Spring - Families Helping Families

Transcription

The
Capital
Area
Quarterly
The
Capital
Area
Quarterly
Families Helping Families of Greater Baton Rouge
Families Helping Families of Greater Baton Rouge
Spring Newsletter—April thru June 2016
Spring Newsletter—April thru June 2016
Active for Autism
April 30, 2016
For more information see pg. 10-12
Featured articles in this issue:

82 Summer Activities for Families with Special Needs (Pg. 6)




Lemon-Aide 4 Life (Pg. 15)
Summer Planning for Children with Special Needs (Pg. 17)
2016 Summer Camp List (Pg.20)
Parenting Your Child with Oppositional Defiant Disorder (Pg. 29)
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The Capital Area Quarterly
FHFGBR Staff
EXECUTIVE DIRECTOR
Jamie S. Tindle
[email protected]
OFFICE MANAGER
Kimberly Brown
[email protected]
ADMINISTRATIVE ASSISTANT/MARKETING SPECIALIST
Tyler Trahan
[email protected]
CHILDREN’S SPECIAL HEALTH SERVICES
Kay Lewis, CSHS Parent Liaison and Ability
Awareness Coordinator
[email protected]
INFORMATION, RESOURCE AND REFERRAL
LeAngela Pike, Support, Information, Resource and
Referral Supervisor & Lending Library Organizer
[email protected]
INCLUSIVE EDUCATION
Cynthia Chesterfield, Program Director
[email protected]
Kara Shupe, Educational Support Specialist
[email protected]
EARLYSTEPS
Diane Pitts, Community Outreach Specialist
[email protected]
RESOURCE CENTER FOR AUTISM SPECTRUM DISORDERS
Teresa Wilson, Program Director
[email protected]
Penni Cedotal, Autism Resource Specialist
[email protected]
OUR MISSION
To provide the individualized
services, information, resources
and support needed to positively
enhance the independence,
productivity and integration of
persons with disabilities into the
community.
BOARD OF DIRECTORS
CHAIRPERSON
Tanja Foil
TREASURER
Michelle Garbiras
SECRETARY
Gay Ellis
DIRECTORS
Meagan Harrison
Belynda Gauthier
Katrina Coots
Janna Oetting
Carly Dickson
Christie Zeringue
Kathy Edmonston
Upcoming Board Meetings:
11:30am - 1:00pm @ FHFGBR Office
May 18, 2016
**Board Meetings are open to the
public. Please Join Us! **
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From the desk of the Executive Director
Dear FHFGBR Readers,
If you receive our weekly e-blasts you can see things are really hopping here at FHFGBR. I struggled this quarter with
what to share with you because there are so many changes happening in different areas affecting FHFGBR and in my
life as well. Of course, here at FHFGBR we are in full swing with our 7 th Annual Active for Autism event which is always
the highlight of our year. While excited about this event we are also anxious about the future of our state and the
services for persons with disabilities as well as proposed budget cuts directly affecting FHF Centers across the state. I
am incredibly proud of the wonderful advocates that have truly stepped up by contacting their legislators, attending
meetings at the LA State Capitol and personally testifying about the impact these proposed state budget cuts can
directly affect their own families. There are more active advocates now than I’ve seen in past years that know and
understand the legislative process and the importance of being a voice for their child and others with disabilities. We’re
off to a great start and it will literally be one of the longest legislative sessions we’ve seen so take a deep breath and
let’s keep fighting. Thank you for all you have done and are going to do in this strong advocacy effort together. Please
continue to call our center or connect with LaCAN/LaTEACH to stay in the know. Not yet involved and want to know
how? Visit www.lacanadvocates.org It’s free to join!!
On the Tindle home front, we are extremely excited that we are making graduation plans for my
son Alex! Most that know me, know Alex. In the event you’ve not had the pleasure, Alex is the
youngest of my three children and has a rare syndrome resulting in varying developmental
disabilities. Alex will graduate from Denham Springs High School in May with a regular high
school diploma. Alex has also been employed with Rouse’s Market at Juban Crossing in
Denham Springs since July 2015 and will continue his work with Rouse’s upon graduating.
Reaching this goal has not been an easy one. This day for Alex and so many others is possible
because of the tremendous advocacy efforts across the state by families, professionals and
legislators believing that alternate diploma pathways should be offered to students with
disabilities by way of Act 833. This legislation has
changed the future for Alex and a growing number of
students in Louisiana. My congratulations to these graduates and all
graduates that have worked diligently for this honorable accomplishment as
well as their families for never giving up!!
If your child is still in school and you want to know about alternate graduation
pathways, please call our center for more information on this incredibly
valuable option for students.
May your summer be filled with rest, peace and tons of FUN.
Sincerely,
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From the desk of the Executive Director
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http://bit.ly/1WJewaP
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By: Karen Wang
Karen Wang is a Friendship Circle parent. You may have seen her sneaking into the volunteer
lounge for ice cream or being pushed into the cheese pit by laughing children. She is a
contributing author to the anthology "My Baby Rides the Short Bus: The Unabashedly Human
Experience of Raising Kids With Disabilities"
Between June and September my kids have 82 days of summer vacation, and I’ve
promised them something fun every single day. That means I need 82 fun summer
activities for one child with a developmental disability and one child who refuses to
participate in most activities. It’ll be a piece of cake, right?
Borrowing the weekday “Summer Schedule For Kids” at somewhatsimple.com, scouring the
internet for more ideas and adding some of my own activities, here are 82 days of
summer fun and learning:
Safety Sunday
1.Teach your child his or her full name.
2. Teach your child your full name.
3. Have your child memorize your home address – show where the house number is
located outside and show where the street name.
4. Have your child memorize your phone number. Practice reciting key information.
5. Learn how to cross the street safely.
6. Practice an escape route in case of fire.
7. Practice saying “no:” make it a game in which you take turns asking each other to do increasingly absurd things.
8. Play hide-and-go-seek to teach your child how to remain calm while looking for you.
9. Teach your child the buddy system.
10. Teach your child what an emergency is and how to call 911.
11. Practice asking for help with things that are hot, sharp, dangerous or too high to reach.
12. Start swimming lessons.
Make Something Monday
13. Arrange 5 or 6 photos to make a poster or scrapbook page.
14. Sweetened condensed milk makes a beautiful, edible fingerpaint.
15. Plant a seedling outdoors.
16. Dig for worms – it’s a great exercise for fine motor skills and tactile defensiveness. Re-home
the worms next to that seedling you planted.
17. Bubble snakes.
18. Make a leaf scrapbook.
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19. Color the sidewalk with chalk. Wash it all away with water.
20. Paint using different types of paintbrushes: a fly swatter, a flower, a cotton swab, a sponge, a
leaf, etc.
21. Build an obstacle course with hula hoops, lawn furniture and empty boxes.
22. Tie-dye some t-shirts.
23. Make a magic wand using all available materials.
24. Build a “fairy house” outdoors with sticks, pebbles, pine cones, bark, leaves and other natural
materials found outdoors.
Time to Read Tuesday
25. Sign up for your local library’s summer reading program.
26. Read a book under a tree.
27. Read all but the last page of a storybook and ask your children to suggest an ending.
28. Have your child dictate and illustrate a story, and read it together. It’s OK if the story is 1 or 2
sentences long.
29. Make a home video of your child reading a story aloud, or of you reading aloud to your child.
30. After you finish reading a book such as The Lorax, go see the movie.
31. Read some books on a specific topic, such as insects, then do a related activity such as a bug
hunt or catching fireflies.
32. Have your child create a summer schedule for the family and read off the schedule every
morning.
33. Check out a book of simple science experiments and try some of them at home.
34. Check out a book about a historical figure and play dress-up at home.
35. Have your child write out a checklist for a scavenger hunt, and find everything on the list together.
36. Swap favorite books with your friends.
What’s Cooking? Wednesday
37. Fruit smoothies in the blender.
38. No-bake oatmeal cookies on the stove.
39. Pizza.
40. Spinach-artichoke dip in the blender.
41. Banana muffins.
42. Roll-up sandwiches.
43. Fruit kebabs.
44. Chicken soup in the crock-pot (plug it in on the porch so that it doesn’t heat up the house).
45. Roasted marshmallows.
46. Scrambled eggs and pancakes for dinner.
47. Lemonade from scratch.
48. Guacamole.
Thoughtful Thursday
49. Wash the car together. No driveway and no car? Then wash the toy cars.
50. Call someone just to say hello.
51. Pick some flowers (dandelions and clovers are OK) and give the bouquet to someone who isn’t
expecting them.
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52. Write a top ten list of a person’s best attributes and give the list as a gift to that person.
53. Write a thank-you letter to someone and mail it.
54. Donate clothing, books and toys to charity.
55. Teach your child to do one chore.
56. Give someone a homemade art project.
57. Volunteer at a food bank.
58. Collect bottles and cans, and donate the money to charity.
59. Pray for someone who needs a prayer.
60. Hug someone who needs a hug.
Somewhere Fun Friday
61. Petting farm or petting zoo.
62. A playground in a different neighborhood.
63. An art museum – check first to see when general admission is free!
64. The beach.
65. Pick fresh fruit at a local farm or visit the farmer’s market.
66. Ride a train.
67. Find a carnival or a street fair.
68. Ice cream shop.
69. Waterpark or sprayground.
70. Visit a friend.
71. Nature trail or botanical garden.
72. A skyscraper or another high place with a grand view of the world.
Social Skills Saturday
73. Tell a story from your own childhood. Have your child tell a related story from his or her life
experience – yes, even if your child is nonverbal.
74. Lie in the grass and take turns looking for shapes or pictures in the clouds.
75. Go around and ask every family member at home the same silly question, and share the
answers.
76. Look at some old family photos and name all the people in them.
77. Practice making emotional facial expressions on cue with your child: neutral, happy, sad,
fearful, angry, disgusted, surprised. Take turns and make it fun.
78. Practice listening skills by responding only with nonverbal communication for 1 to 5 minutes –
then switch roles.
79. Be someone’s mirror: imitate a person’s actions as if you are that person’s reflection in a
mirror for 1 minute. Then switch roles.
80. Play Follow the Leader. Match the leader’s pace for as long as possible, then let a new
leader take over.
81. Play the statue game: one person freezes like a statue and the other person has to make the
statue laugh. Take turns.
82. Develop family traditions: sing a song together, recite a poem, say a prayer that has special
meaning to your family.
Article Referenced from:
http://www.friendshipcircle.org/blog/2012/06/20/82-summer-activities-for-families-with-special-needs/
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The 2016 Disability Rights Day will be held on Tuesday, April 5th at the Louisiana State Capitol
in Baton Rouge. LaCAN members from all around Louisiana will join together to advocate for
the supports and services people with developmental disabilities need to live in their own
homes and be productive members of their communities.
Register with your LaCAN Leader or local FHF Center TODAY!
What to Expect
On the morning of DRD, attendees will meet at designated locations across the state and board buses
or vans to Baton Rouge. Transportation will be provided in most regions. Contact your Families Helping
Families Center to register and reserve your seat. Should you choose to drive yourself, public parking
is available on streets near the Capitol.
After arriving at the Capitol, LaCAN Team Leaders and other experienced advocates will assist participants in locating and meeting with thier local legislators to share their personal stories and information
about this year's LaCAN advocacy agenda.
At 12 o'clock noon everyone will gather on the Capitol steps to participate in a rally. The rally program
will feature a keynote speaker, remarks from legislators, and plenty of cheers from participants.
What to Wear
Your yellow t-shirt -- of course! We want legislators to see a "sea of yellow" on the Capitol Steps. If you
don't have a LaCAN shirt, request one when you register.
DISABILITY RIGHTS DAY IS SUPPORTED THROUGH THE COLLABORATIVE EFFORTS OF
THE DD COUNCIL, LACAN, AND FAM ILIES HELPING FAM ILIES.
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Active for Autism is a colorful community event that raises money to support the Resource
Center for Autism Spectrum Disorders (RCASD), a program of Families Helping Families of
Greater Baton Rouge. Every penny raised is brought back to FHFGBR to fulfill our mission and
fund workshops, support groups, and recreational events that are coordinated by the RCASD.
Many families walk in to our office feeling alone, distraught, and full of questions about what the
next step is, and through the generous donations and participation of all Active for Autism
participants and sponsors, these families can encounter others who have walked the same path
and can find answers.
We welcome all of the Greater Baton Rouge area to attend our Active for Autism 5k Run/Walk &
Fun Fest! It is going to take place from 8am-12pm at Louisiana State Police on Independence
Blvd. People of all ages and backgrounds come out to show their support for a loved one with
autism or just to have a great time. The day will begin around the iconic balloon arch with
registration at 7:30 and the RRCA Certified 5k to take place after, and then the walk to follow.
During the day there will be entertainment, vendor booths, and fun activities for the kids.
Click here to register
or go to www.fhfgbr.org
What does your registration mean?
By registering as a walker, runner, or virtual participant with Active for Autism, you are showing
your support for families with autism to receive the necessary guidance that is crucial towards
accessing the information and services that enhance the daily living of an individual with
autism.
Why is it important?
Your donation is important because it gives
families a unique opportunity that no other resource
provides—to receive non-biased information and
step-by-step support from other family members of
individuals with autism. Active for Autism serves to
promote awareness, acceptance, and inclusion of
autism. With every person present we are showing
others that autism can be a natural part of the human
experience.
Active For Autism
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Join Us for Breakfast with 2uneIn!
Galatoire's Bistro will be hosting us and "Breakfast with 2uneIn" with
some delicious breakfast while we promote
Autism Awareness Month and Active for Autism!
We have spots available for you to join us! Call the FHFGBR
office to RSVP, but hurry because there are limited spots available.
Galatoire's Bistro
3535 Perkins Rd. #400
Friday, April 8, 2016
5:00am - 7:00am
If you cannot join us then be sure to watch or DVR the segment!
Active For Autism
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The mission for Leroy's LipSmack'n Lemonade is: "To help
empower other young children with special needs to never
put any limits on yourself or your ability to succeed. If you
feed your faith you will starve your doubts to death. With
every glass of LipSmack'n Lemonade, a child's belief is
strengthened and a Children's Hospital patient's life is
improved through a donation. Helping make a difference one
lemon at a time."
Photo credited to John Oubre of The Advocate:
Lemon-aid 4 Life was inspired by the ambitions of the
parents of Leroy Hayward III who has hearing loss among
other developmental disabilities. The family wanted to give
back to Children’s Hospital and Woman’s Hospital in Baton
Rouge, but that turned into much more than what was
expected.
Leroy’s mother, Sherilyn Hayward, explains more about the idea of Lemon-aid for life. “We started
Lemon-AID4Life because we wanted to help other special needs children with hearing loss and
developmental delays, like Leroy, to give them the tools they need to one day become successful
entrepreneurs. The world will limit a children with special needs like Leroy, but Leroy doesn't
have to limit himself, so if he was his own boss there would be no limit and he would be the person giving back and helping employ other people with special needs and giving them a chance in
life. Leroy's special need is becoming a special gift to Children's Hospital and to others he can
help, and because of Lemon-AID4Life many other children like Leroy will turn their special needs
into a special gift. Our goal is for Lemon-AID4Life to become a nation wide non-profit program
with no cost to the children involved, because children with hearing loss are not just in Baton
Rouge, they are across the country.”
In 2014, Leroy’s lemonade won first place for the National Lemonade Day Tasting Contest!
Everyone attending the
7th Annual Active for Autism will be able to
have a chance to taste Leroy’s award
winning LipSmack’n Lemonade!
[email protected]
Visit us on Line: www.leroyslipsmacknlemonade.com
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Summer Planning for Children with Special Needs
Summer vacation often poses a challenge for parents of children with special needs. You can find programs that
will provide an engaging and enriching environment for your child, but it’s important to start thinking early
about what kinds of activities your child would benefit from and what your options are.
Determining your child’s needs
When choosing a summer program, it’s important to consider your child’s age, interests, and personality. You’ll
also want to think about how summer activities can help support your child’s year-round learning. Here are
some questions that can help you determine what kind of summer program would be good for your child:
• What would your child enjoy? Many children have a particular passion, such as music or animals. If your child
has a special interest like this, look for summer programs that would encourage her passion, such as a zoo
program or a music camp.
 What skills is he working on? A child who needs help learning to read could benefit from a program that
provides specialized reading tutoring. If he’s been focusing on socialization skills, a noncompetitive camp
setting with lots of interaction with other children could be a good opportunity to continue learning how to
interact with others. If he needs to acquire skills that will help him get a job in the future, maybe an internship
would be a good idea. Think about the goals he has been working toward during the school year and how he
could continue making progress over the summer. Your child’s Individualized Education program (IEP) can
serve as a guide.
 Does your child have difficulty with new or unfamiliar situations? If so, a camp or other program may be
challenging. Talk with other parents in your child’s class or your neighborhood to see if your children could
attend a program together.
Exploring the options
As you begin to explore the activities and programs in your community, remember that your child’s options
aren’t necessarily limited because of her disability. You don’t have to focus your search on programs for children
with special needs. The law says most providers have to accept your child. And with the right resources, some
extra planning, and good communication with care providers, you can create a positive situation almost
anywhere. The first place you should go to find out about summer programs in your community is your child’s
school staff. Your child’s teachers can probably recommend programs and activities that have been accommodating and successful for children with special needs. You may also want to talk to other parents for ideas.
Here are some options that may be available in your community:
 Local park and community-center recreation programs. These are often half-day or all-day programs,
sometimes in special areas like sports, art, or music. In many parts of the country, programs like these cost
less than other options, but some have residency requirements. These programs tend to have limited hours
(often 9 a.m. to 3 p.m.), but some offer extended-day coverage for an extra fee.
 Day camps. Many religious organizations, Boys and Girls Clubs, Y’s, and schools offer day camps. Like
recreation programs, they tend to have limited hours, but some offer extended-day coverage.
• Activity programs and workshops. Some organizations like museums and nature societies offer short-term
workshops in a variety of areas. Organizations might include language-school programs, theater-sponsored
workshops, music-school programs, museum programs, or public library summer-reading programs.
• Expanded after-school programs. Before- and after-school programs that operate during the school year at Y’s,
schools, or other community agencies sometimes expand to offer full-day care during the summer, even for
children who aren’t enrolled during the school year.
 Overnight camps. Overnight camps may offer stays by the week, month, or all summer. Some camps are
oriented toward specific activities, such as sports, nature, or the arts. Some also provide opportunities for
overnight adventure trips, like whitewater rafting or backpacking.
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Again, keep in mind that it’s against the law for a provider to tell you that your child cannot be admitted to a
program because of his disability. Also remember that many options and ideas are available for making a
situation work. For example, if your child needs one-on-one assistance at a camp but the camp cannot provide
this, your insurance company or state department that oversees the welfare of children with disabilities may be
able to pay for an extra teacher, aide, or counselor.
Taking a closer look
Once you have found a handful of programs you think might work, it’s time to do some in-depth research. Here
are some questions you might ask as you learn more about each program.
• What is the program philosophy? Well-run camps have clearly stated goals. Look for programs that will be a
good match with your child’s personality and increase her sense of confidence and self-esteem. Consider
whether your child will do better in a competitive environment or one that is cooperative.
 How much training and experience do staff members have? Will they welcome your child or be intimidated by
her? Teenagers earning a summer salary can be wonderfully enthusiastic; in some cases, though, well-trained
adults might provide a better experience for your child. Are staff members able to make needed
accommodations? Are they willing to work closely with your child’s aide? Can they effectively manage your
child’s behavior in a way that makes you feel comfortable?
 What is the ratio of staff members to kids? A program with one adult for every two children will be quite
different from a program with one adult for every ten. If your child will be attending camp, you should
consider the staffing guidelines of the American Camp Association (ACA), which take into consideration the
age and special needs of participants. For example, the ACA recommends a ratio of 1:1 for campers with
severe mental disabilities. Check the ACA Web site at www.acacamps.org for more information.
 What kind of medical facilities or professionals are on site? Find out if a nurse is available and how
medications are dispensed. If your child needs medication or may need other medical care, you will want to be
sure that the program has good personnel and procedures in place. For example, if your child takes insulin, be
sure that there is a designated, safe storage area for the medication. Also make sure that the camp staff is
trained to respond to medical emergencies, such as seizures.
 Are the facilities accessible? Remember that solutions are available to many accessibility issues, but those
solutions will only be successful if the program staff is willing to work with you.
 How will you communicate with staff members and with your child? If your child will be attending a day
program, find out if you will have opportunities to speak with counselors at drop-off and pick-up time. Will
staff members be readily available by phone or e-mail? If your child will be attending an overnight camp, find
out how often you will be able to speak with him.
• What are the sleeping, bathing, and eating arrangements? If you are considering overnight camp, you will want
to be sure that your child will be comfortable and will get the help she needs to be able to fully participate in
the program. If your child requires a special diet, make sure the camp can provide it.
 What do other parents think of the program? No matter what kind of program you are considering, ask for
references, and try to talk to at least three parents to get a good idea of what you and your child can expect.
Paying for your child’s summer program
Some programs, especially those designed specifically for children with special needs, can be expensive. But it’s
a mistake to avoid looking at these programs just because of the cost. You may have more options than you
think.
You may be able to get some or all of the cost for your child’s summer program paid for by your school district. If
you can prove that your child will be working on the skills outlined in his IEP at the summer program, the school
district may pay for it. Be sure to talk with school or district administrators early in the process if you will be
asking for the school district to cover some or all of the cost of your child’s summer program.
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Making it work
Choosing a summer program or activity is only the first step toward creating a fun and enriching summer for your
child. You’ll also need to develop a plan to communicate with the staff at the program or camp and take other steps to
ensure your child’s experience is a positive one. Here are some tips that can help:
 Get to know the camp or program staff. Visit the camp site and make arrangements to meet as many program staff
members as you can. A good relationship with staff members is the best way to ensure your child has a great
experience.
 Ask who should be your main point of contact. You’ll want to have lots of day-to-day communication with
counselors or staff members, but it’s also a good idea to develop a relationship with one administrator or program
director. This is the person you’ll call whenever you have any concerns or questions. Make sure your contact
person knows how to reach you at work and at home and encourage her to call you with any information, negative
or positive.
 Educate staff about your child. It’s important that any staff members who will be interacting with your child
understand his condition or disability. If you have brochures about the condition, distribute those. You can also
print fact sheets off the Internet or get them from your health care provider. In addition to understanding your
child’s specific condition, it’s important that the staff learn something about your child personally. For example, if
your child does best when she is interacting with calm, very patient teachers or counselors, let people at the
program know this so that they can match her up with the right staff members.
• Look for ways to support the program. Small gestures, like bringing in popsicles on a hot day or volunteering to run
a booth at the summer carnival, will let staff and other families know how much you appreciate their hard work.
You may also be able to lend your support through fund-raising activities in your community.

Thank everyone who worked to make your child’s summer a success. Thank counselors, staff, and other children
for everything they did to help your child. If a staff member was especially helpful, consider writing a letter of
thanks and sending a copy to the program director or governing board.
Resources
American Camp Association (ACA) www.acacamps.org. The ACA is the national accrediting organization for camps and
provides a wealth of information and resources for campers with and without special needs.
Internet Special Education Resources (ISER) www.iser.com. The ISER is a nationwide directory of professionals,
organizations, and schools that serve the learning disabilities and special education communities. It helps parents
and caregivers find local special education professionals to help with learning disabilities and attention deficit
disorder assessment, therapy, advocacy, critical teen issues, and other special needs.
Kids Camps.com
www.kidscamps.com. This online directory of camps all over the U.S. includes listings of camps for children with
special needs.
Written in collaboration with the Parent Training and Information Center at the Federation for Children with Special
Needs (www.fcsn.org), a non-profit organization committed to listening to and learning from families and encouraging
full participation in community life by all people, especially those with disabilities. © 2006 Ceridian Corporation. All
rights reserved.
This information and its resources were taken from http://www.fcsn.org/camps/summer_planning.pdf .
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2016 Summer Camps
CAMP
LOCATION
DATE & TIME
REGISTRATION
CONTACT
BREC Camp
Sunshine
(Ages 6-12)
Kathy Drive Park
1801 Kathy Drive
June 6 - July 29
Mon-Fri
7:30am-5:30pm
February 27
BREC Interactive Room
6201 Florida Blvd
(225)272-9200
ext. 572 or 557
[email protected] or
[email protected]
BREC Camp
Sunshine
(Ages 13-16)
Drusilla Lane Park
2456 Drusilla Lane
June 6 - July 29
Mon-Fri
7:30am-5:30pm
February 27
6201 Florida Blvd
(225)272-9200
ext. 572 or 557
[email protected]
BREC Camp
Sunshine Club
(Ages 17-25)
Milton J. Womack Park
6201 Florida Blvd
June 6 - July 29
Mon-Fri
7:30am-5:30pm
February 27
6201 Florida Blvd
(225)272-9200
ext. 572 or 557
[email protected]
Paradise Manor Country Club
529 Sauve Road
River Ridge, La 70123
July 25 – July 29
8:30am – 4:00pm
April 1st, 2016
Visit
www.sbgno.org
Cindy Barrios
(504)737-5181
[email protected]
292 L. Beauford Drive
Anacoco, LA 71403
Please call for
session
Visit
www.lionscamp.org
1-800-348-0802
Children with
Special Care
Needs
(Ages 6-15)
LSU School of Medicine
New Orleans, LA
May 23 – May 27
8:00am – 4:00pm
Med Camps of La
Camp Rolling
Thunder
Camp Alabama
2090 Hwy 145
Choudrant, LA 71227
July 10—July 15
Paula G. Manship
YMCA
Autism Day Camp
Paula G. Manship YMCA
Camp Friendship
Children with
Spina Bifida
Louisiana Lions
Camp
Camp Tiger
Children with
Spina Bifida and
Orthopedic
Conditions
Please call or
visit website for
session
information
April 8th, 2016
Visit
Madeleine Hebert
[email protected]
www.lsuhsc.edu/camptiger/
2 weeks prior to camp session
1(877)282-0802
www.medcamps.org
Visit
For more info call
(225)767-9622
www.ymcabatonrouge.org/Progra
ms/camp
Page 23
CAMP
Med Camps of La
Camp Rough Riders
Children with Cerebral
Palsy
Med Camps of La
Camp Kandoo
Children ages 6-12 with
developmental disabilities
Med Camps of La
Camp Easy Breeze
LOCATION
Camp Alabama
2090 Hwy 145
Choudrant, LA 71227
DATE & TIME
June 5—June 10
REGISTRATION
CONTACT
2 weeks prior to
camp session
1(877)282-0802
www.medcamps.org
Camp Alabama
2090 Hwy 145
Choudrant, LA 71227
June 12—June 17
2 weeks prior to
camp session
1(877)282-0802
www.medcamps.org
Camp Alabama
2090 Hwy 145
Choudrant, LA 71227
June 19—June 24
2 weeks prior to
camp session
1(877)282-0802
www.medcamps.org
Camp Alabama
2090 Hwy 145
Choudrant, LA 71227
July 31—August 2
2 weeks prior to
camp session
1(877)282-0802
www.medcamps.org
Camp Alabama
2090 Hwy 145
Choudrant, LA 71227
July 24—July 29
2 weeks prior to
camp session
1(877)282-0802
www.medcamps.org
Camp Alabama
2090 Hwy 145
Choudrant, LA 71227
June 19—June 24
2 weeks prior to
camp session
1(877)282-0802
www.medcamps.org
Camp Alabama
2090 Hwy 145
Choudrant, LA 71227
June 26—July 1
2 weeks prior to
camp session
1(877)282-0802
www.medcamps.org
Camp Alabama
2090 Hwy 145
Choudrant, LA 71227
July 17—July 22
2 weeks prior to
camp session
Location:
TBA
Monday-Friday
7:30am – 2:30pm
www.laso.org
Johnny Braud
1-800-345-6644
[email protected]
Tomball, Texas
www.campblessing.org
Visit website or call
Glen and Laura Elder
(281)259-5789 or
(713)724-0021
Children with Asthma
Med Camps of La
Camp Busy Bee Retreat
Retreat for children with
autism joined by a parent
Med Camps of La
Camp Little Giants
Children with Sickle Cell
Med Camps of La
Camp Big Hearts
Children with
hearing/speech/vision
impairments
Med Camps of La
Camp Shining Stars
Children with epilepsy/
seizure disorders
Med Camps of La
Camp Smiling Suns
Children ages 13-16
with developmental disability
Camp Shriver
(Ages 10-up)
Persons with Intellectual
disabilities
Camp Blessing
(Ages 7-up)
Persons primarily with a
diagnosis of a physical or
intellectual disability
1(877)282-0802
www.medcamps.org
[email protected]
Page 24
CAMP
Capable Arts Camp
“A Week at the Beach”
(Ages 6-18)
For children with
disabilities and their siblings
LOCATION
First United Methodist
Church
930 North Blvd.
DATE & TIME
June 13 – June 17
1:00pm – 4:00pm
(Downtown Baton
Rouge)
REGISTRATION
Anne Hindrichs
(225)923-3420 or
[email protected]
rg
CONTACT
Anne Hindrichs
(225)923-3420 or
ahindrichs@mc
mainscdc.org
(ages 6-12)
McMains Children’s
Developmental Center
Summer Enrichment
Math & Reading
Remediation
(Ages 5-8)
Study Skills Group
(Ages 8-10)
Two sessions Available
Developmental
Center
Please call for session
information
1.5 Hours per day, 3
days per week for 4
weeks
Two sessions Available
Developmental
Center
information
1 Hours per day, 3 day
per week for 3 weeks
Anne Hindrichs
(225)923-3420 or
[email protected]
rg
Anne Hindrichs
(225)923-3420 or
ahindrichs@mc
mainscdc.org
Anne Hindrichs
(225)923-3420 or
Anne Hindrichs
(225)923-3420 or
[email protected]
rg
ahindrichs@mc
mainscdc.org
Anne Hindrichs
(225)923-3420 or
[email protected]
rg
Anne Hindrichs
(225)923-3420 or
ahindrichs@mcmai
nscdc.org
http://2015campup.weebly.
com/registration.html
[email protected]
om
Two Session Avaiable
“Summer Remediation
Program”
Multi-Sensory Approaches to
Reading and Math
(ages 6-8)
Camp Up
(Ages 6 and Up/enrolled in
school)
information
1.5 Hours per day, 3
days per week for 4
weeks
Live Oak High School
Cafeteria
June 27—July 1
9:00am—1:00pm
Page 25
Lending Library Spotlight
Title:
Girls Under the Umbrella of Autism Spectrum Disorders: Practical Solutions
for Addressing Everyday Challenges
Author(s): Lori Ernsperger Ph.D., and Danielle
Wendel
Overview: (www.aapcpublishing.net)
Co-authored by an experienced professional
and a mother of a young girl on the autism
spectrum, this much-needed book combines the
best of both worlds: It gives a voice to girls on
the autism spectrum by providing insightful,
first-hand accounts while also detailing
research-based strategies and practical
techniques for addressing the specific needs of
girls on the spectrum. The extensive coverage
of girls from early childhood through
adolescence and early adulthood gives parents
and educators access to a wealth of information that is typically hard to
find. Personal vignettes by families and girls living with ASD make this both
a heartfelt book and a practical resource.
Title:
All About My Brother: An eight year-old sister’s introduction to her brother
who has autism
Author(s): Sarah Peralta
Overview:
In this charming picture book, eight-year-old
Sarah Peralta demystifies
autism by giving us insights into the world of
her younger brother, who is nonverbal. While
Evan may not be interested in play dates like
Sarah is, he loves to jump on this bed, twirl
sticks, swim and munch potato chips. Through
her simple depictions of Evan’s everyday
behavior, Sarah encourages others to approach
autism without fear or pity.
Page 26
Page 27
Page 28
Early Steps
What is the EarlySteps Program?
Earlysteps is Louisiana’s Early Intervention System for children
with disabilities and developmental delays ages birth to three
and their families. By providing resources and support during
those critical years, Earlysteps helps children get off to a great
start.
Who is eligible?
Children with medical conditions likely to cause disability or
developmental delay , or with delays in the following areas,
may be eligible: physical development, cognitive development,
Anyone can refer a child to EarlySteps
If you know of a child
that would benefit from
receiving services from
EarlySteps please call
225-925-2426. It’s never
too soon to ask questions about your baby’s
development.
Services Provided by Early Steps:




Audiology
Speech-Language Therapy
Occupational Therapy
Physical Therapy




Special Instruction
Assistive Technology
Service Coordination
Nutrition services




Health Services
Nursing Services
Vision Services
Medical Evaluations




Family Training
Transportation
Psychological Services
Social Work services
social and emotional development, adaptive development and/or communication.
We would like to invite you to our RICC and SICC meetings.
State Interagency Coordinating Council (SICC)
The mission of the SICC is to work in collaboration with the Louisiana Department of
Health and Hospitals, Office for Citizens with Developmental Disabilities, in an
advisory capacity, to design and oversee the implementation of a family-centered,
community-based, comprehensive, interagency service delivery system for infants
and toddlers (birth through two) who are eligible for Part C services, and their families.
The SICC meets quarterly on the second Wednesday of the month. All meetings are
open to the public and held in accordance with the Louisiana Open Meeting Laws. The
Next Meeting will be held on April 14, 2016 and June 9, 2016, 1pm to 3pm in the
Claiborne Building at 1201 North Third Street in the LA Purchase Room. Parking is
available in front.
Regional Interagency Coordinating Council (RICC)
The Regional Interagency Coordinating Council (RICC) is an essential component of the Part C early intervention
system at the local level. The group’s membership includes family members of children with disabilities, as well as
service providers, community leaders, and agency representatives. The RICC meets quarterly. All meetings are
open to the public and are held in accordance with the Louisiana Open Meeting Laws. The next RICC meeting is
June 30, 2016, 1pm to 3pm at the Capital Area Human Services District Building. 4615 Government St. Building 2
Rm 200A.
Earlysteps is currently recruiting Physical Therapists, Occupational Therapists and Sing Language
Interpreters. For more information, contact Valencia Allen at [email protected] or 225-925-7090.
Page 29
Page 30
The Brain Injury Association of Louisiana (BIALA) is a statewide 501(c)(3) non-profit
organization focused on creating a better future for Louisiana citizens with brain injury and/or
spinal cord injury through education, community support groups, obtaining services, and
advocacy.
Their mission is to improve the quality of life for individuals impacted by brain injury and/or
spinal cord injury and to advance brain and spinal cord injury prevention, treatment, support
and education.
If you feel that this resource would benefit you, a loved one, or someone else, visit the website
below to learn more about what services the Brain Injury Association of LA offers!
http://www.biala.org/
DONATE NOW @ www.fhfgbr.org
WHY DONATE TO FAMILIES HELPING FAMILIES OF GREATER BATON ROUGE?
 Donations help us provide new & innovative programs that our existing funding sources do not cover.
 With constant budget cuts FHFGBR contracts are in jeopardy of being reduced.
WHERE DO DONATIONS GO?


To fulfill our mission of providing resources and the integration of person with disabilities.
Donations support program events such as our Sunshine Socials, Annual Thanksgiving Celebrations and
more.
Click the “Donate Now” button on our website at www.fhfgbr.org or call our office to donate. Every
amount is big to us & helps us to fulfill our mission and make a difference in promoting inclusion.
Page 31
Parenting Your Child with Oppositional Defiant Disorder
Oppositional defiant disorder (ODD) is common among kids with ADHD — and regular discipline strategies don't always work.
Instead, try these simple strategies for better behavior.
by Royce Flippin
Every parent of a child with attention deficit disorder knows what it's like to deal with
ADHD behavior problems— sometimes even the most well-behaved child lashes out, or refuses to
comply with even the most benign request. But almost half of all parents who have children with
ADHD live with severe behavior problems and discipline challenges on an almost daily basis.
That's because 40 percent of children with ADHD also develop oppositional defiant disorder, a
condition marked by chronic aggression, frequent outbursts, and a tendency to argue, ignore
requests, and engage in intentionally annoying behavior.
How bad can it get? Consider these real-life children diagnosed with both ADHD and ODD:
A 4-year-old who gleefully annoys her parents by blasting the TV at top volume as soon she
wakes up.
A 7-year-old who shouts "No" to every request and who showers his parents with verbal
abuse.
An 11-year-old who punches a hole in the wall and then physically assaults his mother.
"I call them tiny terrors," says Douglas Riley, Ph.D., author of The Defiant Child and a child
psychologist in Newport News, Virginia. "These children are most comfortable when they're in the
middle of a conflict. As soon as you begin arguing with them, you're on their turf. They keep
throwing out the bait, and their parents keep taking it — until finally the parents end up with the kid
in family therapy, wondering where they've gone wrong."
The strain of dealing with an oppositional child affects the entire family. The toll on the marital
relationship can be especially severe. In part, this is because friends and relatives tend to blame
the behavior on 'bad parenting.' Inconsistent discipline may play a role in the development of
ODD, but is rarely the sole cause. The unfortunate reality is that discipline strategies that work
with normal children simply don't work with ODD kids.
Fortunately, psychologists have developed effective behavior therapy for reining in even the most
defiant child. It's not always easy, but it can be done — typically with the help of specialized
psychotherapy.
Looking for Links
No one knows why so many kids with ADHD exhibit oppositional behavior. In many cases,
however, oppositional behavior seems to be a manifestation of ADHD-related impulsivity.
"Many ADHD kids who are diagnosed with ODD are really showing oppositional characteristics by
default," says Houston-based child psychologist Carol Brady, Ph.D. "They misbehave not because
they're intentionally oppositional, but because they can't control their impulses."
Another view is that oppositional behavior is simply a way for kids to cope with the frustration and
emotional pain associated with having ADHD.
Page 32
"When under stress — whether it's because they have ADHD or their parents are getting divorced
— a certain percentage of kids externalize the anxiety and depression they're feeling," says Larry
Silver, M.D., a psychiatrist at Georgetown University Medical School in Washington, D.C.
"Everything becomes everyone else's fault, and the child doesn't take responsibility for anything
that goes wrong."
Riley agrees. "Children with ADHD know from a young age that they're different from other kids,"
he says. "They see themselves as getting in more trouble, and in some cases may have more
difficulty mastering academic work — often despite an above-average intellect. So instead of
feeling stupid, their defense is to feel cool. They hone their oppositional attitude."
About half of all preschoolers diagnosed with ODD outgrow the problem by age 8. Older kids with
ODD are less likely to outgrow it. And left untreated, oppositional behavior can evolve into conduct
disorder, an even more serious behavioral problem marked by physical violence, stealing, running
away from home, fire-setting, and other highly destructive and often illegal behaviors.
Getting Treatment
Any child with ADHD who exhibits signs of oppositional behavior needs appropriate treatment. The
first step is to make sure that the child's ADHD is under control. "Since oppositional behavior is
often related to stress," says Silver, "you have to address the source of the stress — the ADHD
symptoms — before turning to behavioral issues."
S
ays Riley, "If a kid is so impulsive or distracted that he can't focus on the therapies we use to treat
oppositional behavior," he says, "he isn't going to get very far. And for many ADHD kids with
oppositional behavior, the stimulant medications are a kind of miracle. A lot of the bad behavior
simply drops off."
But ADHD medication is seldom all that's needed to control oppositional behavior. If a child exhibits
only mild or infrequent oppositional behavior, do-it-yourself behavior-modification techniques
(see Getting Your Child to Behave) may well do the trick. But if the oppositional behavior is
severe enough to disrupt life at home or school, it's best to consult a family therapist trained in
childhood behavioral problems.
Making Peace, Part 2
The therapist should screen your child for anxiety, depression, and bipolar disorder. Each can
cause oppositional behavior, and each calls for its own form of treatment. The therapist may also
recommend cognitive therapy for the child, to help him cope effectively with difficult situations.
Carrots and Sticks
In most cases, however, the treatment of choice for ODD is parent management training, in which
the family therapist teaches the parents to change the ways they react to their child's behavior both good and bad. Between weekly sessions, the parents practice what they've learned, and
report to the therapist on their progress.
"Basically, parent training is about carrots and sticks," says Brady. "On the carrot end, you work on
giving your child praise and rewards for cooperating. On the stick end, you lay out clear
consequences for misbehavior, usually involving a time-out or the removal of a reward."
Page 33
Parent management training is often highly effective, with the child's behavior improving dramatically in four out of five cases. Parents who undergo the training typically report greater marital
satisfaction, as well as improved behavior from their other children.
While some parents balk at the notion that they are the ones in need of training, "they have to learn
how to stop getting into the arena with the child and descending to the level of squabbling," says
Silver. Parents often feed the problem by delivering overly harsh or inconsistent discipline. Instead,
parents must reassert their authority by setting up well-defined rewards and punishments, and then
implementing them consistently and dispassionately.
"My most important rule is that parents should not take ODD behavior personally," says Riley.
"Remain calm and friendly whenever you intervene. Oppositional kids have radar for adult hostility.
If they pick up your anger, they're going to match it."
Riley recommends a "two free requests" approach: "The first time you ask your child to do
something, give him two minutes to respond. If he doesn't obey, calmly tell him, 'I'm now asking
you a second time to pick up your coat. Do you understand what I'm asking you to do, and what
the consequences are if you don't? Please make a smart decision.' If you have to ask a third time,
the prearranged consequence kicks in - the TV goes off for an hour, or the video game is taken
away."
Positive Opposites
Rewarding good behavior or punishing bad behavior isn't a revolutionary concept, but with
oppositional kids, it's easier said than done. Parents must rein in their impulse to yell or spank. At
the same time, they must learn how to substitute "non-aversive punishments" such as time-outs or
the loss of privileges.
Many parents of oppositional children are so focused on bad behaviors that they've stopped
reinforcing positive ones. Yet positive reinforcement is the heart and soul of parent management
training.
"Invariably, parents come to treatment with the idea of suppressing, eliminating, or reducing
problem behavior," writes Alan Kazdin, Ph.D., in Parent Management Training, a manual for
therapists. But according to Kazdin, director of Yale University's Child Study Center in New Haven,
Connecticut, parent training emphasizes the concept of "positive opposites" instead. "For
example," says Kazdin, "parents are asked what to do if they want their child to stop screaming,
slamming the door, or throwing breakable objects. The answers involve reinforcing talking quietly,
closing the door gently, and handling objects with care and not throwing them."
Kazdin maintains that helping parents learn to praise good behavior is one of the toughest
challenges therapists face. He says parents are often "hesitant to praise a behavior or to use
reinforcers in general because they feel the behavior ought not require any intervention. 'My child
knows how to clean up his room, he just refuses to do it,' is a typical parental comment."
Enthusiasm Counts
When parents do offer praise, they should be enthusiastic. "An unenthusiastic statement of 'Good'
is not likely to change child behavior," says Kazdin. Praise should specify the praiseworthy
behavior and, ideally, include some non-verbal gesture. For example, you might say, "It was
wonderful the way you played so quietly while I was on the phone!" and then give your child a kiss.
Page 34
Appropriate rewards and punishments vary from child to child. The more creatively you tailor your
program to your child's specific abilities and needs, the better. But as Russell Barkley, Ph.D.,
professor of psychiatry at the Medical University of South Carolina in Charleston, writes in Your
Defiant Child, "Creativity is always an asset to child-rearing, but it can't hold a candle to consistency.
Consistency in the way you treat your child — the way you set rules, convey expectations, pay
attention, encourage good behavior, and impose consequences for bad behavior — is the key to
cleaning up your child's act."
Never lose sight of the fact that oppositional kids usually have a great deal to offer, once their
behavior is under control. "Oppositional kids are also often quite engaging and bright," says Riley.
"They tend to be optimistic and very much their own person, with their own way of looking at the
world. Once you work through their defiance, there's a lot there to like."
Copyright © 1998 - 2016 New Hope Media LLC. All rights reserved. Your use of this site is governed by our
Terms of Service (http://www.additudemag.com/adhd/terms.html) and
Privacy Policy (http://www.additudemag.com/adhd/privacy.html).
ADDitude does not provide medical advice, diagnosis, or treatment. The material on this web site is provided for educational purposes only.
See additional information at http://www.additudemag.com/adhd/disclaimer.html
New Hope Media, 108 West 39th Street, Suite 805, New York, NY 10018 .
This article was published by ADDitudeMag.com
ADDitude Magazine is an online and printed resource to provide strategies and support for individuals with
ADHD and LD. To learn more about this organization and/or to subscribe to their printed materials, visit
their website at http://www.additudemag.com/ .
Page 35
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Page 37
Affordable Care Act (ACA):
How Can Families and Professionals Help
Children with Special Needs Keep Insurance
Coverage as they Age Out?
Families and professionals working with children with disabilities need to know about various insurance
coverage options as children age out of programs. Choices may be different depending upon whether the
insurance is employer- based, obtained through the Marketplace, or public insurance. NOTE: Children
with special health care needs may be eligible for more than one type of plan.
What is Dependent Coverage?
There are several ways families can keep their child under their plan. These are:
 Under the ACA (Affordable Care Act), families can continue health insurance coverage for their
 children until age 26, even if their children are living on their own. (See also Marketplace plans,
below.)
• Some states have their own laws, which if more generous, would override federal requirements. For
example, dependent coverage is available until age 31 in New Jersey if the dependent young adult is
living at home, unmarried, etc.
• Using the “disabled dependent provision”, sometimes still called the “certification of the handicapped
provision”, a child could be covered regardless of age as long as the parent is employed. Parents can
ask their employer’s human resources department for the form, which is important to complete prior
to age 18, since coverage, once suspended, cannot be restored.
Marketplace Plans
As mentioned previously, families can continue dependent coverage until age 26 under the ACA. The
Marketplace will only pick one type of plan (Qualified Health Plan {QHP} or Medicaid.) Families can apply
for coverage during open enrollment periods, special enrollment situations (e.g. losing a job), or Medicaid
anytime.
Adult children up to age 26 can stay on a parent’s plan even if they are:
•
married
•
not living with their parents
•
attending school
•
not financially dependent on their parents
•
eligible to enroll in their employer’s plan
Public Insurance
Medicaid provides coverage for individuals who have disabilities or low income. After age 18, the
individual is seen as a “family of one” and parental income is no longer “deemed” as part of their income.
States that expanded Medicaid under ACA have coverage starting at age 19. This may make it possible to
transition from Medicaid for children or the Children’s Health Insurance Program (CHIP) to adult
Medicaid, although this is not automatic, so it is necessary to apply. Some children may be eligible for a
Medicaid waiver due to their medical status, regardless of family income.
Page 38
Medicare offers coverage for individuals over age 65 or with certain disabilities. Medicare will cover children who have kidney disease and need dialysis or transplant. Disabled Adult Child (DAC) provisions allow
eligibility for Medicare if the child was disabled before age 22 and a parent is disabled, retired, or deceased.
Medicare offers coverage for individuals over age 65 or with certain disabilities. Medicare will cover children who have kidney disease and need dialysis or transplant. Disabled Adult Child (DAC) provisions allow
eligibility for Medicare if the child was disabled before age 22 and a parent is disabled, retired, or deceased.
Other Options for Health Coverage
Catastrophic Plans: People under age 30 are eligible for catastrophic health plans. The plans are called
“catastrophic” as they protect against high costs of care for a major illness. The benefits are limited for
both primary and preventive care. Catastrophic plans have fewer benefits than QHPs so may not be the
best choice for people with disabilities.
College Plans: Students are not exempt from the requirement to have insurance that meets certain standards or else pay a penalty, but many college health plans qualify as coverage for this purchase. However,
some of these plans many not have as many benefits as QHPs or may not qualify as creditable coverage
under the health law. Students should check to see if they are eligible for tax credits to purchase a Marketplace plan. Note that, in states that have expanded their Medicaid program, students age 19 and older may
qualify for Medicaid.
Having More than One Plan: A child may be eligible for a private employer plan as well as Medicaid and/or
Medicare as mentioned previously. It is important that there is “coordination of benefits” for all plans to
reduce costs for families. If a provider doesn’t participate in Medicare, the doctor can send their “opt-out”
Medicare letter to the private insurance company with the bill. Families can even file claims this way (see
Resources). Also, if a provider doesn’t participate in Medicaid but the child also has private coverage, the
doctor can contact the insurance plan to find out how to bill “out of network” as secondary.
Families have options available to them as their children “age out.” By checking resources (see below) and
contacting the organizations listed there, they can determine the best option for their child with disabilities.
This tip sheet is based on an ACA blog authored by Lauren Agoratus, M.A. Lauren is the parent of a child
with multiple disabilities who serves as the Coordinator for Family Voices-NJ and as the southern coordinator in her the New Jersey Family-to-Family Health Information Center, both housed at the Statewide
Parent Advocacy Network (SPAN) at www.spanadvocacy.org.
Page 39
Page 40
TAKE CHARGE OF YOUR HEALTH:
ADOLESCENTS WITH SPECIAL HEALTH CARE
NEEDS
HEALTH TRANSITION PLANNING
Are You Prepared?
By age 14, you should start:
Planning with your parents, doctors,
teachers, and school guidance counselor
for life after high school.
Will you attend college or technical school?
Do you need job training for work?
Be sure to include your health needs in your
planning.
Will you need special services for work, college
or to live independently?
Are You in Charge?
By age 15, you should:
Talk to your doctors about when and where
to start looking for doctors who treat
adults.
Be aware that many pediatric doctors only
see patients up to age 18 or 21, when
they move from pediatric (or child)
services to adult services.
Do You…
Have a good and basic understanding of
your disability/health condition?
Know how to explain what you need to
others?
Know how to select the best health care
provider for yourself? Ask your current
doctor for help.
Know how to make your own medical
appointments?
Know how/when to schedule well visits
with your doctor? Write down your
questions and take them to the
appointment.
Know how to order your own supplies or refill
medications?
Have a record of your medical history:
conditions, dates of operations, treatments,
recommendations, etc?
Know when you need medical help and who to
call in case of an emergency?
Talk to your primary care doctor about sex and
birth control?
Have an emergency/disaster plan? Register
with your Parish Emergency Operations
Center if assistance may be needed for
emergency services during disasters or
other events.
Keep a list of addresses/telephone numbers for
your doctors, pharmacy and other health care
providers.
Are Your Habits Healthy?
Take steps to “Be Your Best!”
Eat a healthy diet and maintain a healthy
weight.
Develop an exercise routine that will help you
stay physically fit.
Get enough sleep at night (seven hours or
more).
Avoid drinking, smoking, using illegal drugs,
driving unsafely or having unsafe sex.
These are great discussion points for your annual
well visit check-ups.
Are You Ready to be on Your Own?
Have a basic understanding of your medical
condition, health needs and warning signs.
Be able to explain these to others.
Get a copy of your medical history/records.
Know how to select the best health care
provider for yourself, make your own
medical appointments and order medical
supplies and refills.
Keep healthy habits.
Work with your parents, teachers and
guidance counselors to help you decide
what special services you may need in the
future.
What do You Need to Succeed?
Do you have an Individualized Education Plan
(IEP)? An IEP is an educational plan that has been
formed to meet your educational needs.
If yes, then you may need an Individualized
Health Plan included in your IEP if you have a
health condition.
An Individualized Health Plan is a plan about your
health care needs and what services you may
require in school because of your medical condition (asthma, diabetes, seizures or other medical
conditions) such as:
Having handicap-accessible bathrooms or
parking spaces
Having assistance getting around
Having specific times to take medication
Having a special diet
Page 41
About Children’s Special Health Services
Children’s Special Health Services is a program
within the Department of Health and Hospitals’
Office of Public Health that provides resources
and services for children with special health care
needs from birth to age 21. The Children’s Special
Health Services website has information on resources for transition and paying for health care.
www.dhh.la.gov/cshs
TRANSITION RESOURCES
Want to Learn More About …?
School Transition?
Louisiana Department of Education:
http://www.louisianabelieves.com
Job Training?
Louisiana Rehabilitation Service:
http://www.laworks.net/WorkforceDev/LRS/LR
S_Main.asp
SSI Ticket to Work:
http://www.socialsecurity.gov/work/aboutticket
.html
If you are a youth with an IEP, or if you’re getting
special accommodations at school (504 services),
staff at Families Helping Families can help you
prepare for your school transition plan meeting.
Independent Living Programs?
Find a Families Helping Families Office Near
You
http://www.laworks.net/WorkforceDev/LRS/LR
S_Living.asp
Families Helping Families has nine centers
statewide, operated by parents and family members of individuals with disabilities, which can
assist in transition planning.
Health Insurance?
http://laptic.org/fhfcenters.
Independent Living Program/Community and
Family Support/State Personal Assistance Services Programs:
Health Insurance Marketplace
https://www.healthcare.gov
Page 42
FHFGBR Spring/Summer Calendar
Date and Time
Event
Tuesday, April 5
Tuesday, April 5
5:30pm—6:30pm
Thursday, April 7
9:00am—12:00pm
Friday, April 8
5:00am—7:00am
Friday, April 8
6:00pm—9:00pm
Saturday, April 9
10:00am
Sunday, April 10
4:00pm—7:00pm
Tuesday, April 12
8:30am—10:00pm
Tuesday, April 12
7:00pm
Friday, April 15
6:00pm—9:00pm
Tuesday, April 19
5:30pm—6:30pm
Saturday, April 23
10:00am
Sunday, April 24
2:30pm—4:30pm
Tuesday, April 26
5:30pm—6:30pm
Tuesday, April 26
7:00pm
Saturday, April 30
8:00am—12:00pm
Tuesday, May 10
7:00pm
Saturday, May 14
10:00am
Wednesday, May 18
11:30am—1:00pm
Friday, May 20
6:00pm—9:00pm
Disability Rights Day
Location
LA State Capitol
FHFGBR
AFA Planning Committee Meeting
2356 Drusilla Ln.
American Red Cross
Pathways to Graduation Workshop
4655 Sherwood Commons Blvd.
Galatoire’s Bistro
Breakfast with 2uneIn
3535 Perkins Rd.
LSU Women’s Center
Friday Night Out @ LSU
5 Union Square
Sensory Friendly Film: Batman v
AMC Theatre 16
Superman
O’Neal Lane
UCT Hall
Civitan Dance: Luau
11175 Florida Blvd.
FHFGBR
Java with Jamie
2356 Drusilla Ln.
Sensory Friendly Film: Batman v
AMC Theatre 16
Superman
O’Neal Lane
BREC Womack Ballroom
Sunshine Social: Pajama Jam
6201 Florida Blvd.
FHFGBR
2356 Drusilla Ln.
AMC Theatre 16
Sensory Friendly Film: The Jungle Book
O’Neal Lane
FHFGBR
LaCHADD Support Group
2356 Drusilla Ln.
FHFGBR
2356 Drusilla Ln.
Sensory Friendly Film: the Huntsman— AMC Theatre 16
Winters War
O’Neal Lane
LA State Police HQ
7th Annual Active for Autism
7818 Independence Blvd.
Sensory Friendly Film: Captain
AMC Theatre 16
America—Civil War
O’Neal Lane
Sensory Sensitive Film: Captain
AMC Theatre 16
America—Civil War
O’Neal Lane
FHFGBR
Board of Directors Meeting
2356 Drusilla Ln.
BREC Womack Ballroom
Sunshine Social: Prom
6201 Florida Blvd.
Page 43
FHFGBR Spring/Summer Calendar
Date and Time
Sunday, May 22
2:30pm—4:30pm
Tuesday, May 24
8:30am—10:00am
Tuesday, May 24
7:00pm
Thursday, May 26
10:00am—12:-00pm
Saturday, May 28
10:00am
Monday, May 30
Tuesday, June 21
8:30am—10:00am
Event
LaCHADD Support Group
Java with Jamie
Sensory Friendly Film: Neighbors 2
EarlySteps Transition Workshop
Sensory Friendly Film: Alice Through
the Looking Glass
Office Closed—Memorial Day
Java with Jamie
Location
FHFGBR
2356 Drusilla Ln.
FHFGBR
2356 Drusilla Ln.
AMC Theatre 16
O’Neal Lane
FHFGBR
2356 Drusilla Ln.
AMC Theatre 16
O’Neal Lane
FHFGBR
2356 Drusilla Ln.
FHFGBR
2356 Drusilla Ln.
Want to keep a constant update of our upcoming events?
Here’s how:
1) Text FHFGBR to 22828 or call the FHFGBR office to be
added in our weekly eblast list.
2) Check out our event calendar on our website at
www.fhfgbr.org.
3) Follow us on Facebook for constant updates on events and
news.
4) Come by the office to see us and learn more about what is
happening!
“It’s who we are. It’s what we do.”
FHFGBR receives partial funding from the Louisiana Developmental Disabilities Council, Capital Area
Human Services District, Louisiana Department of Education and the Louisiana Department of Health and
Hospitals as well as generous donations from families and our community.
FHFGBR does not endorse or promote any legislation, institutions, individuals or methods of treatment or
therapy.
2356 Drusilla Lane
Baton Rouge | LA | 70809
225-216-7474
OFFICE CLOSURES
The staff at Families Helping Families of Greater
Baton Rouge will be at home with their families and our office will be closed on the
following days…
May 30th
Memorial Day

Spring - Families Helping Families

Transcription

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