sunday (the second Sunday of November). In Europe, Great Britain and the Commonwealth countries it is common to observe two minutes of silence at 11 a.m. every November 11. Every Veteran’s Day and Memorial Day, Arlington National Cemetery holds an annual memorial service. The cemetery is home to the graves of over 400,000 people, most of whom served in the military. Veterans Today The military men and women who serve and protect the U.S. come from all walks of life; they are parents, children, grandparents, friends, neighbors and coworkers, and are an important part of their communities. Here are some facts about the veteran population of the United States: 16.1 million living veterans served during at least one war. 5.2 million veterans served in peacetime. 2 million veterans are women. 7 million veterans served during the Vietnam War. 5.5 million veterans served during the Persian Gulf War. Of the 16 million Americans who served during World War II, about 558,000 are still alive. 2 million veterans served during the Korean War. 6 million veterans served in peacetime. As of 2014, 2.9 million veterans received compensation for service-connected disabilities. As of 2014, 3 states have more than 1 million veterans among their population: California (1.8 million), Florida (1.6 million) and Texas (1.7 million). The VA health care system had 54 hospitals in 1930, since then it has expanded to include 171 medical centers; more than 350 outpatient, community, and outreach clinics; 126 nursing home care units; and 35 live-in care facilities for injured or disabled vets. Thank You For Your Service! Veterans Day 11/11/2019 I am thankful for working with FHF because of the great Staff. They are knowledgeable, caring, understanding, as well as great listeners. They have the experience to help and empower families because they have children or siblings with special healthcare needs themselves. I believe in our Vision Statement where it states that “FHF of GNO ensures that all individuals with disabilities have the opportunity to attend school, live, work, and recreate in their community with typical peers.” ~ Thuy Nguyen When I look back at where I was when my son was first diagnosed and see how much I have learned and grown since, I can only give thanks to Families Helping Families of GNO. When I was hired I only had the passion to want to help other families and thanks to them I have the knowledge. It is a blessing to me to be able to share that knowledge with other families. ~ Bebe Bode I enjoy working with the parents on becoming the best advocates they can be for their children. This is how I am blessed for working for Families Helping Families of Greater New Orleans. ~ Nicole Desroche No job is perfect, of course. But I have been blessed to have had THREE jobs in my lifetime that were tailor-made for me at that point in my life. I have called on Families Helping Families for many years for help with resources for my son, who is now 21. I have attended countless training sessions and made multiple phone calls to talk with an information specialist about issues we were having. I guess Mary Jacob figured since she couldn't get rid of me, she might as well hire me! And I feel like the position of Outreach Coordinator is perfect for me; I get to be the cheerleader for the best team of disability advocates anywhere! I love being out in the community, hosting a table at various resource fairs, and meeting with professionals in schools and other community venues to tell them about the wonderful resources offered by Families Helping Families. I am thankful for Families Helping Families and the impact the center has had and continues to have on my family. ~Sharon Blackmon I am thankful to work at FHF, because I get to help families find the resources that they need. I know what it is to feel overwhelmed and not know what resources are available that can be helpful. ~ Minerva Flores I love that every day is different and filled with opportunities for learning, teaching, and sharing with the community. ~ Laura S. Nata I'm thankful for working at FHF because it has provided me an opportunity to meet people from all walks (and rolls) of life and make a difference in the lives of others. ~ Steven Nguyen I am thankful to work with a group of individuals who truly care about the Individuals they serve. FHF of GNO has not only allowed me to help educate and support the Special Needs community, but they have helped me to navigate the Special Education process and have truly been a blessing to me and my family. ~ Jessica Rodrigue FHF of GNO Staff We are THANKFUL! I'm very thankful for the opportunity to lead this amazing organization and work with the incredible staff at FHF of GNO. I've had the honor of meeting so many families that I wouldn't have otherwise met and each one has touched my life in some way. Working in the non-profit world usually means sacrificing things that are taken for granted in the for-profit world - but the tradeoff is the many blessings you encounter every day. Knowing you are impacting someone's life every single day is a feeling I never experienced before arriving at FHF of GNO. Thanks to all the families and professionals that call us for support, our wonderful donors and funders that trust us to invest in our programs, and our great volunteer board members who are committed to our mission. ~ Mary Jacob 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.