families-helping-families-of-greater-baton-rouge

Press Release: Families Helping Families of Greater Baton Rouge to Host 15th Annual Active for Autism 5k Run/Walk & Fun Fest on April 25, 2026

Thu, 02 Apr 2026 16:36:09 GMT

A community-wide celebration promoting awareness, inclusion, and support for individuals with autism and their families

Families Helping Families of Greater Baton Rouge to Host 15th Annual Active for Autism 5K Run/Walk & Family Fun Fest on April 25, 2026

Baton Rouge, LA – Families Helping Families of Greater Baton Rouge (FHFGBR) will host its 15th Annual Active for Autism 5K Run/Walk & Family Fun Fest, proudly co-sponsored by the City of Baton Rouge, The Nirel Group Foundation, and REV, on Saturday, April 25, 2026, at Pennington Biomedical Research Center in Baton Rouge.

This year’s event will be led by Honorary Chair Sid Edwards, Mayor-President of the City of Baton Rouge/Parish of East Baton Rouge; Co-Chair John Michael Guidry, Associate Justice of the Louisiana Supreme Court; and emceed by April Davis, WBRZ News Anchor.

The event promotes awareness, acceptance, and inclusion of individuals with Autism Spectrum Disorder (ASD), bringing together families, friends, and supporters.

FHFGBR serves seven parishes: East and West Baton Rouge, East and West Feliciana, Iberville, Ascension, and Pointe Coupee. Each year, the event engages more than 1,200 participants while raising critical funds to support individuals and families impacted by autism and other developmental disabilities.

Thank You to Our Generous Sponsors

This event would not be possible without the support of our sponsors:

Presenting Platinum Sponsors: The City of Baton Rouge, The Nirel Group Foundation, and REV
Gold Sponsors: Walmart Neighborhood Market #541, Benny’s Car Wash, and Cumulus Radio Station Group
Silver Sponsors: Aetna Better Health of Louisiana, Olivier Group, B1Bank, Coleman Partners Architects, Louisiana Healthcare Connections, Mercy Autism Center, Ochsner Health, and Raising Cane’s Chicken Fingers
Bronze Sponsors: Behavioral Intervention Group, Baton Rouge General, Maughan Law Firm, Wampold Companies, Councilman Darryl Hurst, Walmart Supercenter #1266, Representative C. Denise Marcelle, Entergy, ACE Enterprises Inc., Bally’s Baton Rouge Casino & Hotel, and West Baton Rouge Parks & Recreation
Patron Sponsors: Pella Windows & Doors of Baton Rouge, Stine, Louisiana Lottery Corporation, Gulfsouth Autism Center, Kidder & Schultz CPAs, Mercy Autism Center, Ascension Golf Carts, and BearCom of Baton Rouge

Finally, we extend our gratitude to all additional in-kind donors and supporters, whose generosity helps make this event truly special.

Join us for a day of movement, connection, and celebration in support of individuals with autism and their families.

For more information, visit www.fhfgbr.org or call 225.216.7474.

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Join LaCAN Region 2 Legislative Roundtable

Wed, 18 Feb 2026 21:23:26 GMT

Your voice matters — and now is the time to use it.

The LaCAN (Louisiana Citizens for Action Now) Region 2 Legislative Roundtable is an opportunity for individuals with disabilities, family members, advocates, and community partners to come together and learn about key issues impacting our community during the upcoming legislative session.

This roundtable will focus on the Council’s 2026 Legislative Advocacy Agenda , which includes critical priorities that directly affect individuals with disabilities and their families:

Emergency Alerts for People with Disabilities – Ensuring emergency communication systems are accessible and inclusive for all.

Increasing Funding for Louisiana Rehabilitation Services (LRS) – Strengthening employment supports and opportunities for individuals with disabilities.

Increasing Home and Community-Based Waiver Rates and Direct Support Worker Pay – Supporting quality services and addressing the direct support workforce shortage.

Families Helping Families – Restoring $250,000 in Funding – Protecting essential family support, training, and advocacy services that families across Louisiana rely on every day.

Advocacy starts with being informed. This session will provide valuable updates, explain how these issues impact families across Louisiana, and offer ways you can take action.

Whether you are a parent, self-advocate, professional, or community supporter, your participation helps strengthen our collective voice.

Date: March 5

Time: 1:30 pm - 4:00 pm

Registration Link: tinyurl.com/5n6w3y3p

We encourage everyone in Region 2 to attend and be part of the conversation. Together, we can help shape policies that support individuals with disabilities and the families who love and care for them.

Love in Action: Celebrating Every Kind of Love This Valentine’s Day

Wed, 11 Feb 2026 21:45:47 GMT

Celebrating the families, caregivers, and self-advocates who lead with love every day.

Valentine’s Day often brings images of flowers, candy, and candlelit dinners. But in our community, love looks a little different.

Love looks like patience during a long therapy session.
Love looks like advocating at an IEP meeting.
Love looks like celebrating milestones that others might overlook.
Love looks like families helping families.

At Families Helping Families, we know that raising and supporting a loved one with a developmental disability is a journey filled with deep devotion, resilience, and unwavering commitment. This Valentine’s Day, we want to celebrate you — the parents, grandparents, siblings, caregivers, and self-advocates who show up every single day with love in action.

Love Is Advocacy

For many families, love means learning new systems, acronyms, and rights you never expected to need to know. It means asking questions, speaking up, and sometimes pushing back to ensure your loved one receives the support they deserve.

Advocacy is love in one of its strongest forms. When you attend meetings, make phone calls, fill out paperwork, or seek resources, you are building a future rooted in opportunity and inclusion.

Love Is Patience

Progress may look different for every individual. Some milestones take longer. Some victories are quiet. But every step forward matters.

Love is celebrating those steps — the first word, the first job interview, the first time navigating something independently. Love is also giving grace on the harder days.

Love Is Community

No family should walk this journey alone. That’s why we exist.

When one family shares their experience, another family finds hope. When one caregiver learns a strategy, another feels empowered. When one self-advocate shares their voice, the entire community grows stronger.

We are families helping families. That’s not just our mission — it’s our heartbeat.

Don’t Forget to Love Yourself

Caregivers often pour so much into others that they forget themselves. This Valentine’s Day, we encourage you to extend compassion inward.

Take a moment to rest.
Ask for support.
Celebrate your strength.
Recognize that you are doing the very best you can.

Self-care is not selfish — it is sustaining.

Celebrating Every Story

Every family’s story is unique. Every individual’s abilities, challenges, talents, and dreams are their own. Valentine’s Day is a reminder that love isn’t measured by perfection — it’s measured by presence.

To our families:
Your advocacy matters.
Your persistence matters.
Your love matters.

Today and every day, we are honored to stand beside you.

From all of us at Families Helping Families, Happy Valentine’s Day. ❤️

We are families helping families. That’s what we do. That’s who we are.

Louisiana SNAP Update: New Food Restriction Waiver Begins February 18, 2026

Thu, 29 Jan 2026 22:14:02 GMT

What Families Need to Know About the February 18, 2026 Changes

Families across Louisiana should be aware of an upcoming change to the Supplemental Nutrition Assistance Program (SNAP).

Beginning February 18, 2026 , a new SNAP Food Restriction Waiver will take effect, limiting the purchase of certain sugar-laden food and beverage items when using SNAP benefits. The goal of this change is to encourage healthier food choices and improve public health outcomes statewide.

It is important to note that these restricted items may still be purchased using cash, debit cards, or other forms of payment —the limitation applies only to SNAP benefits.

Why Is This Change Happening?

This update is part of a federally approved demonstration project authorized through Governor Jeff Landry’s Executive Order 25-052 , issued in 2025. Louisiana is participating in this pilot effort to explore how nutrition-focused policies may impact long-term health.

Need More Information?

If you have questions or would like additional details about how this change may affect your household, contact the Louisiana help line:

�� LAHelpU@la.gov
�� 888-524-3578 (LAHELPU)

We encourage families to stay informed and reach out if they need guidance navigating SNAP benefits or other available resources. Our mission is to support families with clear, timely information—because families helping families makes a difference.

Emergency Declaration Issued to Protect SNAP Benefits in Louisiana

Mon, 27 Oct 2025 16:00:52 GMT

Keeping SNAP Benefits Flowing During the Federal Shutdown

Monday, October 27, 2025
Families H elping Families of Greater Baton Rouge

Last week, Governor Jeff Landry issued an Emergency Declaration for Louisiana to help protect access to SNAP food assistance for some of our state’s most vulnerable residents — including the elderly, individuals with disabilities, and children.

This action was taken as part of the Governor’s responsibility to safeguard the wellbeing of the people of Louisiana in times of disaster or emergency. Under the Louisiana Homeland Security and Emergency Assistance and Disaster Act (La. R.S. 29:721, et seq.), the Governor has the authority to declare a state of emergency when events — whether natural or man-made — threaten loss of life, injury, or severe impact to daily living.

Why this emergency declaration matters

Due to the ongoing federal government shutdown, the U.S. Department of Agriculture (USDA) experienced a lapse in federal funding that supports essential programs like SNAP.

On October 10, 2025, USDA directed states to hold November SNAP benefits because of delays in transmitting funds to EBT vendors. Without intervention, this interruption would significantly increase hunger and financial hardship in Louisiana.

The Executive Order acknowledges this as an emergency situation and sets a pathway to temporarily safeguard SNAP benefits.

SNAP in Louisiana – Who’s impacted?

More than 792,000 Louisianians depend on SNAP to help meet their basic nutritional needs:

Over 120,000 individuals with disabilities
Approximately 356,825 children in SNAP households
An estimated 88,208 older adults

These are the families most affected by food insecurity — and the ones this declaration aims to protect.

What happens now?

Louisiana’s Constitution (Article 7, Section 10.5) allows legislators to authorize emergency funding from the Revenue Stabilization Fund , even while out of session, if two-thirds of both the House and Senate provide written approval.

The Legislature is currently gathered for a special session and is able to take up this measure to ensure families do not go without food assistance.

The emergency declaration remains in effect from Friday, October 24 through Tuesday, November 4, 2025 .

Our Commitment

At Families Helping Families of Greater Baton Rouge, we will continue to advocate for families, individuals with disabilities, and all those who rely on essential supports like SNAP. We encourage community members and leaders to work together to ensure access to food is never interrupted — especially during times of crisis.

If you or someone you know needs help accessing resources, please reach out. We’re here. Always.

Important Update for Louisiana SNAP Recipients

Thu, 23 Oct 2025 21:02:18 GMT

Benefits Paused Starting November 1st Due to Federal Shutdown

October 23, 2025 – Baton Rouge, LA

Families Helping Families of Greater Baton Rouge wants to ensure our community is informed about a critical update from the Louisiana Department of Health (LDH) regarding the Supplemental Nutrition Assistance Program (SNAP).

Due to the ongoing federal government shutdown in Washington, D.C., SNAP benefits will not be issued starting November 1, 2025 . However, any unused benefits already on recipients’ EBT cards will remain available and can be used as usual.

What You Need to Know:

SNAP benefits paused : No new benefits will be issued beginning November 1 until the federal government reopens.
Existing benefits remain active : Funds already on EBT cards from previous months are still accessible.
New applications still accepted : LDH will continue processing new SNAP applications, but benefits will not be issued until federal operations resume.
Stay current with requirements : Recipients must continue to:
Report household changes
Complete simplified reporting or recertification paperwork
Submit verification documents by mail, in person, or by fax

Submission Options for Verification Documents:

Mail : LDH ES Document Processing Center, P.O. Box 260031, Baton Rouge, LA 70826
In Person : Any LDH ES parish office
Fax : 225-663-3164

While SNAP hotline staff are available for technical questions about applications, they cannot provide updates on when benefits will resume.

LDH’s Commitment:

LDH is actively monitoring the situation and will communicate updates directly to beneficiaries and retailers as they become available. Their priority is to resume benefit issuance as soon as federal operations are restored.

Impact:

Currently, 792,769 Louisianans in 396,157 households rely on SNAP benefits. We understand this news may cause concern, and Families Helping Families is here to support our community during this uncertain time.

Please stay connected with us for updates and resources. If you or someone you know needs assistance navigating this change, don’t hesitate to reach out.

Louisiana Reduces State Testing for High School Students

Wed, 15 Oct 2025 18:31:28 GMT

A step forward in reducing testing time while keeping high academic standards

At Families Helping Families of Greater Baton Rouge, we know how important it is for families to stay informed about changes that affect their children’s education. The Louisiana Department of Education recently announced an important update: high school students will soon spend less time taking state tests — giving them more time to learn, explore, and grow.

The Louisiana Board of Elementary and Secondary Education (BESE) has approved policy changes that will reduce the number of high school state assessments. This step is part of an ongoing effort led by State Superintendent Dr. Cade Brumley to make testing more efficient and meaningful for both students and teachers.

“This surgical approach reduces testing while maintaining the validity and rigor of these vital assessments,” said Dr. Brumley. “It shows we can listen to our educators, improve the system, and uphold high expectations.”

What’s Changing

Beginning with students entering ninth grade in the 2026–2027 school year, Louisiana high schools will shift to a comprehensive exam model for English language arts (ELA) and math.

Instead of taking two separate ELA and math exams during high school, students will now take one comprehensive exam in each subject at the end of tenth grade.
This will reduce the total number of required high school state tests from six to four:
English I & II → 1 combined ELA exam
Algebra I & Geometry → 1 combined Math exam
Biology → remains the same
Civics → remains the same

This streamlined approach also supports Louisiana’s new student standards for ELA and math, aligning classroom instruction with how students are assessed.

A Continued Effort to Streamline Testing

This update builds on several recent efforts by the Louisiana Department of Education (LDOE) to responsibly reduce testing while maintaining strong academic standards:

October 2024 : Testing time for grades 3–8 ELA and math was reduced by 20%, eliminating redundancies and simplifying writing tasks.
March 2025 : Social studies testing for grades 3–8 was cut by 50%, focusing assessments on grades 3, 5, and 8 to align with Louisiana’s Freedom Framework standards.
Coming soon : The LDOE is exploring potential reductions in science testing for grades 3–8.

Why This Matters for Families

State testing provides valuable information about student learning and school performance, but too much testing can take time away from instruction. These updates are designed to keep the focus where it belongs — on teaching and learning , not just testing.

By reducing unnecessary assessments, Louisiana is helping students spend more time building knowledge and skills that will prepare them for success in school and beyond.

At Families Helping Families, we’re encouraged to see steps being taken that support both academic excellence and student well-being — because when schools and families work together, students thrive.

See LDOE Press Release

LaCAN Alert 1: Defend Special Education Rights

Wed, 15 Oct 2025 18:15:54 GMT

Students with disa bilities need your voice!

The U.S. Department of Education has laid off many people who work in the Office of Special Education and Rehabilitative Services (OSERS), including Office of Special Education Programs (OSEP) .

OSEP is the federal office that helps protect the rights of students with disabilities. It gives money, training, and guidance to states and schools so students can get the services they need under the Individuals with Disabilities Education Act (IDEA) .

Without enough staff, OSEP may not be able to:

Monitor how states follow special education laws
Give support and training to schools
Respond quickly to problems that affect students and families

This means students with disabilities could lose important protections and services they depend on.

Your voice matters . Take time to share your thoughts on special education rights today!

How to Take Action

Contact your U.S. Senators and Representatives today. Share your own experience.

Tell them what special education means to you — and how losing staff in the Office of Special Education Programs (OSEP) could affect you, your child, your students, or someone you know.

Email your U.S. Representative as soon as possible.

Find your U.S. Representative HERE .
Enter your zip code (and address if asked)
Your U. S. Representative’s picture will show up on the left. Under the picture, click ✉️ to send your message.

Email both U.S. Senators as soon as possible.

Senator Bill Cassidy → Email Form
Senator John Kennedy → Email Form

Contact your LaCAN Leader if you need help with this alert or would like more information.

Click HERE if you would like to read a joint statement sent out by the National Association of Councils on Developmental Disabilities (NACDD).

Confirm Your Action

Email your LaCAN Leader after you take action
Why confirm your action? This helps the Council know how effective we are reaching you with important information and engaging members across our state in advocacy for systems change.

Link to Original LaCAN Alert

Social Security Moving to Electronic Payments

Tue, 16 Sep 2025 20:18:53 GMT

Paper checks ending September 30, 2025 – Families encouraged to switch now

Beginning September 30, 2025 , the Social Security Administration will transition most federal benefit payments from paper checks to electronic payments . This change follows Executive Order 14247, Modernizing Payments To and From America’s Bank Account, and is designed to make payments faster, safer, and more convenient for beneficiaries.

�� Read the official Dear Colleague Letter here: Social Security Transitions to Electronic Payments .

Why the Change?

Electronic payments provide several benefits over paper checks:

Faster access – funds are deposited directly without waiting for the mail.
More secure – reduces the risk of lost or stolen checks.
Convenient – no need to visit a bank to deposit checks.

Options for Receiving Benefits

Beneficiaries can choose one of two secure electronic payment options:

Direct Deposit to a checking or savings account.

Old-Age, Survivors, and Disability Insurance (OASDI) beneficiaries can manage direct deposit information through their my Social Security account.
Supplemental Security Income (SSI) recipients and international beneficiaries can call 1-800-772-1213 for assistance.

Direct Express® Card , a prepaid debit card for those without a bank account.

To enroll, call 1-800-333-1795 or visit www.usdirectexpress.com .

What Families Should Know

If you or your loved ones currently receive paper checks, it’s important to make the switch to electronic payments before the September 30 deadline to avoid any interruptions. New beneficiaries should also be prepared to set up an account for direct deposit when applying.

Beneficiaries who believe they qualify for an exemption must request a waiver from the U.S. Treasury by calling 1-800-967-5042 .

Need Help?

Social Security technicians are available to answer questions and assist with this transition. For support, call 1-800-772-1213 or visit ssa.gov .

Protecting Access for All: Why this DOE Rule Change Matters

Tue, 10 Jun 2025 20:40:46 GMT

Families can take action now to defend hard-won disability rights

At Families Helping Families of Greater Baton Rouge, we believe every person deserves access to safe, inclusive, and accessible spaces — especially when those spaces are built with federal funding.

That’s why we want to alert our community to a proposed rule from the U.S. Department of Energy (DOE) that could quietly roll back important accessibility protections for individuals with disabilities.

What’s Happening?

The DOE has proposed to rescind a long-standing requirement that ensures any new construction or renovations funded by the agency must be accessible to people with disabilities . This requirement has been in place since 1980 and has helped guarantee that buildings supported with federal dollars include accessible features like:

Ramps and accessible entrances
Restrooms that meet accessibility standards
Clear signage
And other basic accommodations outlined in federal accessibility guidelines

If this rule is rescinded, the specific mandate for architectural accessibility in DOE-funded projects would disappear — potentially making it harder to hold facilities accountable for compliance.

Why It Matters

Removing these protections sends a troubling message: that accessibility is optional. But for the families we serve — especially those raising children with disabilities — access isn’t optional at all. It’s essential.

Accessible buildings aren’t just about convenience. They’re about dignity, independence, and equal opportunity to participate in school programs, community events, health services, and more.

What You Can Do

The Department of Energy is accepting public comments until June 16, 2025 — and we encourage families, advocates, and community members to speak up. Your voice matters, and sharing your experience could help stop this rollback before it goes into effect.

Submit your comment here:
https://www.regulations.gov/commenton/DOE-HQ-2025-0015-0001

Tell the DOE why accessibility matters to your family or community. Personal stories can make a powerful impact.

Let’s Work Together to Protect Access

We know that advocacy works — and that when families speak up, decision-makers listen. Please take a moment to share this with others in your network, and help ensure that future buildings funded by the DOE remain accessible to all.

If you have questions or need help submitting a comment, feel free to reach out. We’re here for you. Because accessibility is a right — not a request.

Families Helping Families of Greater Baton Rouge

Thank You for Making Active for Autism 2025 a Huge Success!

Tue, 13 May 2025 17:35:19 GMT

We’re still smiling from Active for Autism 2025 — and it’s all thanks to YOU! Whether you walked, ran, sponsored, volunteered, donated, or simply cheered us on, you helped make this year’s event one of the most impactful yet.

Thanks to your incredible support, we raised $ 87,153.43 (and counting!) , marking a 24 % increase from last year. Every dollar goes directly toward programs and services that inform, support, and connect families of individuals with autism and other developmental disabilities across our community.

The energy on event day was unmatched — from families walking hand-in-hand, to kids enjoying the Fun Fest, to teams showing up in vibrant shirts and big smiles. Your presence showed the true power of community.

We are beyond grateful to our:

Participants who showed up with passion and purpose
Sponsors who helped make the event possible
Vendors who brought fun and resources to the day
Donors who gave generously
Volunteers who offered their time, heart, and hands

A Special Thank You to Our Co-Sponsors

We are especially thankful for our co-sponsors whose generous support elevated this event: Enbridge, 100.7 The Tiger, and Ochsner’s Children’s . Your partnership helped amplify our mission and impact. Thank you for standing with us!

Thank You to All Our Sponsors

We are grateful to all of our sponsors who make this event possible year after year. Your generosity directly supports families and individuals in our community.

2025 Active for Autism Sponsors:

Presenting Platinum Sponsors: Enbridge, 100.7 The Tiger, and Ochsner Children’s Hospital
Gold Sponsors: REV, The Nirel Group Foundation
Silver Sponsors: Olivier Group, Behavior Intervention Group, Louisiana Blue, Hood Container Corporation, and Mayor-President Sid Edwards
Bronze Sponsors: BREC, Associates in Pediatric Dentistry, Wampold Companies, ACE Enterprises Inc., Ascent Behavior Therapy Center, Williams Photography, and Maughan Law Firm
Patron Sponsors: BearCom of Baton Rouge, Gulf South Autism Center, The Baton Rouge Clinic AMC, Our Lady of the Lake Children’s Hospital, Mercy Autism Center, Kidder & Schultz CPA LLC
Governmental Supporters : State Senator Regina Barrow, Iberville Parish, and West Baton Rouge Parish

Together, we’re making real change — not just during this event, but every day of the year.

�� Mark your calendar :
Active for Autism 2026 will take place on Saturday, April 25, 2026 . We can’t wait to celebrate and walk alongside you again.

From all of us at Families Helping Families of Greater Baton Rouge: Thank you for helping us keep families informed, supported, and connected.

We are families helping families. That’s what we do. That’s who we are.

Families Helping Families of Greater Baton Rouge Hosts Annual Active for Autism 5K Run/Walk & Family Fun Fest on April 26, 2025

cthomas@fhfgbr.org (Chanell Thomas) — Wed, 02 Apr 2025 19:46:42 GMT

Families Helping Families to Host the Annual "Active for Autism" 5k Run/Walk

Baton Rouge, LA – April 2, 2025 – Families Helping Families of Greater Baton Rouge (FHFGBR) is thrilled to announce the return of its Annual Active for Autism 5K Run/Walk & Family Fun Fest , proudly co-sponsored by Enbridge, 100.7 The Tiger, and Ochsner Children’s Hospital , on Saturday, April 26, 2025 , at Pennington Biomedical Center .

This beloved community event promotes awareness, acceptance, and inclusion of individuals affected by Autism Spectrum Disorder (ASD). It provides an opportunity for families, friends, and supporters to come together in celebration and solidarity , fostering a more inclusive and supportive environment for individuals with autism and their loved ones.

FHFGBR proudly serves seven parishes in the region: East & West Baton Rouge, East & West Feliciana, Iberville, Ascension, and Pointe Coupee . According to the Centers for Disease Control and Prevention (CDC), approximately 1 in 36 children aged 8 years are diagnosed with autism in the U.S. ( cdc.gov ). Additionally, an estimated 67,947 adults in Louisiana are on the autism spectrum ( pmc.ncbi.nlm.nih.gov ). These statistics highlight the growing need for awareness, advocacy, and support for individuals with autism and their families across the state.

Thank You to Our Generous Sponsors!

This event would not be possible without the incredible support of our sponsors:

Presenting Platinum Sponsors: Enbridge, 100.7 The Tiger, and Ochsner Children’s Hospital
Gold Sponsor: REV, The Nirel Group Foundation
Silver Sponsors: Olivier Group, Behavior Intervention Group, Louisiana Blue, Hood Container Corporation, and Mayor-President Sid Edwards
Bronze Sponsors: BREC, Associates in Pediatric Dentistry, Wampold Companies, ACE Enterprises Inc., Ascent Behavior Therapy Center, Williams Photography, and Maughan Law Firm
Patron Sponsors: BearCom of Baton Rouge, Gulf South Autism Center, The Baton Rouge Clinic AMC, Our Lady of the Lake Children’s Hospital, Mercy Autism Center, Kidder & Schultz CPA LLC
Governmental Supporters : State Senator Regina Barrow, Iberville Parish, and West Baton Rouge Parish

Join us for a fun-filled day of movement, connection, and celebration in support of individuals with autism and their families! For more information, please visit www.fhfgbr.org or contact Families Helping Families of Greater Baton Rouge at (225) 216-7474.

For full press release, click here .

Remembering Carolyn "Kay" Lewis

Mon, 27 Jan 2025 20:37:24 GMT

In Honor of Carolyn "Kay" Lewis

Families Helping Families of Greater Baton Rouge honors the life and legacy of Carolyn "Kay" Lewis, who devoted 23 years to supporting parents of children with special health care needs through our program. Kay was a compassionate guide, helping countless families navigate the system to access vital medical services.

She was not only a strong advocate for disability awareness training within our community but also a beacon of hope and strength to all who knew her. Kay’s dedication and passion earned her numerous accolades, including the prestigious Kimberly McGee Parent Leadership Award in 2007, recognizing her invaluable contributions to the disability community.

Kay’s impact extended beyond the families she served—her co-workers deeply valued her kindness, wisdom, and unwavering commitment. She truly made a difference every day, leaving an indelible mark on the lives of those around her.

She will also be fondly remembered for her faithfulness in bringing her daughter, Brittany, to Sunshine Socials, even after she no longer worked for Families Helping Families. Her presence and dedication to her daughter were a testament to the love and support she so freely gave to others.

Kay will be profoundly missed, but her legacy of advocacy, care, and service will live on in the hearts of all who had the privilege of knowing her.

LaDDC 2025 Legislative Advocacy Agenda

Thu, 12 Dec 2024 18:03:05 GMT

Louisiana Developmental Disabilities Council 2025 Legislative Agenda

The Louisiana Developmental Disabilities Council adopted its 2025 Legislative Advocacy Agenda with input from its grassroots advocacy network LaCAN (Louisiana Council’s Advocacy Network), Families Helping Families (FHF) Centers and various stakeholders throughout the disability community. Thank you to all who shared their ideas and agenda recommendations with the Council.

2025 Legislative Advocacy Agenda

The Council will advocate to protect all services for people with disabilities and the elderly from any cuts to the service delivery system. For months, it has been reported that Louisiana is facing another budget shortfall, anywhere between $400 and $700 million, in the upcoming fiscal year. The legislature met in November to address tax reform in hopes of also positively impacting next fiscal year’s budget. Legislators voted to reduce personal and corporate income taxes, repeal some tax exemptions, and increase the state’s sales tax by .55%. At this time, opinions are still mixed on whether the decisions made at the Capitol will completely address the estimated budget shortfall next year or in future years. What we do know is any reduction to the state’s revenue and/or operating budget could mean cuts to disability services. Protect Disability Services from Cuts.
The Council will also advocate to restore funding for the nine Families Helping Families (FHF) Regional Resource Centers it contracts with. During the last four legislative sessions, $500,000 was added to the Council’s budget specifically for FHF Centers. Unfortunately, the Council’s request to include this funding in its Fiscal Year 2026 budget was denied resulting in a possible 50% cut to Centers if the legislature does not appropriate the funding during the upcoming session.

Restore Funding for Families Helping Families Regional Resource Centers

All factsheets are posted on the Council’s website and will be updated as needed throughout the legislative session.

Click for more information and to learn how to get involved.

Social Security Administration Implementing Appointment-Based Services Nationwide

Fri, 15 Nov 2024 20:57:48 GMT

Changes to Accessing In-Person Services

Social Security Administration has sent the following letter from their Office of Strategic and Digital Communications:

In our ongoing commitment to serve the public more efficiently, we are expanding appointment-based services at our local Social Security offices . By scheduling appointments, we will aim to reduce wait times, streamline service delivery, and improve the overall customer experience. Nearly 400 field offices have already moved to appointment-based service this year. These offices have seen significant improvements in wait times due to more efficient and helpful visitor experiences and increases in the number of customers able to complete their business online.

We are implementing appointment-based services nationwide in two phases. The first phase is a transition period now through January 5, 2025. The purpose of this transition period is to educate our customers about needing to schedule an appointment for SSA services. As a reminder, many of our services can be provided via phone with an appointment and do not require a customer to walk into an office for service.

Effective January 6, 2025, we will require customers to schedule an appointment for service in our field offices, including requests for Social Security cards. We encourage customers to become accustomed to our:

online services , where many transactions can be completed conveniently and securely, and
automated services available on our National 800# at 1-800-772-1213.

Customers who are not able to handle their business online or with the automated options, may call their local Social Security office or our National 800# to schedule an appointment.

We want to make clear that we will not turn people away for service who are unable to make an appointment or do not want to make an appointment. For example, members of vulnerable populations, military personnel, people with terminal illnesses, and individuals with other situations requiring immediate or specialized attention may still walk in for service at our field offices. Some of our offices also have minimal to no wait times, and they will still serve customers who walk in.

We appreciate your partnership in sharing this information and helping our customers through this transition. Thank you for your continued support as we work together to improve service accessibility and responsiveness.

Sincerely,

Dawn Bystry
Associate Commissioner

Office of Strategic and Digital Communications

OEA.Net.Post@ssa.gov

Louisiana Reduces Time Students Spend Testing

Fri, 11 Oct 2024 17:37:43 GMT

State Superintendent of Education Dr. Cade Brumley announces immediate 20% reduction in LEAP testing time, commitment to further reductions

October 9, 2024

(BATON ROUGE, LA) - Louisiana State Superintendent of Education Dr. Cade Brumley announced a significant reduction in student testing time. The Louisiana Department of Education (LDOE) is making immediate revisions that will reduce the time students spend taking state assessments by 20%. The changes to grade 3-8 ELA and math LEAP assessments will eliminate redundancies and streamline the writing portion of the annual tests. They were made in consultation with testing experts to maintain the integrity of these vital assessments and mark the first action in a long-term commitment for future reductions.

“We’re taking a responsible approach to surgically reduce standardized testing time without affecting accuracy,” said Dr. Brumley. “I hear constantly from parents, teachers, and students about this issue. These changes address their concerns while allowing us to still have reliable and valid results.”

In April 2025, students in grades 3-8 will experience shorter LEAP assessments. While these LEAP tests will still measure the same breadth and depth of the Louisiana Student Standards for ELA and mathematics, the LDOE removed some time-consuming redundancies that offered no additional significance to measuring student proficiency.

Students will test approximately 40 to 75 minutes less in ELA, depending on the grade. This is a result of reducing from two writing prompts in each grade to one. Students will test approximately 30 to 40 minutes less in math, depending on the grade. This is a result of eliminating four machine-scored tasks and two constructed-response tasks.

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SSI Program Changes

Fri, 11 Oct 2024 17:33:06 GMT

Social Security Implements Changes to SSI Program

by Shaun Heasley | October 4, 2024

Published by disabilityscoop.com

Several updates to Supplemental Security Income are taking effect, impacting how benefits are calculated, alleviating reporting burdens and likely expanding the number of people who qualify for the program.

The Social Security Administration said it is implementing changes this week to policies related to its rental subsidy, the definition of a public assistance household and the way it handles food in calculations for what’s known as “in-kind support and maintenance.”

The changes were all announced earlier this year as part of a broader effort to simplify the SSI program.

Approximately 7.5 million Americans, including many with disabilities, receive SSI each month, with a maximum federal benefit of $943 for individuals and $1,415 for couples. But, beneficiaries must adhere to strict and often complicated rules in order to maintain eligibility.

With the changes, Social Security said that it will no longer consider food assistance from friends, family or others in the community when calculating benefits. That will mean an increase of about $131 per month for over 90,000 beneficiaries and it could allow more people to become eligible for benefits, officials said.

The agency is also updating its rental subsidy policy to be more uniform nationwide, which is expected to offer about 41,000 people a bump of roughly $132 per month in benefits.

In addition, Social Security is making it easier to qualify as a “public assistance household,” which the agency said could increase benefits for some, reduce reporting requirements and help more individuals qualify for SSI.

“These changes will help more people access crucial SSI benefits,” said Martin O’Malley, commissioner of Social Security. “By simplifying and expanding our policies, we are making SSI smarter, removing barriers to accessing payments and reducing the burden on the public and agency staff.”

Back to School Checklist

Mon, 26 Aug 2024 17:18:56 GMT

Back to School Parenting Points for Children with Special Needs

A new school year is beginning. Along with new teachers, new classes, maybe even a new school district!

In assisting to minimize Back-to-School anxiety, we’ve compiled a list of six supportive back-to-school tips.

Transitioning into a new school year can be extremely tough. Organization is key when navigating with special needs children.

1.Create a Visual Planning Schedule

Note all phone calls, e-mails, meetings, sporting events, and conferences on a visual board or calendar in a space you frequent daily (e.g. refrigerator, office desk, etc.)

2.Revisit your child’s current IEP

The IEP is the road map for your child’s school year, so it’s important that you are knowledgeable of its conditions. Be mindful of the IEP’s expiration date. IEPs are reviewed yearly. If you need assistance with reviewing and understanding your child’s IEP, please fill out an online help request or call our office.

3.Communicate with your educational community

It’s essential to communicate with your educational community early and often. If there are any concerns, changes, or questions, it's important to share them as soon as possible.

4.Outline before and after school routines

Discuss and make your child aware of the changes in their daily routines. Begin reenacting the new schedule that will occur when school starts. Begin implementing changes (i.e. bedtime, bus arrival and departure time) well in advance.

5.Stay “IN THE KNOW”

Try to stay well informed with up-to-date information, new education legislation, news, and events. Connect with your regional LACAN leader for legislation updates and FHFGBR newsletter for information and local events.

6.BE ACTIVE

Take advantage of Open House, Back-to-School nights, and parent-teacher conferences to assist in regulating your school schedule with accuracy. Get acclimated to the school, teachers, staff, therapist, students, and families. For more information about building community, partner with FHFGBR !

Phase 2 SUN Bucks Benefits Start Going Out This Week

Fri, 26 Jul 2024 19:14:25 GMT

Families Advised to Watch for Plain White Envelope in Child’s Name

July 23, 2024

BATON ROUGE, LA - Following the successful rollout of Phase 1 of SUN Bucks, the Louisiana Department of Children and Family Services will begin issuing Phase 2 benefits this week. Phase 2 will be rolled out in waves based on eligibility groups over the next several weeks, impacting around 320,000 Louisiana school-aged children. Eligible students include those who received Medicaid, Family Independence Temporary Assistance Program (FITAP), or Kinship Care Subsidy Program (KCSP) benefits during the 2023-2024 school year, as well as children who qualified for free or reduced-price school meals. Each child will receive a one-time payment of $120 loaded onto a newly issued EBT card, arriving by mail.

Phase 1 of SUN Bucks provided close to $39 million in benefits to more than 320,000 children who received Supplemental Nutrition Assistance Program (SNAP) benefits.

Phase 2 Benefits Distribution Details:

Eligibility:
Children aged 5-18 who received Medicaid, Family Independence Temporary Assistance Program (FITAP), or Kinship Care Subsidy Program (KCSP) benefits during the 2023-2024 school year.
Children who received free or reduced-price school meals through the National School Lunch Program (NSLP) or School Breakfast Program (SBP) during the 2023-2024 school year, based on their individual household income.

Card Issuance: Phase 2 recipients will receive new EBT cards mailed to the address on file with their respective case or school. This distribution will occur in waves based on eligibility groups (Medicaid, FITAP, KCSP, NSLP) over the next several weeks. EBT cards will be issued at a rate of about 75,000 per week. Recipients are advised to look out for plain white envelopes with an Erie, Pennsylvania , return address containing their SUN Bucks card and activation instructions. Envelopes will be addressed to the eligible child. Families with more than one child may receive their children’s cards at different times.

Benefit Usage: SUN Bucks can be used to purchase SNAP-eligible food items at stores that accept EBT cards. The benefits must be used within 122 days from the date of issuance .

Support and Information: A dedicated SUN Bucks helpline is available at 833-323-7482 , Monday through Friday, from 8:30 a.m. to 2:30 p.m. Families with questions or who need to update their mailing addresses can call the helpline for assistance. Questions can also be emailed to SUNBucks@la.gov

Future Phases:

Phase 3: The application period for children not automatically certified in Phases 1 and 2 will open in late August. This phase primarily serves students at Community Eligibility Provision (CEP) schools, where all students received free or reduced-price school meals regardless of household income. CEP school students whose household income would qualify them for the National School Lunch Program (below 185% of federal poverty limit) are eligible to receive SUN Bucks, and if they are not certified during Phases 1 or 2, will need to apply during Phase 3. Detailed information about the application process will be available soon on the SUN Bucks website.

SUN Bucks, funded by the USDA, aims to support low-income families by providing grocery-buying benefits during the summer months when children do not receive school meals. This program is a critical part of Louisiana's effort to ensure that every child has access to nutritious food year-round.

For more information about the Louisiana SUN Bucks program and other summer feeding programs, please visit sunbucks.la.gov and the USDA SUN Programs page at www.fns.usda.gov/summer .

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Pediatricians Get Guidance on Dental Care for Kids with DD

Wed, 24 Jul 2024 16:06:39 GMT

Pediatricians Get Guidance on Dental Care for Children with Developmental Disabilities

by Michelle Diament | July 22, 2024

Disability Scoop

Children with developmental disabilities often struggle to access dental care even though they are at increased risk of tooth decay and other issues. Now, new guidance is detailing what pediatricians should do to help.

In a 20-page clinical report released this week, the American Academy of Pediatrics highlights the unique circumstances facing those with autism, cerebral palsy, intellectual disability, Down syndrome and other developmental disabilities when it comes to oral health.

These individuals “are at increased risk for dental disease because of unique aspects of their medical conditions, the treatments associated with them, or both,” the guidance indicates.

For example, bruxism, or the voluntary or involuntary clenching or grinding of teeth, is common in this population. And, certain factors such as seizures or the use of psychotropic drugs can increase the risk of dental trauma.

The pediatrics group also points out that people with developmental disabilities face extra barriers to accessing care including challenges in finding dental providers prepared to treat them or willing to do so.

The guidance addresses how to manage self-injurious behaviors, the pros and cons of sedation and general anesthesia and also outlines considerations for individuals with adaptive behaviors such as chewing on objects and excessive drooling.

Primary care providers should identify dental professionals who are equipped to care for children and youth with developmental disabilities to refer patients to, the pediatrics group said. Pediatricians are advised to recommend that children have a dental home by age 1 and they should communicate with dental providers about the individual’s intellectual and functional abilities, among other steps.

“Children and youth with developmental disabilities may have a harder time communicating their needs or need extra help in caring for their teeth,” said Dr. Elise Sarvas, lead author of the report. “It’s important that the pediatric medical and dental clinicians can identify oral health needs and communicate with families and each other about how to best provide services to a child.”

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See the Press Release from the American Academy of Pediatrics here .

USDOE's Office of Civil Rights Releases New Resources on Protecting Students with Disabilities in K12 and Higher Education

Fri, 28 Jun 2024 18:20:16 GMT

OCR Released New Resources for Families regarding Sickle Cell, Cancer, and Epilepsy

JUNE 20, 2024

Contact: Press Office, (202) 401-1576, press@ed.gov

The U.S. Department of Education’s Office for Civil Rights (OCR) released three new resources today with information for students, parents and families, and schools addressing the civil rights of students with sickle cell disease, epilepsy, and cancer. OCR issued these resources during a month that marks both World Sickle Cell Day and National Black Family Cancer Awareness Week .

The resources inform students with disabilities, and their families and schools, about relevant legal rights under Section 504 of the Rehabilitation Act of 1973. Section 504 prohibits discrimination against students with disabilities by institutions that accept federal financial assistance, which includes almost all public schools and public and private institutions of higher education. These new resources, which are applicable to all levels of education, explain when these medical conditions trigger protections under Section 504, what kind of modifications an educational institution may need to take to avoid unlawful discrimination, and what an institution may need to do to remedy past discrimination.

OCR is also responsible for enforcing Title VI of the Civil Rights Act of 1964, which prohibits discrimination based on race, color, or national origin. According to the Centers for Disease Control and Prevention, more than 90% of people with sickle cell disease in the United States are Black; Black Americans are more likely than White and Hispanic Americans to have active epilepsy (e.g., having one or more seizures in the past year and/or taking medication to control it); and, compared to other racial and ethnic groups, Black Americans have higher rates of getting and dying from many kinds of cancer . OCR enforces all the laws in its jurisdiction when they apply to cases OCR investigates.

“These new resources will give all students experiencing sickle cell disease, epilepsy, or cancer, as well as their families and schools, important tools to understand when and how they are protected by federal disability rights laws,” said Assistant Secretary for Civil Rights Catherine E. Lhamon.

The new resources regarding sickle cell disease , epilepsy , and cancer are available on the OCR website .

Louisiana Changes How Schools Are Graded

Fri, 21 Jun 2024 18:43:23 GMT

LOUISIANA SETS HIGHER EXPECTATIONS, INCREASES VALUE OF CAREER AND COLLEGE READINESS WITH REVISED ACCOUNTABILITY SYSTEM

PRESS RELEASE

LOUISIANA DEPARTMENT OF EDUCATION

Jun 12, 2024

Louisiana Department of Education’s Grow.Achieve.Thrive. plan approved by BESE, takes effect for 2025-26 school year

(BATON ROUGE, LA) - Louisiana is raising the bar for academic success, enhancing the value of career education, and making it easier for the public to understand how schools are performing. The Louisiana Department of Education (LDOE) received approval from the Louisiana Board of Elementary and Secondary Education (BESE) today on revisions to the state’s K-12 accountability system, which is used to grade the performance of public schools and school systems.

Grow.Achieve.Thrive. is based on three fundamental drivers.

Simple and Transparent: Utilizes a new 100-point grading scale
High Expectations: Raises the bar for student outcomes
Career and College Readiness: Emphasizes career education, college preparation, or military service readiness

“Today marks the culmination of three years of work to elevate educational expectations for Louisiana,” said Louisiana State Superintendent of Education Dr. Cade Brumley. “This revised system will drive performance to new levels and provide the public with a transparent understanding of school quality.”

The plan’s name comes from its three core student expectations. Louisiana expects all students to grow academically year-over year, achieve proficiency on key content, and thrive beyond high school.

Grow: Schools will be measured by the number of students growing in math and English, with special attention paid to growing the lowest achieving students and supporting English learners as they learn the English language.

Achieve: Schools will be measured by the number of students who are proficient in math, English, science, and social studies.

Thrive: High schools will be measured on the number of students graduating on time, showing readiness on a nationally recognized exam, and prepared to accelerate by earning college credit or high value career credentials with work experience.

“K-12 education in Louisiana is on a positive trajectory, and this improved and simplified standard for measuring school performance will support that momentum going forward,” said BESE President Ronnie Morris. “With high value placed on core skills development, academic growth and work-based learning opportunities, the accountability revisions adopted today strengthen Louisiana’s foundation for learning and will open the door to meaningful opportunities for more students.”

Schools and systems will be graded using Louisiana’s Accountability Scorecard , which includes elements foundational to student success. Each of the scorecard’s foundational elements will be evenly averaged to determine a score for schools and systems.

The plan will go into effect for the 2025-26 school year. However, simulated scores will be provided for 2023-24 and 2024-25.

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Summer EBT SUN Bucks Coming to Louisiana

Thu, 06 Jun 2024 16:28:51 GMT

Summer is almost here and that means longer days, fun in the sun, and best of all for kids, no homework! For some Louisiana students receiving free or reduced-price school lunches, summer also means the loss of nutritious school meals. In addition to the newly expanded summer feeding options, SUN Bucks help fill that gap by providing grocery benefits to help families put meals on the table when schools are closed.

WHAT ARE SUN BUCKS?

Starting in summer 2024, Louisiana SUN Bucks, also referred to as Summer EBT, will provide families with $120 for each eligible school-aged child (5 to 18 years old) to buy groceries during the summer break.

WHO IS ELIGIBLE FOR SUN BUCKS?

Most eligible families will get SUN Bucks automatically, but some parents will need to apply.

The following children are eligible to receive SUN Bucks summer benefits and will be automatically enrolled in the program. There is no need to apply.

Children whose families received SNAP , Family Independence Temporary Assistance (FITAP), or Kinship Care Subsidy Program (KCSP) benefits during the 2023-24 school year.
Children receiving Medicaid (with household income below 185% of the federal poverty level).
Children who applied and were individually approved to receive free or reduced-price school meals through the National School Lunch Program (NSLP).

These children may be eligible to receive SUN Bucks but must apply to determine eligibility:

Children experiencing homelessness.
Migrant children.
Children who receive free or reduced-price lunch, but did not complete an application.

Even if your family doesn’t fall into one of the categories listed above, your child may still be eligible for SUN Bucks based on your family’s income.

HOW ARE SUN BUCKS ISSUED?

The SUN Bucks program will be rolled out in three phases beginning in late June 2024.

Phase 1: Launching in June 2024! Children who received SNAP benefits during the 2023-2024 school year are eligible for streamlined certification and will be automatically enrolled. SUN Bucks benefits will be added to their existing SNAP Electronic Benefits Transfer (EBT) card beginning in the second half of June 2024.

Visit DCFS website for more information and updates on phase 2 and phase 3 roll outs.

Risk Based Monitoring Audit of Special Education Services - LDOE

Thu, 06 Jun 2024 16:13:29 GMT

Legislative Auditor Report - LDOE Special Education Services

On May 15, 2024, the Legislative Auditor released the second audit in a series of reports about how well the Louisiana Department of Education (LDOE) is helping students with disabilities who get special education services. The first audit looked at how LDOE handles complaints. This second audit checks how LDOE monitors special education.

The audit found that LDOE needs to do a better job of monitoring to make sure all students with disabilities get a free appropriate public education (FAPE) and that schools follow federal and state laws. Here are some key findings:

1. LDOE did not review 43 out of 100 school systems for at least seven years and asked most of these schools to do a self-assessment instead.

2. LDOE had fewer employees for special education from 2012 to 2019 due to budget cuts and a settlement agreement in Orleans Parish, which made it hard to do timely reviews.

3. LDOE’s way of selecting students for reviews doesn’t make sure all laws are being followed.

4. LDOE doesn’t have rules for how schools should handle and document "informal removals" of students.

5. LDOE isn’t following federal rules on how to calculate and track when minority students with disabilities are disciplined more often than others.

Click here or the image above to access the full report.

Standards Established to Improve Health Care for Kids with Disabilities

Tue, 14 May 2024 15:49:58 GMT

A panel of stakeholders crafted a consensus statement aimed at removing barriers to health care for youth with neurodevelopmental disabilities.

by Michelle Diament | May 9, 2024

Disability Scoop

A first-of-its-kind consensus statement is outlining new standards for providing health care to youth with autism, intellectual disability and other neurodevelopmental disabilities in an effort to overcome persistent inequities in care.

Developed by a panel of health care experts, adults with disabilities and caregivers, the plan published recently in the journal Pediatrics includes 10 statements across five key domains.

“At the heart of this (consensus statement) is an affirmation that all people are entitled to health care that is accessible, humane and effective,” reads the statement which backers hope will be adopted by regulatory bodies as part of their accreditation standards.

The statement includes calls for providers to be trained about caring for those with neurodevelopmental disabilities, improved communication with patients and their families and proactive planning in advance of health care encounters to ensure that patients are at ease and provided accommodations.

In addition, the consensus statement urges steps to address structural ableism, or assumptions by providers that people with disabilities have a lesser quality of life, as well as broader changes within hospitals and similar settings to strengthen care. It also recommends advocating for policy updates so that reimbursement rates and payment models better address the needs of patients with neurodevelopmental disabilities, for example.

Those behind the consensus statement note that individuals with neurodevelopmental disabilities are more likely to have co-occurring medical and mental health conditions, yet they remain at greater risk for adverse events in medical settings including restraint, seclusion and injury that can lead to long-term health issues and higher mortality rates.

The concerns led the Developmental Behavioral Pediatrics Research Network and the Association of University Centers on Disability to establish the Supporting Access For Everyone, or SAFE, Initiative, which is responsible for the new consensus statement.

The panel that crafted the statement relied on existing research as well as testimony from 40 presenters at a public forum to find common ground on ways to address health disparities faced by this population. The resulting document is intended to evolve over time.

“Everyone has a right to equitable and compassionate health care,” said Dr. Carol Weitzman, a coauthor of the consensus statement and a developmental-behavioral pediatrician at Boston Children’s Hospital. “We hope this statement leads the process towards changing culture, attitudes and policies across health care systems which must include the fiscal considerations of equitable care. Individuals with (neurodevelopmental disabilities) can no longer be treated as an afterthought.”

Supreme Court Asked To Consider Whether Parents Can Record IEP Meetings

Tue, 14 May 2024 15:48:08 GMT

A Massachusetts father wants the U.S. Supreme Court to weigh in on whether he has a First Amendment right to video record individualized education program meetings with his child's school district.

by Michelle Diament | May 13, 2024

Disability Scoop

The U.S. Supreme Court is being asked to take up a case centering on whether parents have the right to record meetings with their child’s school district about special education services.

Scott Pitta recently appealed to the high court after a federal appeals court determined that school officials could prohibit him from video recording a virtual meeting about his son J.J.’s individualized education program, or IEP.

At issue is whether parents have a First Amendment right to “record government officials in the performance of their duties.” The case, Pitta v. Medeiros, originated after a 2022 IEP meeting with the Bridgewater-Raynham Regional School District in Massachusetts that was held via Google Meet. Concerned that school officials had left important information out of the minutes from previous meetings, Pitta indicated that he was video recording the session. At that point, school officials terminated the meeting in line with their policy against video recording.

Pitta sued alleging that his First Amendment rights had been violated. But both the federal district court and the U.S. Court of Appeals for the First Circuit dismissed the claim because the government officials in question — school employees — were not operating in a “public space” or having discussions that would typically occur publicly.

“Pitta’s argument ignores established limitations in First Circuit law, which permit recording of government officials performing their duties only in indisputably public places in full view of the public, and even then, only when the act of filming would not hinder officials in the performance of their public duties and would serve public interests,” reads the appeals court decision issued in January.

In appealing to the Supreme Court, Pitta argues that circuit courts across the country are split on this issue and a national standard is needed.

“If successful, by the time we go through all of this, it’s not going to matter. Our son will be off to college by then,” Pitta said in a video produced by the conservative Goldwater Institute, which is representing him in the case. “This is absolutely a crucial fight for parents out there, for parents of children with special needs. … If we win at the Supreme Court, then we have fought for and affirmed the rights of parents across the entire country.”

The Bridgewater-Raynham Regional School District did not respond to a request for comment on the case.

SSA Announces Updates to Address Improper Payments

Mon, 25 Mar 2024 18:10:09 GMT

Social Security Announces Four Key Updates to Address Improper Payments

Wednesday, March 20, 2024

Mark Hinkle, Press Officer

For Immediate Release
press.office@ssa.gov

Social Security Commissioner Martin O’Malley today announced he is taking four vital steps to immediately address overpayment issues customers and the agency have experienced. Commissioner O’Malley testified before the U.S. Senate Special Committee on Aging and the U.S. Senate Committee on Finance (excerpt):

“For 88 years, the hard-working employees of the Social Security Administration have strived to pay the right amount, to the right person, at the right time. And the agency has done this with a high degree of accuracy over a massive scale of beneficiaries. But despite our best efforts, we sometimes get it wrong and pay beneficiaries more than they are due, creating an overpayment.

When that happens, Congress requires that we make every effort to recover those overpaid benefits. But doing so without regard to the larger purpose of the program can result in grave injustices to individuals, as we see from the stories of people losing their homes or being put in dire financial straits when they suddenly see their benefits cut off to recover a decades-old overpayment, or disability beneficiaries attempting to work and finding their efforts rewarded with large overpayments. Innocent people can be badly hurt. And these injustices shock our shared sense of equity and good conscience as Americans.

We are continually improving how we serve the millions of people who depend on our programs, although we have room for improvement, as media reports last fall revealed. We have also embarked upon a deep dive into the extent of the overpayment problem at Social Security, the root causes of these administrative errors, and the steps we can take as an agency to address these individual injustices.

Our deeper understanding of the complexities of this problem has set us on the following course of action:

Starting next Monday, March 25, we will be ceasing the heavy-handed practice of intercepting 100 percent of an overpaid beneficiary’s monthly Social Security benefit by default if they fail to respond to our demand for repayment. Moving forward, we will now use a much more reasonable default withholding rate of 10 percent of monthly benefits — similar to the current rate in the Supplemental Security Income (SSI) program.
We will be reframing our guidance and procedures so that the burden of proof shifts away from the claimant in determining whether there is any evidence that the claimant was at fault in causing the overpayment.
For the vast majority of beneficiaries who request to work out a repayment plan, we recently changed our policy so that we will approve repayment plans of up to 60 months. To qualify, Social Security beneficiaries would only need to provide a verbal summary of their income, resources, and expenses, and recipients of the means-tested SSI program would not need to provide even this summary. This change extended this easier repayment option by an additional two years (from 36 to 60 months).
And finally, we will be making it much easier for overpaid beneficiaries to request a waiver of repayment, in the event they believe themselves to have been without any fault and/or without the ability to repay.

Implementing these policy changes — with proper education and training across the people, policies, and systems of the agency — is an important but complex shift. And we are undertaking that shift with urgency, diligence, and speed.

I look forward to working with Members to discuss ideas that could address the root causes of overpayments.”

Social Security launched a comprehensive review in October 2023 of agency overpayment policies and procedures to address payment accuracy systematically. (See Learn about Overpayments and Our Process | SSA and Press Release | Press Office | SSA ). These changes are a direct result of the ongoing review. Additionally, the agency recently announced it is working to reduce wage-related improper payments by using its legal authority to establish information exchanges with payroll data providers that will significantly reduce the number of improper payments, once implemented. (See Press Release | Press Office | SSA for more information). The agency will continue examining programmatic policy and making regulatory and sub-regulatory changes to improve the overpayment process. More details on these updates will be shared as they become available.

To watch the testimony and read Commissioner O’Malley Statement for the Record, visit Keeping Our Promise to Older Adults and ... | Senate Committee On Aging and Hearing | Hearings | The United States Senate Committee on Finance .

To get more Social Security news, follow the Press Office on Twitter @SSAPress .

Complaints about Baton Rouge special education lead Louisiana to name 'special master'

Wed, 13 Mar 2024 16:00:01 GMT

EBR SPED Names Special Master

BY CHARLES LUSSIER | Staff writer for the Advocate

Mar 12, 2024

State Superintendent of Education Cade Brumley has hired a “special master” to ride herd over the East Baton Rouge Parish’s special education division after receiving a series of detailed complaints from parents outlining recurring problems.

It appears to be the first time the state has taken the unusual step.

The person Brumley has tapped for the job is Roxane West , a veteran north Louisiana educator who has previously worked with the state to mentor aspiring special ed leaders.

Among other jobs, West served as director of the special ed department in DeSoto Parish after Brumley served as that parish’s superintendent. Brumley said the two met only after he was picked in May 2020 to lead the Louisiana Department of Education.

“Roxane is highly credentialed, very capable and well respected,” Brumley said. “Her job will be to support EBR while working to improve their practices.”

Brumley said he’s not aware of his agency ever appointing a special master before to compel compliance with state and federal special education laws, but he said the situation in East Baton Rouge is serious enough to justify the move.

Meredith Jordan, executive director of diverse learners for the state, said the complaints from parents are from the current school year and suggest “systemic” issues. Hiring a special master will allow the state to go beyond its normal regulatory approach.

Read Full Article Here .

Special Education Advisory Panel Members Dismissed

Tue, 27 Feb 2024 17:09:04 GMT

ACTION ALERT - Special Education Advisory Panel Members Dismissed

In a shocking development, the entire membership of the Special Education Advisory Panel (SEAP)

was dismissed Friday night (February 23) via email. In the generic and unsigned email, SEAP members

were thanked for their service on the panel and informed “we may be moving in a different direction

with the seat you have held”.

Advocates across the state have been sounding the alarm since this unprecedented move unfolded,

citing concerns the panel may be restructured to fit the agenda of the Board of Elementary and

Secondary Education (BESE) and not the needs of students with disabilities. This dismissal has left the

state without a federally required functioning advisory panel responsible for advising the State special

education staff regarding the education of eligible children with disabilities.

Advocates are encouraged to share their thoughts and opinions about this move and attend BESE’s

Academic Goals and Instructions committee meeting next Tuesday!

More information about this issue can also be found in the Additional Information below.

How to Take Action

1. Email or call your BESE member and the at-large BESE members before the Board committees

begin meeting on Tuesday, March 5th.

Click here for BESE members’ contact information.
Don’t know who your BESE member is? Click here for a map of the BESE districts.

2. Email the Louisiana State Superintendent of Education, Dr. Cade Brumley, who is responsible

for appointing SEAP members, at cade.brumley@la.gov .

3. Attend Yellow Shirt Day and share your thoughts before the Academic Goals and Instructions

Committee ( Agenda ).

WHEN : Tuesday, March 5th at 9:00 AM
WHERE : Claiborne Building – Louisiana Purchase Room 1-100, 1201 North Third Street, Baton Rouge, LA 70802

With your comments, please include your name, address, phone number, email address and the issue

you are addressing. If you plan to attend Yellow Shirt Day, need help preparing your testimony, need

a yellow shirt or want to find out about carpooling options, contact your LaCAN Leader .

The meetings will be live streamed on BESE’s website and their YouTube Channel .

Click here for Additional Information

Let's Get Active for Autism!

Fri, 23 Feb 2024 21:14:30 GMT

Active for Autism 2024

The annual Active for Autism event promotes awareness, acceptance and inclusion of individuals affected by Autism Spectrum Disorder (ASD). This event provides the community the opportunity to come together in celebration and support of individuals affected by Autism and their families.

AFA includes a 5k run, a 1 mile awareness walk, and a family fun festival. In the fun festival area, local service providers set up booths offering fun, family-friendly activities. They also provide resources that may benefit your loved ones. Active for Autism 5k Run, Walk & Fun Fest is a wonderful opportunity to share critical information that can positively enhance one’s quality of life and lead to better outcomes.

Proceeds from this signature event benefit all Families Helping Families of Greater Baton Rouge programs and helps us to continue to provide services to positively enhance the independence, productivity and inclusion of individuals living with ASD throughout the year.

This year is extra special because Families Helping Families is celebrating 25 years of serving our regional community!

Sponsors are already rolling in. Blue Cross Blue Shield of Louisiana is returning as a gold sponsor for this year's festivities. Financial Advisory Company and The Olivier Group LLC., have come aboard as silver sponsors. ACE Enterprise has also contributed support with a generous in-kind donation. It is not too late to become a sponsor !

Vendor opportunities are also available. We are pleased to welcome LSU’s Integrative Community Studies Program and LSU’s Human Development & Daily Life Lab as “Super Support” vendors at AFA 2024. We would love to include you among our partners!

Meet us at Pennington Biomedical Center on April 27, 2024, from 8am-12pm for Active for Autism 5K Walk, Run & Fun Fest 2024.

LDOE Seeks Input on 2024-25 IDEA Application

Wed, 21 Feb 2024 15:43:34 GMT

Louisiana Department of Education Seeks Input on 2024-25 IDEA Application

Each year the Louisiana Department of Education (LDOE) submits a grant application to the U.S. Department of Education for funding through the Individuals with Disabilities Education Act (IDEA) on the use of state-level IDEA funds. As part of this year’s grant application development process, the LDOE is seeking feedback from members of various Special Education stakeholder communities on how to prioritize funding for allowable special education activities.

This feedback will help the LDOE better understand what activities the public views as important as we develop the comprehensive IDEA grant application for the 2024-2025 school year.

Any interested stakeholders, including school system representatives, parents, and other members of the public should complete the SY24-25 Stakeholder Input Survey by Wednesday, March 6, 2024.

This survey should take you no more than five minutes to complete and does not request any personally identifiable information.

Please contact specialeducation@la.gov for more information or if you have any questions.

OCR Releases New Resources on Students with Disabilities

Tue, 20 Feb 2024 19:46:25 GMT

U.S. Department of Education’s Office for Civil Rights Releases New Resources on Students with Disabilities

FOR IMMEDIATE RELEASE
Feb. 20, 2024

Contact: Press Office
(202) 401-1576 or press@ed.gov

The Department of Education’s Office for Civil Rights (OCR) released four new resources today with information for students, parents and families, and schools addressing civil rights of students with disabilities, as well as a data snapshot about education access for students with disabilities drawn from OCR’s 2020-21 Civil Rights Data Collection (CRDC) .

OCR issued these new resources to inform students with disabilities, and their families and schools, about their legal rights under Section 504 of the Rehabilitation Act of 1973. Section 504 prohibits discrimination against students with disabilities by institutions that accept federal financial assistance, which includes almost all public schools and public and private institutions of higher education.

“We issued these new resources to give students, including those with asthma, diabetes, food allergies, and GERD, as well as their families and schools, important tools to understand when and how they are protected by federal disability rights laws,” said Assistant Secretary for Civil Rights Catherine E. Lhamon.

OCR’s new CRDC data snapshot reports that 8.4 million students with disabilities accounted for 17% of the overall public school enrollment in the 2020-21 school year, the most recent school year for which the Department has civil rights data. Three percent (1.6 million) of the overall student enrollment were students with disabilities who received educational aids and services under Section 504 only.

The Department’s National Center for Education Statistics estimates that students with disabilities accounted for 21% of undergraduates and 11% of postbaccalaureate students in the 2019-20 school year.

The four new resources address common medical conditions that can be disabilities for purposes of Section 504: asthma, diabetes, food allergies, and gastroesophageal reflux disease (GERD). These resources, which are applicable to all levels of education, explain when these medical conditions trigger protections under Section 504, what kind of modifications an educational institution may need to take to avoid unlawful discrimination, and what an institution may need to do to remedy past discrimination.

OCR also released a new CRDC data snapshot profiling educational opportunities provided to public school students with disabilities during the 2020-21 school year. It reflects troubling differences in the experiences of students with disabilities compared to their non-disabled peers. For example, higher percentages of students with disabilities were physically restrained or secluded than students without disabilities.

Students with disabilities were also overrepresented in disciplinary actions when compared to their total student enrollment. And students with disabilities were underrepresented in Advanced Placement courses, gifted and talented programs, and dual enrollment or dual credit programs.

The new resources regarding asthma , diabetes , food allergies , and GERD are available on the OCR website . The new CRDC disability snapshot , and other CRDC data reports and snapshots , are available on the CRDC website .

FDA Expected to Reissue Ban on Shock Devices for those with Disabilities

Fri, 02 Feb 2024 16:15:22 GMT

Disability advocates want the FDA to issue a new ban on the use of electrical stimulation devices to address self-injurious or aggressive behaviors.

by Michelle Diament | February 1, 2024

Source: Disability Scoop

Federal regulators are planning to issue a new ban on devices used to administer electric shocks on people with developmental disabilities more than two years after a previous effort was blocked in court.

The Food and Drug Administration indicated that it will put forth a proposed rule to prohibit so-called electrical stimulation devices though it’s unclear when. The devices send electrical shocks through electrodes attached to the skin in order to condition people not to engage in self-injurious or aggressive behaviors.

The agency already sought to disallow the devices, finalizing a ban in 2020 citing evidence of psychological and physical risks including burns, tissue damage, worsening underlying symptoms, depression, anxiety and post-traumatic stress disorder. But, the rule was overturned in 2021 when the U.S. Court of Appeals for the D.C. Circuit found that the FDA had overstepped its authority.

Since then, Congress passed legislation specifying that the FDA has the right to ban the devices and now the agency is poised to act anew.

“The FDA intends to issue a proposed rule on this topic,” Carly Pflaum, a spokesperson for the FDA, told Disability Scoop. However, Pflaum declined to provide any timetable or further details, instead pointing to a notice in the FDA’s Unified Agenda from last spring indicating that a proposed rule was expected last December.

Disability advocates say there is no time to waste and are amping up pressure on the agency.

In a letter sent last week to U.S. Secretary of Health and Human Services Xavier Becerra and FDA Commissioner Robert Califf, more than two dozen disability advocacy groups including the Autistic Self Advocacy Network, the Autism Society of America, The Arc and the National Disability Rights Network called on the agency to move forward on a ban without delay.

“It has now been eight years since the FDA released its first proposal to ban these devices and 10 years since a panel of experts recommended that they be banned. Over the decade that has passed since, people with disabilities have continued to suffer from painful and dangerous electric shocks,” the advocates wrote in their letter. “We urge you to take action now to end this abuse.”

The Judge Rotenberg Educational Center in Canton, Mass., which serves children and adults with developmental disabilities as well as those with behavioral and emotional problems, is the only facility in the country that is believed to be using the electrical stimulation devices. The center was behind the lawsuit that led to the previous FDA ban being overturned.

How Do Co-Occurring Conditions Affect Those with Autism?

Fri, 19 Jan 2024 19:26:53 GMT

How Do Co-Occurring Conditions Affect Those With Autism?

Government Panel Wants to Know

by Shaun Heasley | January 16, 2024

Disability Scoop

A federal panel charged with guiding the government’s autism efforts is looking for input on how other physical and mental health conditions impact those on the spectrum and the services they need.

The Interagency Autism Coordinating Committee, or IACC, is asking members of the public to weigh in on how so-called co-occurring conditions affect individuals with autism and the “research, services, and policy needs that may be helpful to consider in addressing issues related to these conditions.”

The panel comprised of government officials and members of the autism community is tasked with advising the secretary of health and human services and coordinating federal autism activities and it’s expected to use feedback collected to inform its recommendations.

Many people with autism experience physical conditions including gastrointestinal disorders, sleep disturbances, epilepsy, sensory and motor challenges, the panel said. Mental health issues can include depression, anxiety, aggressive or self-injurious behavior and suicidality, among others.

In addition, the IACC indicated that autism can present alongside learning disabilities, other intellectual and developmental disabilities and communication disabilities.

The panel wants to know about the most significant challenges that people with autism are facing as a result of co-occurring conditions and what research could be done to help address these issues.

What’s more, the IACC is asking for feedback on how autism services could be improved to better address co-occurring conditions in this population. That could include changes to make services more accessible, improve insurance coverage or alter interactions between individuals with autism and providers, among others, the committee said.

The IACC also wants to know how COVID-19 infection or illness as well as societal changes related to the pandemic have altered the physical or mental health conditions experienced by people with autism.

Members of the public have until Feb. 14 to submit comments to the IACC.

Governor Landry Issues LEAP Appeals Executive Order

Thu, 11 Jan 2024 20:25:01 GMT

LaCAN Action Alert - Governor Landry Issues LEAP Appeals Executive Order

Do you think Louisiana should join the other 49 states and allow for an appeal process when a student fails an End of Course (EOC) test needed for graduation?

On January 8, 2024, newly elected Governor Landry, by Executive Order , vetoed the Board of Elementary and Secondary Education’s (BESE) new policy establishing an appeals process for qualifying high school seniors who do not meet the state’s LEAP test scoring requirement for graduation.

Louisiana is one of only eight states that require students to pass a standardized test to graduate high school and is the only state that does not allow students to appeal a failed EOC test. To earn their diploma, students must continue to take the test until they pass. In reality, these students get frustrated, humiliated, and eventually drop out! Unfortunately, the evidence shows that such tests actually decrease student motivation. It prevents Louisiana students who would otherwise graduate from joining the workforce, attending college or enlisting in the military. This leads to an overwhelming increase in the dependency of welfare programs.

While The April Dunn Act (2014) allows for students with disabilities with an Individualized Education Plan (IEP) to graduate through an alternative pathway, there are many students with disabilities who do not have an IEP that struggle to pass EOC tests due to their disability.

Rather than investing in substantial efforts to improve teaching and learning, Louisiana has created a system that values EOC testing as the cure for our problems. These tests may have a place in our attempts to improve schools, but the inflated role they currently play represents our inability to create deeper reforms to move us away from a one-size-fits-all approach. EOC tests fail to account for differences between students such as language deficiencies, learning disabilities, difficult home lives, or varying knowledge of US cultural conventions.

The Council, LaCAN and other advocacy groups like the Arc of Louisiana are encouraging everyone in the disability community impacted by the Executive Order to reach out to Governor Landry and his appointed BESE members.

How to Take Action

Email or call Governor Landry’s office and his three appointed BESE members by Tuesday, January 16 ^th .

· Governor Jeff Landry - Email the Governor or 225-342-7015 / 866-366-1121

· Conrad Appel - SBESE@la.gov or 225-342-5840

· Dr. Judy Armstrong - SBESE@la.gov or 225-342-5840

· Simone Champagne - SBESE@la.gov or 225-342-5840

With your comments, please include your name, address, phone number, email address and the issue you are addressing: Veto of Graduation Appeals Process Executive Order Number JML -24-01.

Find out more about LaCAN and read more action alerts on their website: www.lacanadvocates.org

Center for Transition to Adult Health Care for Youth with Disabilities Launches New Website

Mon, 11 Dec 2023 18:57:16 GMT

New Website to Help Young People with I/DD Transition to Adult Health Care

The Center for Transition to Adult Health Care for Youth with Disabilities, a national resource center funded by ACL’s Administration on Disabilities (AoD), has launched a new website to help young people with intellectual and developmental disabilities (I/DD) direct their own transition to the adult health care system.

Developed for and by youth with I/DD, the site has a variety of both person-centered and culturally competent tools and resources to help support youth, their families, and health care professionals through this important transition.

Resources on the website are designed to give youth more choice and control throughout their health care transition. Examples include helping youth gain an understanding of their legal rights and responsibilities in a health care setting and supporting them to lead appointments and at-home health care routines. The website’s data section shows that only 14% of youth with I/DD receive health care transition preparation and guidance from their doctor.

The site also includes resources developed by Center partners, including Family Voices, Got Transition, SPAN Parent Advocacy Network, and two AoD-funded University Centers of Excellence in Development Disabilities (UCEDDs): the Institute for Human Development at University of Missouri-Kansas City and the Waisman Center at the University of Wisconsin-Madison. Both of these UCEDDs have done extensive work in the field of health care transitions for youth with I/DD.

The Center for Transition to Adult Health Care for Youth with Disabilities was established through a five-year cooperative agreement awarded in September 2021. The project is funded under the Projects of National Significance within the Developmental Disabilities Assistance and Bill of Rights Act.

For additional information, contact Dana.Fink@acl.hhs.gov

Benefit card skimmers found at multiple stores in Louisiana, DCFS warns

Fri, 01 Dec 2023 16:25:07 GMT

Benefit card skimmers found at multiple locations in Louisiana

State officials are urging all electronic benefit transfer (EBT) cardholders to immediately change their personal identification numbers after authorities found skimmers at multiple retail locations throughout Louisiana.

Skimmers are used to steal personal information and funds from EBT accounts, although the Louisiana Department of Children and Family Services (DCFS) said there are no reports yet of benefits having been stolen.

Local and federal law enforcement are investigating the illegal skimmers. Similar incidents have been reported across the country, according to DCFS.

As a precaution, DCFS is texting alerts to EBT cardholders, urging them to change their cards' PINs immediately. It's recommended that cardholders change their card's PIN every 30 days to protect their benefits.

DCFS recommends that all EBT cardholders take the following actions:

· Change your EBT card PIN: Visit LifeInCheckEBT.com or call the EBT customer service line at 1-888-997-1117 as soon as possible. Select a unique PIN that is not easily guessable, avoiding common patterns or personal information.

· Monitor your EBT card activity: Regularly review your card transactions using the LifeInCheck EBT mobile app or by visiting the official website. Report any suspicious or unauthorized transactions immediately to the EBT customer service line.

· Be cautious with card usage: When making purchases, be alert and examine the card terminal for any unusual devices or signs of tampering. Shield your PIN entry from view to prevent potential compromise.

If you believe you are a victim of EBT skimming, call 1-888-524-3578.

Neither DCFS nor Inmar, its vendor for EBT cards, will contact a cardholder and request their card number or ask for a cardholder's PIN. If a cardholder receives any calls requesting this information, DCFS should be notified with the caller's phone number. If a cardholder provides their information, they must immediately request a new EBT card and/or change their PIN to protect their benefits.

For more information on EBT card security and how cardholders can protect their benefits, visit dcfs.la/skimming .

DOE Finds Students with Disabilities Disproportionately Disciplined

Mon, 20 Nov 2023 20:08:40 GMT

ED Department Finds Students with Disabilities Disproportionately Disciplined

According to a report by Disability Scoop , for the first time in years, federal education officials are releasing data showing how the experiences of students with disabilities in the nation’s schools vary from others and the picture is stark.

Students with disabilities account for a larger percentage of those attending public schools than just a few years ago, according to findings from the U.S. Department of Education’s latest civil rights data collection. At the same time, these children are far more likely than others to be subject to restraint and seclusion, be suspended or expelled or referred to law enforcement.

The information offers a look at the situation across more than 17,000 school districts and over 97,000 public schools during the 2020–2021 school year.

HUD Announces $212 Mill Funding Opp to Expand Affordable Housing Options for Persons with Disabilities

Mon, 06 Nov 2023 18:06:32 GMT

HUD No. 23-235 FOR RELEASE

HUD Public Affairs Thursday
(202) 708-0685 October 12, 2023

HUD Announces $212 Million Funding Opportunity to Expand Affordable Housing Options for Persons with Disabilities

Funding provides capital to produce new or rehabilitate existing housing along with project rental assistance to support very-low and extremely low income-persons with disabilities

WASHINGTON - The U.S. Department of Housing and Urban Development’s Office of Multifamily Housing announced today that $212 million in funding is available to expand the supply of affordable housing and supportive services for very-low and extremely-low-income persons with disabilities. The funding is available to participants in the Section 811 Supportive Housing for Persons with Disabilities program, which helps develop, subsidize, and provide supportive services for rental housing to meet the needs of this vulnerable population.

“Every American should have the ability to live in affordable housing that caters to their needs. Unfortunately, today, far too many housing options are inaccessible to those with disabilities – and those with the appropriate accommodations are often too expensive,” said HUD Secretary Marcia L. Fudge. “This announcement delivers serious progress, making $212 million available to expand housing supply and supportive services for low-income folks with disabilities.”

Through the Section 811 Capital Advance/Project Rental Assistance Contract (PRAC) program, $106 million in capital advances can be used for the development of new or rehabilitation of existing supportive housing, along with project rental subsidies to keep homes affordable.

The Section 811 Project Rental Assistance (PRA) provides $106 million to state housing and other agencies for project rental assistance to cover the difference between the tenants’ contributions toward rental payments and the HUD-approved rent for the property for eligible tenants with disabilities.

“The goal is to provide people with disabilities the opportunity to live with dignity and independently within an integrated community that provides them with access to appropriate supportive services that they choose,” said Ethan Handelman, Deputy Assistant Secretary for Multifamily Housing Programs. “This funding is a small but important part of HUD’s overall commitment to meeting the housing needs of all communities.”

For more information, read the funding notices for the Section 811 Capital Advance Program and Section 811 Project Rental Assistance . Applications must be submitted by February 8, 2024.

About the Section 811 Program

Section 811 allows persons with disabilities to live as independently as possible in the community by subsidizing rental housing which provides access to appropriate supportive services. The Section 811 Capital Advance Program aims to expand the supply of integrated affordable housing by providing Capital Advance funding for the development of permanent supportive rental housing for very-low-income (those earning 50 percent or less of the area median income) with disabilities who are 18 years of age or older and less than 62 years of age at entry. The program also provides project rental subsidies in the form of a Project Rental Assistance Contract (PRAC) to maintain ongoing affordability over at least the next forty years.

The primary purpose of the Section 811 Project Rental Assistance (PRA) Program is to identify, stimulate, and support innovative state-level strategies that will transform and increase housing for extremely low-income persons (those earning 30 percent or less of area median income) with disabilities while also making available appropriate support and services. HUD is seeking to support collaborations between State Housing and Health and Human Service/Medicaid Agencies that will result in or will increase access to affordable permanent supportive housing units – new and existing – with access to appropriate services.

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LOUISIANA STATE SUPERINTENDENT RELEASES STATEMENT OPPOSING BESE’S GRADUATION APPEALS PROCESS

Wed, 25 Oct 2023 19:55:31 GMT

RELEASE: LOUISIANA STATE SUPERINTENDENT RELEASES STATEMENT OPPOSING BESE’S GRADUATION APPEALS PROCESS

FOR IMMEDIATE RELEASE

Date: 10/25/23

Media Contact: Ted Beasley | ted.beasley@la.gov

LOUISIANA STATE SUPERINTENDENT RELEASES STATEMENT OPPOSING BESE’S GRADUATION APPEALS PROCESS

(BATON ROUGE, LA) - The Louisiana House Education Committee will hold an oversight hearing Thursday, October 26 on a new graduation appeals policy passed by the Louisiana Board of Elementary and Secondary Education (BESE). Louisiana State Superintendent of Education Dr. Cade Brumley has consistently opposed this policy. He has released the following statement:

“My signature on every high school diploma affirms a graduate’s readiness for work or higher education; this policy endangers that promise and diminishes the value of Louisiana diplomas for past, present, and future graduates."

"The graduation appeals policy is bad for Louisiana. At its core, it signals that our educational system is incapable of providing – and students are unable to attain – a minimum standard of proficiency in required subjects. We should continue the exploration and expansion of academic and support options for students, not impose a government-sanctioned excuse for mediocrity.”

The new BESE policy is opposed by Senator John Kennedy and Governor-elect Jeff Landry . Five members of BESE opposed the policy.

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Federal Panel Pressured to Focus More on Profound Autism

Fri, 20 Oct 2023 15:35:34 GMT

Federal Panel Pressured to Focus More on Profound Autism

by Michelle Diament | October 19, 2023

Source: Disability Scoop

Advocates for those with profound autism say that a committee tasked with guiding the federal government’s strategy on the developmental disability is largely ignoring the needs of this population.

A report out earlier this year from the Centers for Disease Control and Prevention indicated that 26.7% of children on the spectrum have profound autism, meaning that they are nonverbal, minimally verbal or have an intelligence quotient of less than 50.

Nonetheless, families of those with more severe needs say that their concerns are not being reflected at meetings of the Interagency Autism Coordinating Committee, a federal panel comprised of government officials and members of the autism community that is responsible for shaping a strategic plan and advising the secretary of health and human services on the developmental disability.

Now, the National Council on Severe Autism, says that needs to change. The group is calling on the IACC to devote 30% of each committee meeting to addressing the needs of those with profound autism and another 30% to those who have intellectual disability or borderline intellectual disability but don’t qualify for profound autism.

That could include focusing on medical interventions and residential options for those with severe behaviors and the need for inpatient, outpatient and crisis intervention programs, according to Jill Escher, president of the National Council on Severe Autism.

“Moving forward, to ensure the IACC is properly addressing the needs of those disabled by autism, IACC meetings should very clearly delineate the forms of autism they are addressing with their chosen subject matter and ensure proportionality,” Escher wrote in comments to the IACC. “The desperate and growing needs of those with profound autism, ID and borderline ID deserve full and urgent attention by this committee.”

To date, Escher said that the IACC has given the concerns of families affected by profound autism “a bit of lip service.” But, she said, “we haven’t seen anything substantial that can help move these fields in promising new directions, rather they recapitulate some already well-known ideas and facts, with no substantial discussion, and certainly without any sense of urgency whatsoever.”

Escher was not alone in her concerns. More than a third of the public comments submitted ahead of the IACC’s most recent meeting last week centered on the issues facing children and adults with significant needs, many of whom are nonspeaking, exhibit severe behaviors and require constant care.

Commenters included parents frustrated with a lack of available programming as well as inadequate support staff and long-term housing solutions for their children with severe autism, among other issues.

Susan Daniels, executive secretary of the IACC, did not respond to questions from Disability Scoop about whether the panel would be more deliberate about devoting portions of its meetings to the needs of those with profound autism, but she indicated that the agenda is structured to support the IACC in fulfilling its congressionally mandated responsibilities.

“IACC meetings address a variety of topics of interest to the autism community, including those that address the full spectrum of ability, disability, and support needs; the full lifespan; and the full diversity of the autism community,” Daniels said.

SSA Announces 3.2 Percent Benefit Increase for 2024

Mon, 16 Oct 2023 16:02:07 GMT

Press Release

Thursday, October 12, 2023
For Immediate Release

Mark Hinkle, Press Officer
press.office@ssa.gov

Social Security Announces 3.2 Percent Benefit Increase for 2024

Social Security and Supplemental Security Income (SSI) benefits for more than 71 million Americans will increase 3.2 percent in 2024, the Social Security Administration announced today. On average, Social Security retirement benefits will increase by more than $50 per month starting in January.

More than 66 million Social Security beneficiaries will see the 3.2 percent cost-of-living adjustment (COLA) beginning in January 2024. Increased payments to approximately 7.5 million people receiving SSI will begin on December 29, 2023. (Note: some people receive both Social Security and SSI benefits).

“Social Security and SSI benefits will increase in 2024, and this will help millions of people keep up with expenses,” said Kilolo Kijakazi, Acting Commissioner of Social Security.

Some other adjustments that take effect in January of each year are based on the increase in average wages. Based on that increase, the maximum amount of earnings subject to the Social Security tax (taxable maximum) will increase to $168,600 from $160,200.

Social Security begins notifying people about their new benefit amount by mail starting in early December. Individuals who have a personal my Social Security account can view their COLA notice online, which is secure, easy, and faster than receiving a letter in the mail. People can set up text or email alerts when there is a new message--such as their COLA notice--waiting for them in my Social Security .

People will need to have a my Social Security account by November 14 to see their COLA notice online. To get started, visit www.ssa.gov/myaccount .

Information about Medicare changes for 2024 will be available at www.medicare.gov . For Social Security beneficiaries enrolled in Medicare, their new 2024 benefit amount will be available in December through the mailed COLA notice and my Social Security's Message Center.

The Social Security Act provides for how the COLA is calculated. The Social Security Act ties the annual COLA to the increase in the Consumer Price Index for Urban Wage Earners and Clerical Workers (CPI-W) as determined by the Department of Labor’s Bureau of Labor Statistics.

To read more, please visit www.ssa.gov/cola .

NOTE TO CORRESPONDENTS: Here is a fact sheet showing the effect of the various automatic adjustments.

To get more Social Security news, follow the Press Office on Twitter @SSAPress .

LDOE Complaint Process Performance Audit

Wed, 04 Oct 2023 15:46:56 GMT

COMPLAINT PROCESS FOR STUDENTS WITH DISABILITIES RECEIVING SPECIAL EDUCATION SERVICES LOUISIANA DEPARTMENT OF EDUCATION

On September 20, 2023, the Louisiana Legislative Auditor released a performance audit of the Louisiana Department of Education’s (LDOE) process to address complaints related to students with disabilities. The audit, which was conducted in response to legislative interest, is the first in a series of reports that will evaluate LDOE’s oversight of students with disabilities who receive special education services in Louisiana.

The Legislative Auditor was thorough in its review of LDOE’s processes. They:

· Interviewed and/or surveyed LDOE staff, Special Education Directors and parents;

· Reviewed LDOE’s consultant reports;

· Researched applicable state and federal laws, regulations and policies, including interviews with other state education departments; and

· Reviewed complaints filed with LDOE

The audit cites multiple findings:

· During the 2021 – 2022 academic year, LDOE did not address all allegations received through its dispute email.

· LDOE could increase trust in its complaint process by making it more accessible, user-friendly and transparent.

· Increase in outreach to parents is needed to help them navigate and answer questions about the dispute process.

To review the audit in its entirety and see the list of recommendations provided by the Louisiana Legislative Auditor, click here . Page seven of the audit provides a brief summary of the findings and recommendations.

LDOE Awarded $10 Mil to Improve Career Opportunities for Students with Disabilities

Tue, 03 Oct 2023 17:53:06 GMT

Louisiana Department of Education Awarded $10 Million to Improve Career Opportunities for Students with Disabilities

FOR IMMEDIATE RELEASE

Date: 10/3/23

Media Contact: Ted Beasley | ted.beasley@la.gov

(BATON ROUGE, LA) - The Louisiana Department of Education (LDOE) has been awarded $10 million to improve career opportunities for students with disabilities. Louisiana is one of 20 states to receive funding from the U.S. Department of Education’s (ED) Pathways to Partnerships. The innovative project supports partnerships between state vocational rehabilitation agencies, state and local educational agencies, and centers for independent living to help individuals with disabilities seamlessly transition to life after high school.

“We are excited about this opportunity to further support students with disabilities as they transition to successful lives beyond high school,” said Louisiana State Superintendent of Education Dr. Cade Brumley. “Connecting more students with career opportunities is part of our broader efforts to improve the quality of special education programming statewide, providing greater access to information and services for families and higher quality programming for students.”

Louisiana will pilot a framework that facilitates collaboration between high schools and Louisiana Rehabilitation Services (LRS), streamlining the transition into a career for individuals with disabilities. The pilot will provide comprehensive training for students with disabilities in career exploration and job readiness. The pilot will focus on innovative activities that develop career opportunities such as internships and apprenticeships for students with disabilities.

Dr. Brumley issued a letter to system leaders in August outlining a number of steps the LDOE is taking to upgrade outdated special education systems and processes, provide greater support and oversight, and improve outcomes for students with disabilities. These include:

· Special Education Playbook: The LDOE’s Playbook has already earned the praise of education experts across the nation. It’s a set of best practices and a call to action to close achievement gaps for students with disabilities. This resource condenses years of research into three best instructional practices to support students with disabilities. The LDOE is hosting a statewide tour this month to support school systems with implementation.

· Enhanced Family Support: The LDOE will employ a Special Education Ombudsman with authority to hold confidential conversations with parents. The agency is also adding an additional complaint investigator.

· Enhanced Teacher and Leader Support: This includes technical support through statewide access to special education law and compliance training, staff to support school systems with special education compliance, and the possible placement of a special master with direct oversight authority over special educational programming within a system. This LDOE oversight tool would be reserved for systems with extensive, repeated, and/or high-level areas of concern.

Administered by the ED’s Rehabilitation Services Administration, Pathways to Partnerships is the largest discretionary grant of its kind. It strengthens Louisiana’s ongoing efforts to expand access to high school credentials, post-secondary education, or employment through multiple graduation pathways.

Pathways to Partnership recipients are awarded full funding for a five-year project period – meaning successful applicants receive all project funds at the beginning of year one. Through the five-year project period, award recipients will pilot, refine and implement their proposed projects while also collecting and analyzing project data.

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Inclusive Post Secondary Education in Louisiana

Tue, 03 Oct 2023 14:56:12 GMT

In Louisiana, as in many other states, there has been a growing effort to provide inclusive postsecondary education opportunities for students with intellectual and developmental disabilities. These programs are designed to offer these students a college experience and help them develop academic, vocational, and social skills as they prepare to become contributing members of society.

Louisiana Alliance of Inclusive Postsecondary Education (LAPIE) was formed in 2019 as the result of funding from the Louisiana Developmental Disabilities Council awarded to Southeastern Louisiana University. The primary goal of LAPIE was to increase the number of inclusive postsecondary programs at institutions of higher education (IHE). In 2019, there were three 4-year universities and two 2-year community colleges offering programs representing only seven percent of the public IHE in Louisiana. At this time these programs had an approximately 47% acceptance rate due to limited spaces at each program.

Act 682 of the 2022 Regular Legislative Session created the Postsecondary Inclusive Education Fund and the Postsecondary Inclusive Education Advisory Council. The Council was established under the jurisdiction of the Board of Regents for the purpose of advising the Board with respect to inclusive programs for students with intellectual or developmental disabilities and methods to fund ($1 million) and expand inclusive programs in Louisiana. During the 2023 Regular Legislative Session, an additional $1 million was added to PIEF. All five existing programs received enhancement grants and four IHE received funding to start new programs. Currently, Louisiana has 9 IHEs offering inclusive postsecondary education for students with intellectual and developmental disabilities representing 14% of the public IHE in Louisiana.

Here are some key points about inclusive postsecondary education programs in Louisiana:

1. Think College Initiative: Louisiana is part of the national Think College initiative, which promotes postsecondary education for students with intellectual and developmental disabilities. Think College provides resources, training, and technical assistance to colleges and universities to help them create inclusive programs.

2. Participating Institutions: Several colleges and universities in Louisiana have established inclusive postsecondary education programs. These institutions may offer different types of programs and services for students with intellectual disabilities: Baton Rouge Community College, Bossier Parish Community College, Nicholls State University, Louisiana State University-Alexandria & Main Campus, Southern University in New Orleans, Southeastern Louisiana University, University of Louisiana at Lafayette and Monroe.

3. Program Components: Inclusive postsecondary education programs typically include the following components:

· Academic Courses: Students with intellectual disabilities have the opportunity to audit or enroll in regular college courses. These courses may be modified to suit the students' needs and interests.

· Career and Vocational Training: Many programs offer vocational training and internships to help students develop job skills and gain real-world work experience.

· Social and Life Skills: Students receive support and training in areas like communication, social interaction, and independent living skills.

· Peer Mentorship: Some programs pair students with intellectual disabilities with peer mentors who provide academic and social support.

· Individualized Plans: Each student typically has an individualized plan that outlines their goals and the services and accommodations they will receive.

4. Funding: Funding for these programs may come from various sources, including federal grants, state funds, and tuition paid by students and their families. The Louisiana Rehabilitation Services (LRS) agency may also provide support for eligible students.

5. Transition Services: Inclusive postsecondary education programs often serve as a bridge between high school and adulthood for students with intellectual disabilities. They help students transition from the school system to the workforce and independent living.

6. Outcomes: The success of these programs is often measured by the students' academic progress, employment rates, and their ability to live more independently after completing the program. In 2022, 83 individuals with disabilities had completed their programs with 75% gaining competitive employment.

7. Advocacy and Support: Families, advocacy groups, and disability service organizations in Louisiana play a crucial role in advocating for the expansion and improvement of inclusive postsecondary education programs in the state.

To get more specific and up-to-date information on inclusive postsecondary education programs in Louisiana, including program availability, admission criteria, and services offered or to start a new program, please visit Board of Regents Website , LAPIE Website , or LAPIEalliance@southeastern.edu .

Dr. Gerlinde Beckers, Professor

LAPIE, Facilitator

Watch this video of Louisiana Alliance of Inclusive Postsecondary Education .

Louisiana Department of Education Awarded $55 mil to Increase School Choice Options

Fri, 29 Sep 2023 19:44:44 GMT

LDOE Awarded $55 Million to Increase School Choice Options for Families

FOR IMMEDIATE RELEASE

Date: 9/28/23

Media Contact: Ted Beasley | ted.beasley@la.gov

LOUISIANA DEPARTMENT OF EDUCATION AWARDED $55 MILLION

TO INCREASE SCHOOL CHOICE OPTIONS FOR FAMILIES

Competitive grant allows LDOE to catalyze charter growth in high-need communities

(BATON ROUGE, LA) - The Louisiana Department of Education (LDOE) has been awarded $55 million to increase school choice options for families across the state. The Expanding Opportunities Through Quality Charter Schools Program (CSP) grant provides Louisiana with funding to support the addition of new, expanding, or replicating charter schools.

“Choice expands opportunities for students and families,” said Dr. Cade Brumley, Louisiana State Superintendent of Education. “We crafted a strong proposal to increase student seats in high-quality public charter schools across Louisiana. We look forward to the impact this will have on the future of education in our state as we partner with stakeholders and communities.”

By winning this competitive five-year grant, the LDOE will catalyze growth in high-need communities to meet parental demand for charter schools. Through the CSP grant, the LDOE plans to:

· Broaden access to high-quality public school seats for educationally disadvantaged students throughout Louisiana

· Improve educational outcomes for educationally disadvantaged students attending Louisiana charter schools

· Enhance the quality of charter school authorization across Louisiana

The LDOE will work to gather parental insights, cultivate pipelines of innovation and provide essential start-up support. By leading impactful technical assistance, the LDOE will build the human, organizational, policy and resources capacity of all public Louisiana chartering agencies.

The Expanding Opportunities Through Quality Charter Schools Program is a competitive grant program that enables state entities to award subgrants to eligible applicants in their state to open and prepare for the operation of new charter schools and to replicate and expand high-quality charter schools.

###

Helping Your Child with a Disability Get a Good Education

Mon, 25 Sep 2023 16:46:52 GMT

The Southern Poverty Law Center has created a guide, "Helping Your Child With a Disability Get a Good Education," to help parents of children with disabilities. Children with disabilities have a unique set of requirements in order to thrive in any setting, including the classroom. They are legally obligated to be served in a way that suits them best. Their parents and guardians have a vital role to play.

These children are guaranteed a “free, appropriate public education” — at no cost to their parents — that meets their unique educational needs. This right is guaranteed under a federal law called the Individuals with Disabilities Education Act (IDEA). The process of securing a good education for a child with disabilities is not an easy one. At times, it can seem overwhelming. These state-specific guides will help parents through it.

English | Español | اَلْعَرَبِيَّةُ |

Kreyól ayisyen | Tiếng Việt

"In God We Trust" Signs in Louisiana Public Schools

Wed, 30 Aug 2023 16:02:27 GMT

Parent Notification: "In God We Trust" Signs Posted in LA Public Schools

All Louisiana public schools are now required to display the national motto of “In God We Trust” under a new law that went into effect on August 1. In accordance with ACT 264/HB8, signs must be displayed on a poster or framed document that is at least 11 inches by 14 inches.

ViewDocument.aspx (la.gov)

Project S.O.A.R.

Tue, 29 Aug 2023 17:19:14 GMT

IF YOU ARE:

the parent, guardian, or caregiver of at least one child under the age of 4,
currently live in Louisiana or have lived in Louisiana in the past 4 years
Have gone to some or all of your child's check-ups with a doctor or nurse in Louisiana.

PROJECT SOAR WANTS TO HEAR FROM YOU!

Project SOAR (Screen Often and Accurately Refer) is a project led by the Louisiana Department of Health. With the help of parents, guardians, and caregivers, Project SOAR hopes to make sure screening and follow-up are happening in ways that work best for Louisiana families.

This project will partner with families like yours, healthcare providers (doctors/nurses), and community organizations to learn about experiences with developmental screening, caregiver depression screening, and follow-up during your child's check-up visits.

Developmental Screening is when your child's doctor or nurse asks questions about how your child plays, learns, communicates, acts, and moves.
Caregiver depression screening is when your doctor or nurse asks questions about your thoughts, feelings, and emotions.
Follow-up is when your doctor or nurse gives you the screening results, explains what they mean, and talks about the next steps.

You should participate in Project SOAR if you'd like to:

Share your experiences with screening and check-ups and ideas for the future.
Fill out surveys or take part in group discussions with other families. You can choose virtual or in-person settings.
Get PAID for your time and input.
Be a part of positive change for all Louisiana families.

CONNECT WITH PROJECT SOAR TODAY!

LaDDC News: Council's 2023 Legislative Agenda

Fri, 27 Jan 2023 16:43:11 GMT

The Louisiana Developmental Disabilities Council adopted its 2023 Legislative Advocacy Agenda with input from both its grassroots advocacy network LaCAN (Louisiana Council’s Advocacy Network) and Families Helping Families (FHF) Centers. Thank you to all the LaCAN members, LaCAN Leaders, FHF Centers and those in the general public who shared their agenda recommendations!

2023 Legislative Agenda

The Council will advocate for additional funding for the nine FHF Regional Resource Centers it contracts with. During the last two legislative sessions, an additional $500,000 was added to the Council’s budget specifically for FHF Centers. The Council’s request to include this additional funding in its Fiscal Year 2024 budget was denied leaving these Center’s in an unfortunate situation.

· Recurring Funding for Families Helping Families Regional Resource Centers

The Council will also partner with the Arc of Louisiana to advocate for the funding needed to provide all adults on Medicaid waivers for individuals with intellectual and developmental disabilities (I/DD) with incontinence supplies. Currently, incontinence supplies is covered for children and youth, but this coverage stops at age 21.

· Fund Incontinence Supplies for Adults with Disabilities

The Council will continue its efforts to increase and expand postsecondary inclusive education opportunities in Louisiana for individuals with I/DD. During the last legislative session, the Inclusive Postsecondary Inclusive Education Fund was established. This year, the Council is advocating for an additional $3 million to be added to this fund.

· Fund New & Existing Postsecondary Inclusive Education Programs for Students with I/DD

Finally, the Council will advocate to amend Louisiana’s Open Meetings Law to allow virtual participation of public body members and the general public when no state of emergency or disaster exists, and require official meeting notices include information regarding all available options for the public to participate.

· Amend Open Meeting Law to Allow for Virtual Representation & Participation in Public Meetings

Get Involved

The 2023 Legislative Session begins April10 ^th and will conclude on June 8 ^th . Individuals with disabilities, family members, and advocates are encouraged to take part in the Council’s advocacy efforts by participating in upcoming virtual roundtables and legislative visits.

· Virtual roundtables will be held by each region of the state. These virtual events are an opportunity to gain more information about the 2023 Legislative Advocacy Agenda and connect with legislators. See the 2023 Legislative Roundtable schedule and register for yours today!

· Interested in advocating for these agenda items with your legislator and regional delegation? Reach out to your LaCAN Leader to participate in legislative visits.

For questions about virtual roundtables, legislative visits, or participating in other advocacy events, contact your LaCAN Leader or FHF Center .

If there are any questions about the information above, contact the Council:

phone: 1-800-450-8108

email: info@laddc.org

website: www.laddc.org

facebook: www.facebook.com/LaDDCouncil

twitter: www.twitter.com/LaDDCouncil

View all recent LaDDC Newsletters HERE.

Dylan Crews Home Run Derby

Fri, 27 Jan 2023 16:25:53 GMT

#3 Dylan Crews Challenges You to Donate to Families Helping Families

Dylan Crews, Outfielder for LSU Baseball, joined forces with the Network of Families Helping Families Centers to Support Kids with Disabilities and Special Health Care Needs. For every home run he hits during the 2023 season, he will personally donate $100 to Families Helping Families. For every home run his teammates hit during the 2023 season, his family will personally donate $100 to Families Helping Families.

Number 3 led the LSU Tigers with 22 of the 114 Home runs in the 2022 season and hopes to continue his hitting streak into the 2023 season. This junior from Longwood, Florida, has stolen the hearts of many families of children with disabilities or special health care needs by inviting and giving them tickets to LSU baseball games. For some families, it’s the first time they have ever attended a game in Alex Box Stadium.

Dylan and his family hope YOU will join in on the Home Run Derby fun by donating any amount every time Dylan or one of the LSU Tigers hits a home run.

Controversial and Often Used Practices Cause Harm, Even Death, Among Students with Disabilities

Wed, 25 Jan 2023 18:50:02 GMT

by Emilie Munson, Matt Rocheleau, Alex Putterman, Libby Seline and Alexandra Kanik, Connecticut Post/TNS | November 29, 2022

With scant oversight, schools routinely restrain students or confine them in small rooms. Parents don't always know. Abuses and discrimination occur. Children are traumatized, injured, even die. (Shutterstock)

BRIDGEPORT, Conn. — A girl at a school in New York defied her teacher’s instructions to finish an assignment and crawled under a desk. The teacher held her in a physical restraint in a chair for seven minutes.

In West Virginia, a teacher shut a 4-year-old alone in a bathroom until his hysterical screams made staff members in other rooms take notice. His mother, who worked a few classrooms away, believes her son was held in that bathroom multiple times prior. Years later, the boy is traumatized and doesn’t attend school regularly.

Then, there was a 13-year-old boy with autism, Max Benson, who was held face down on the floor by staff members at a school in El Dorado Hills, Calif., for one hour and 45 minutes while he struggled, vomited and urinated until he lost consciousness. The next day, he died.

“He died over a long period of time in pain and fear in front of all of his peers,” his mother, Stacia Langley, said in a recent interview. “If there’s something worse that can happen to someone, I don’t even want to think about it.”

Every day in public and private schools across the country, children are “restrained” — physically held by staff members, pinned to the ground or bound by mechanical devices such as straps or handcuffs. Other times, students are kept in “seclusion,” confined alone in rooms ranging from windowless small supply closets and bathrooms to spaces resembling padded cells.

Restraint and seclusion, which are legal in most districts nationwide, are commonly used when students — particularly those with disabilities — are in distress, engaging in self-harm or acting in ways that could cause injury to themselves or others.

These practices are used thousands of times per school day nationwide. They cause thousands of injuries to students and staff members each year. While rare, dozens of young people have died after being restrained or kept in seclusion over the past three decades; most deaths have happened in residential facilities or other settings that cater to children with disabilities. An untold number of students suffer lasting emotional trauma, including for those who witness the episodes, experts say.

Yet many people don’t know this happens at all. Parents have in some cases gone weeks or years without knowing their child had been regularly subjected to these controversial interventions. Some families found out only after a child died.

These practices are meant to keep students in distress from hurting themselves or others. They are supposed to be a last resort in emergencies when other efforts have failed.

But a yearlong national investigation by Hearst Newspapers found that accountability and oversight of restraint and seclusion in schools across the country are sorely lacking.

Some students are subjected to the practices hundreds of times in a school year or held in restraints or kept in seclusion rooms for hours at a time, records show. In some cases, children are restrained or secluded not as a safety measure but as a form of discipline. Handcuffs are sometimes used, and police are sometimes called.

Many schools use dangerous maneuvers, including restraining children in the prone, or face-down, position; federal education officials say prone restraints “should never be used” because they can restrict a child’s breathing.

Staff members who have no training in use of restraint and seclusion perform these interventions hundreds of times per year. In some places, state laws are routinely violated.

Government leaders have known about serious problems surrounding these practices for years. Advocates have pleaded for reforms. Changes have been slow and piecemeal. Glaring gaps remain.

The interventions are performed by a variety of school employees, including teachers, aides, administrators and other staff. Staff members who use these interventions are frequently overwhelmed and under-trained, facing regular crises in the classroom that might be avoided with more resources or alternative methods. They, too, are routinely injured — even more frequently than students, data suggests.

“A child is in mania and climbing up the walls and throwing books at kids’ heads. What do you do?” said Ali Ford, a former special education preschool teacher in Nashville, Tenn., who said she has used restraints in difficult classroom situations. “It seems like there is only one answer right now.”

Nationwide, these practices are used disproportionately on students with disabilities, Black students and boys, federal data shows. Students subjected to restraint and seclusion tend to be in elementary school, while some are preschoolers as young as 3 and 4 years old.

Some younger children and students with intellectual and physical disabilities may be particularly vulnerable because they cannot communicate easily, or at all, what happens to them, advocates said.

Federal investigations in recent years have found some public school districts used restraint and seclusion in violation of students’ civil rights, including systematic discrimination. In recent years, for example, federal prosecutors have settled investigations into school use of restraint and seclusion in Maryland, Kentucky, Indiana and South Carolina.

But the head of the federal education office that conducts many investigations said its efforts are hampered by chronic understaffing.

Overall, these practices aren’t consistently monitored or regulated, Hearst Newspapers found.

State laws vary widely regarding the use of restraint and seclusion in schools. Some states, such as Idaho and Nebraska, have no laws limiting or regulating restraint and seclusion, while other states, such as Georgia and Maryland, ban seclusion as well as specific types of restraints.

Yet, even in states with laws governing how these interventions can be used, “lack of oversight and accountability have resulted in egregious violations, leaving students subject to a pattern of abuse,” a coalition of 17 state attorneys general wrote to Congress in 2021, urging lawmakers to pass federal legislation.

Indeed, there are major gaps when it comes to tracking how often these practices are used. There is no complete and reliable data on how often children are restrained and secluded in all U.S. schools. The federal government does not track how often the interventions result in death, injury or trauma. Few states do either.

Experts say attention to the issue — and solutions — are desperately needed. Education and training on alternatives to restraint and seclusion that have been successful at greatly reducing, even eliminating, the use of these controversial practices, but alternatives have taken hold in relatively few districts.

With a national youth mental health crisis fueled by the pandemic, some experts and educators fear the use of restraint and seclusion could grow even more in the coming school years. Some are seeing signs of increased use already.

Thousands of times per day

In a May 2012 Resource Document that still serves as its guidance today, the U.S. Department of Education said restraint and seclusion should be “avoided to the greatest extent possible” and only used when there is “imminent danger of serious physical harm to self or others.” There is no evidence the practices are effective at reducing problem behaviors in children, the department said.

Yet, some school districts use restraint and seclusion often.

“Restraint and seclusion are in use in higher frequency than is safe for students,” said Catherine Lhamon, who heads the U.S. Department of Education’s Office for Civil Rights, which investigates complaints around schools’ use of the practices.

Federal data shows restraints and seclusions happen at least 2,300 times per school day, on average, across the nation. Those incidents involve upward of 102,000 students each academic year.

To be sure, only a small slice of the roughly 50 million students enrolled in public K-12 schools nationwide are subjected to these interventions. But experts and government officials agree many cases of restraint and seclusion go unreported.

Lhamon said her office finds “distressingly frequently” that schools don’t reliably document restraint and seclusion incidents and therefore cannot know themselves how often they use these methods.

“Where use of restraint and seclusion flies under the radar, it is at its most dangerous,” said Lhamon.

Roughly 80% of students subjected to restraint and seclusion were students with disabilities and about 82% were boys in 2017-18, the most recent year of federal data available. However, students with disabilities accounted for just 13% of the student population, and boys, 51%, nationwide that year.

About 28% of students subjected to physical restraint, and 23% of students subjected to seclusion were Black in 2017-18; yet, Black students accounted for just 15% of the student population nationwide that year.

Data suggests the number of students physically restrained in schools nationwide has risen.

The number of students physically restrained grew from 53,485 in 2011-12 to more than 71,300 in 2017-18. Meanwhile, the use of mechanical restraints dropped nearly two-thirds over that span and the number of students secluded remained relatively steady, hovering near 30,000 annually.

An analysis of data collected from state education agencies suggests incidents of restraint and seclusion increased from 2017-18 through 2018-19 and then cases dropped precipitously the next two years during the pandemic.

Federal data collection efforts are believed to suffer from significant underreporting. For example, at least 2,000 schools reported no or faulty data to the U.S. Department of Education for the 2017-18 school year, according to a Hearst Newspapers analysis.

A 2020 U.S. Government Accountability Office report found the federal Education Department had no processes in place to identify underreporting and did not follow up with many schools that reported suspiciously low figures, including the 70% of schools that reported zero cases. It also found some school and state officials did not clearly understand federal definitions of restraint and seclusion or which cases should be counted. (In June, the Education Department updated its data collection procedures to address some of those concerns.)

“Given how harmful restraint, seclusion and corporal punishment are and their lasting effects on kids, it is inexcusable that states and the federal government don’t have a better handle on the frequency of these practices,” said Denise Stile Marshall, CEO of the Council of Parent Attorneys and Advocates, which supports federal restrictions on restraint and seclusion.

A major complicating factor in these federal data collection efforts: states define restraint and seclusion differently from one another, and differently than the federal government. Also, the federal government and states sometimes require schools to report different metrics.

For example, a Colorado rule says that holding a student in anything other than a prone position for less than 5 minutes does not constitute a “physical restraint.” Many other states do not define a “physical restraint” so narrowly.

Washington calls seclusion “isolation.” Some states ban seclusion, but permit the use of “time out rooms,” including Massachusetts and New York. Federal guidance says time out rooms, unlike seclusion rooms, are unlocked and students are monitored by adults in them.

No federal data is collected on the use of time out rooms. Some states don’t track it either.

The federal government, and some states, only track restraint and seclusion in public schools. There is often no data collected or made publicly available for privately-run schools, nor for residential treatment facilities, group homes and other settings that specialize in caring for and educating children with disabilities, experts said.

Scant tracking of injuries, deaths

A 2009 Government Accountability Office study on restraint and seclusion documented “hundreds of cases of alleged abuse and death related to the use of these methods on schoolchildren.” That study prompted the federal Education Department to begin tracking the use of these practices in schools. But to this day, federal data does not track information about injuries and deaths from restraint and seclusion.

Only 17 states track injuries, and 10 track deaths, resulting from restraint and seclusion practices.

A Hearst Newspapers review found that, while rare, at least 85 children, teenagers and young adults 21 and younger have died after being restrained or kept in seclusion over the past three decades in public and private schools, juvenile justice centers, residential facilities or other settings that specialize in serving people with disabilities.

State data showed students were injured at least 1,062 times in the 2019-2020 school year during restraint and seclusion incidents. That’s based on just seven states that specifically track child injuries from these interventions. The national total is far greater.

Parents recalled children coming home mentally scarred from being subjected to these interventions. Some returned with bruises, scratches, abrasions or even broken bones after they were restrained in school.

“We would find the bruises in the shape of adult handprints on him,” said Cara Bailey of Vancouver, Wash., who said her son was repeatedly restrained at his public elementary school.

The Education Department’s Office for Civil Rights believes every instance of restraint and seclusion imposes trauma on a child, Lhamon said.

State data suggests educators are injured in restraint and seclusion incidents more often than students. School staff members were hurt in restraint and seclusion incidents at least 2,291 times in the 2019-2020 school year, based on data from four states who count those injuries. Records showed and teachers recounted being kicked, punched, slapped, scratched, headbutted, bit and spit on before and during restraints or while placing a child in seclusion.

Many states simply collect basic statistics around restraint and seclusion, such as incident counts. But a handful of states compile detailed data offering far greater insight and at times revealing concerning trends and patterns. Hearst Newspapers’ found:

Some students are repeatedly restrained and secluded.

• In Connecticut, in the 2019-2020 school year, two-thirds of the 2,748 students who were restrained by educators were placed in holds two or more times that year. Fourteen students were restrained more than 100 times.

• In Kansas, educators placed students in seclusion rooms 40,307 times between the 2017-18 school year and 2020-2021. Most often, data showed affected students were secluded once per year. But in 2017-18, one student was secluded 531 times, or an average of three times per school day. In other years, the maximum number of times a student was secluded in one year ranged from 210 to 494.

Students are often restrained and secluded or put in time out rooms for long periods.

• Both Connecticut and Kansas have recorded incidents in which students were restrained and placed in seclusion for more than an hour, sometimes for several hours.

• In Illinois, in the 2020-21 school year, the average duration of a restraint was 14 minutes. On average, children were confined in “time out rooms” for 29 minutes.

Particularly dangerous practices are used.

• Federal guidance on restraint and seclusion in schools states prone restraints — which involve holding a child face down on the floor and can restrict a child’s ability to breathe — “should never be used.” Yet data shows that in Florida the practice has been used on students with disabilities in 20 to 30% of restraint cases, over the past year.

Some interventions are unwarranted.

• Despite federal guidance advising these practices be used only in cases of “imminent danger of serious physical harm to self or others,” in Illinois, between 2018-19 and 2020-21, there were 6,763 incidents in which students were restrained or placed in timeout even though no danger had been identified.

Violations occur.

• Between 2018-19 and 2020-21, Nevada recorded 122 times when educators in public schools performed physical restraints in violation of state law, 24 illegal mechanical restraints, and 66 times when forbidden “aversive” interventions were used. Those interventions include corporal punishment, electric shocks, use of noxious odors, food deprivation or other methods were used.

• Vermont reported in 2019 that 71% of seclusions performed in the 2018-19 school year were in violation of their state rules on seclusion.

Some states don’t monitor the situation at all.

• While 39 states tracked at least some data on the use of restraint and seclusion, 10 states and the District of Columbia said they tracked no data at all. Alabama did not respond.

Parents in the dark

Limited data collection and scant oversight by state and federal governments into these practices have helped keep the issues of restraint and seclusion in public schools hidden from wide public scrutiny, according to Hearst Newspapers’ investigation.

Many people don’t know this happens in school.

Teacher Sheena Cureton had no idea colleagues in a nearby classroom were secluding preschool students in the bathroom, until one day a school social worker told Cureton a staff member was confining her son there.

She rushed to the room and found a staff member pressing the bathroom door shut with her hand and foot, while her son, 4-year-old Reco Cureton, pounded on the wails and wailed hysterically inside.

Cureton believes her son was secluded more than once and that the fact her son is Black was a factor. But even as a teacher who worked just two rooms down the hall, she said she has never been able to get answers.

She’s not alone. Some parents don’t learn that their child was restrained or secluded until well after the fact. Some schools fail to notify parents in a timely manner or at all in certain cases, while some children are unable to communicate what happened to their guardians.

Cara Bailey of Vancouver, Wash., was there the first time her son Colin was restrained and escorted out of a building in kindergarten. But over the next several years, it was a battle to find out when and for how long Colin, who has autism, was physically restrained or confined in a seclusion room. When Colin was in third grade, Bailey made a complaint to the district. They handed her a stack of paperwork documenting dozens of times Colin was restrained over the past few months that she did not know about, Bailey said.

Colin’s teachers used prone restraints on him, even after the boy had spinal surgery, Bailey said. School staff members also moved his desk out of his special education classroom and into a room where it was adjacent to the seclusion room that they confined him in regularly, she said.

“He stopped wanting to attend, saying he hated school. But he couldn’t communicate at the time what was occurring,” Bailey said. “Years later, now he has flashbacks and will scream the teacher’s name. He has nightmares about her.”

Some parents turned to police, child protective services or state education officials for help, but many said they got none or were themselves investigated. Many said their only recourse was to file a lawsuit, if they could afford to hire an attorney.

Likewise, multiple teachers raised concerns that schools they worked at did not accurately report data on restraint and seclusion to the state or appropriately inform parents of the incidents.

Nicole Farjani, a teaching assistant, said she didn’t know that restraint and seclusion were used in New Jersey public schools until 2016 when she was shown a seclusion room that was being built in the special education classroom next to her room. Soon, she could hear noises coming from the other side of the wall, Farjani said.

“It got to the point where I would hear the screams and bangs daily,” Farjani said. “I could hear the children saying ‘help me, let me out.’ … The (teaching assistants) working in that classroom told me children were wetting their pants, they were scared, they were put in for things like taking their shoes off and refusing to do schoolwork and defiance.”

Farjani reported what she heard and saw to her school board, but she said it was largely her word against the district’s. She said other educators were fearful of how speaking out could affect their career and stayed silent about how often the seclusion rooms were really used. Farjani said she faced fallout and eventually quit after 11 years of working in the district.

Hearst Newspapers contacted all of the school districts referenced in this story. Some did not comment. Vancouver Public Schools said they could not comment on individual student situations due to privacy laws, but used restraint and seclusion in accordance with state law. They said they believe restraint and seclusion “should only be used as a last option in extreme situations when a student exhibits dangerous behaviors toward self or others, when a risk of serious and imminent physical harm or injury is evident, and when other de-escalation tactics have failed.”

Cabbell County Schools in West Virginia, where Reco Cureton attended, said they do “not permit the seclusion of students in bathrooms or any other spaces in our schools.” But the district did not clarify if the practice was performed or permitted previously.

Gaps in training

Restraint and seclusion migrated to public schools from psychiatric institutions and group homes that used to provide care for children with disabilities before these children were guaranteed a right to a free public education, according to Reece Peterson, a former professor of special education at the University of Nebraska-Lincoln, who testified before Congress about restraint and seclusion.

Today, several private companies offer training programs to teachers on restraint and seclusion techniques, said Joseph Ryan, a professor at Clemson University, who consults with public school districts on restraint and seclusion and behavioral management.

Some of the programs spend more time teaching how and when to perform restraints, while others emphasize de-escalation and behavioral strategies to avoid crises in which restraints could be used, Ryan said.

Many schools will send one or a few staff members to training seminars. They in turn provide training to their colleagues in the district, often for a few hours.

One such program, called Therapeutic Crisis Intervention for Schools, was developed by Cornell University researchers who built a curriculum around de-escalation and the limited use of physical restraints for residential child care facilities, like group homes and juvenile justice settings.

Martha Holden, the lead developer of the TCI system, said those settings have many regulations on the use of restraint, more oversight of the practices and they debrief after incidents. But in more than a decade of schools using the model, they’ve seen schools struggle to follow the same principles, Holden said.

“The biggest feedback we get is the schools don’t do it,” Holden said. “They don’t have time. They don’t have a supervisory structure.”

Interviews suggested that overwhelmed teachers in under-resourced classrooms with high student-to-staff ratios, frequent staff turnover, lack of access to specialists or zero-tolerance school climates may perform restraints and seclusions more often when unable to identify or meet students’ educational or emotional needs.

Several teachers agreed many educators don’t receive much coaching on how to handle difficult student behaviors in the classroom.

When he first started as a special education teacher in Arizona, Brian Dalla Mura said he performed restraints “more than I would like to admit,” and also used the seclusion room in his classroom.

“I would create situations where I was escalating a student — not intentionally, but I was a brand new teacher and I thought what I was doing was right,” Dalla Mura said. Eventually, with help from more veteran colleagues, he learned new approaches.

Later, while working at a new district in Vermont, he saw educators using prone restraints and seclusion on a regular basis, he said. He felt teachers were “going straight to” these inventions to respond to non-emergency situations like children ignoring instructions.

Dalla Mura said he confronted school administrators, but they disagreed. Frustrated, Dalla Mura eventually resigned from the district in March and publicly advocated to the local school board in favor of changing district policy.

In July, the district, Harwood Unified Union, got a new superintendent who launched a review of the restraint and seclusion in their schools. The superintendent placed a moratorium on prone and supine restraints and asked the Vermont Education Agency to review school practices.

In other places, teachers told Hearst Newspapers they didn’t have the personnel, resources or time to identify the “triggers” that preceded aggressive student behavior or experiment with alternative measures that could alleviate them.

Left to cope in classrooms with students who may hit, kick, bite, destroy property or try to escape, some burned-out teachers told Hearst Newspapers they felt they didn’t see another way to respond — even if they didn’t agree with restraining or secluding children.

“(The training) talks about de-escalation techniques, but to be quite honest I don’t see them used very often,” Ford, the former special education teacher from Nashville, said. “They often need one-to-one attention, and often you have one teacher with 20 students.”

Ford said she used restraints on a near-daily basis while teaching in person. When she quit in 2021, it was due to the stress of responding to constant classroom crises, including using physical restraints on children.

“I think the restraint does not make them feel safe,” she said, adding she would never support restraints being used on her two children with autism.

Despite federal guidance advising the practices be used only in cases of “imminent danger of serious physical harm to self or others,” interviews with numerous educators revealed restraint and seclusion are often used to handle students who are not complying with instructions. Some state laws, including New York and Mississippi, allow teachers to restrain or seclude children for property damage or disrupting a classroom.

Federal guidance is only a recommendation to schools, however. A push to pass a federal law has lacked the support of America’s top two teacher’s unions, the National Education Association and American Federation of Teachers, who for more than a decade, have not endorsed federal legislation to restrict the use of restraint and seclusion in school.

But in a rare public statement on the issue, Randi Weingarten, the AFT president, called for banning seclusion and severely limiting restraint.

“Physical restraint should be used only when there is imminent danger of injury, and only when imposed by trained staff. Secluding students should never be allowed, nor should mechanical restraints,” Weingarten told Hearst Newspapers.

She added that teachers and school professionals need a variety of supports and contingency plans in place to help them help all students including those with medical and behavioral needs.

Weingarten said professional development on restraint and seclusion is a “must,” noting that too often funds are diverted. She also supports data collection efforts, saying, “we need to be sure data is collected on the number of staff injured as a result of restraining students who posed a danger to themselves or others.”

An NEA spokeswoman said the union does not have a position on proposed federal legislation and declined to answer other questions.

Reducing restraint, seclusion

Max Eden, a research fellow at the American Enterprise Institute, a think tank, testified before Congress in February saying restraint and seclusion are necessary to deal with some student behavior and keep teachers safe.

“Anyone who has ever been to school knows that sometimes situations escalate beyond the power of a teacher’s calming word,” he said. “Then the question becomes not whether, but rather how, they will be restrained and secluded.”

Yet, formal research, as well as on-the-ground experience in schools nationwide, suggests that restraint and seclusion can be reduced drastically by focusing on meeting students’ needs and defusing tense situations before they escalate.

A 2018 study by Grafton Integrated Health Network, a Virginia-based facility for children and adults with intellectual, developmental and psychiatric disabilities, found that implementing a new model for addressing challenging behavior all but eliminated restraint and seclusion, while also reducing staff injury and helping patients meet goals.

A growing number of school districts have seen similar results, trading restraint and seclusion for a more careful approach that emphasizes student comfort.

“If Johnny is not doing well in math and every time we try to introduce math he throws chairs all over the room and breaks windows, we need to figure out how we’re presenting math,” said Kim Sanders, a behavioral health specialist whose model has helped reduce restraint and seclusion in hundreds of schools and other settings.

“Should it be a different part of the schedule?” said Sanders. “How else can we teach it so he loves math? It’s putting the responsibility back on the adults to be the problem solvers.”

With youth mental health suffering from pandemic-related impacts, some fear that restraint and seclusion use could spike in the next few years.

“The social and emotional needs of our kids have been (at levels) we’ve never seen, and I don’t think it’s going away anytime soon,” said Christopher Drezek, superintendent of the Enfield, Conn. school district.

“(The pandemic) was hard on us and we’re adults,” Drezek added. “Can you imagine what it is like for a fifth grader who got sent home in March of 2020, and you expect him to come back and sit in a chair for seven hours a day?”

Long-lasting effects

Eric Feit vividly remembers the hours he spent pacing inside the small, empty instrument closet as a teacher leaned against the door blocking him inside.

In fourth and fifth grade on Long Island, staff members would physically restrain Feit and bring him to the instrument closet, where he was held with no bathroom breaks or access to food or water, according to Feit’s account as well as his mother Lisa and documents they shared with Hearst Newspapers. It was a pattern that continued into middle school with an electrical room and then a closet off the gymnasium.

“Any time they would see on my face that I was a bit upset … they would remove me from the room preemptively and put me into one of these time out rooms, which of course would just make things worse,” Feit said.

Feit eventually found a local school that did not use these interventions. He participated in intensive therapy and decided to return to his public school for more rigorous academics and social opportunities. He graduated with honors and received scholarships.

But Feit, now 23, still struggles when he is upset and strangers confront him in certain ways. At a college summer program, he was once followed by security while walking around campus, grabbed a stick and warned a man to leave him alone.

“Eric is getting retraumatized in life as he was already through the school district,” Lisa Feit said. “Now he’s an adult … He could be arrested. He could be charged. … There were definite times when he was acting out and he shouldn’t have been acting out. But locking him in a closet is why he became aggressive. Forcibly restraining him is why he became aggressive.”

Most of the students and parents interviewed by Hearst Newspapers said they or their child received a post-traumatic stress disorder diagnosis after experiencing restraints and seclusion in school. Students felt unsafe going to school and many were homeschooled for a few years after their experiences. Multiple parents said they lost their jobs because they were repeatedly called to pick up their child from school after restraint or seclusion incidents.

Sheena Cureton, who discovered her 4-year-old blocked in a bathroom by a school staff member in West Virginia, immediately stopped sending her son to the school.

In the course of confronting the school district about the seclusion, Cureton, who worked for the district, said she faced resistance and decided to leave her job.

Since the incident, Reco, now 8, has since been diagnosed with autism.

“Even now, he uses the bathroom with the door open,” Cureton said. “He’s scared of the dark.”

Reco has mostly been homeschooled, Cureton said. When he tried to go to other schools, he was restrained and would scream, “I hate you” at a wall until Cureton picked him up, she said.

Out of work and trying to find a new school for Reco, Cureton and her two kids were homeless for a month as they moved around. They’re now in stable housing, but the ripple effects of Reco’s seclusion live with them.

Cureton now volunteers for a nonprofit advocacy organization, Alliance Against Seclusion and Restraint, and is working on her own efforts to help children with disabilities locally.

“It changed our whole entire lives, this incident,” Cureton said.

Distributed by Tribune Content Agency, LLC

EBR Early Childhood Extravaganza

Thu, 19 Jan 2023 19:09:26 GMT

Louisiana Bullying Prevention Law

Wed, 18 Jan 2023 17:25:24 GMT

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Parent's Rights in Special Education

Wed, 18 Jan 2023 17:21:58 GMT

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African American Conference on Disabilities

cjackson@fhfgbr.org (Courtney Jackson) — Fri, 04 Feb 2022 17:39:02 GMT

African American Conference on Disabilities

The African American Conference on Disabilities is the premiere comprehensive disability conference in the United States that addresses the intersection between race and disabilities. The conference examines avenues for self-advocacy to ensure the effective provision of services, resources, and enforcement of civil rights in the African American and disability communities.

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Capital Area Newsletter (Jan, Feb, Mar)

cjackson@fhfgbr.org (Courtney Jackson) — Fri, 28 Jan 2022 19:37:57 GMT

Quarterly Winter Newsletter (Jan/Feb/Mar)

Newsletter Here

Family Road Healthy Start Program and Pregnancy Services

cjackson@fhfgbr.org (Courtney Jackson) — Thu, 20 Jan 2022 19:05:19 GMT

Family Road Healthy Start Program and Pregnancy Services

Family Road Healthy Start Program

cjackson@fhfgbr.org (Courtney Jackson) — Thu, 20 Jan 2022 19:00:59 GMT

Family Road Healthy Start Program

Covid-19 Testing Sites East Baton Rouge

cjackson@fhfgbr.org (Courtney Jackson) — Thu, 20 Jan 2022 18:54:50 GMT

Covid-19 Testing Sites East Baton Rouge

Capital Area Quarterly - Fall 2021 Newsletter (Oct/Nov/Dec)

cjackson@fhfgbr.org (Courtney Jackson) — Mon, 13 Dec 2021 21:26:11 GMT

Quarterly Fall Newsletter- (Oct/Nov/Dec)

Newsletter Here

How to protect your mental health during the stressful holiday season

Mon, 13 Dec 2021 21:14:03 GMT

Mental Health during the holiday Season

‘Tis the season. Soon — or already in some cases — lights will go up, trees will be decorated (for those who celebrate), and families will come together to eat their Thanksgiving favorites.

Many people are preparing to come together with loved ones for the holidays, after months of pandemic-forced distance. But with those holidays comes a slew of stress and complications: navigating complex family dynamics, intrusive questions from well-meaning aunties, and worries about money or how to make the most of the time away from work.

View Article Here

Presidential Proclamation: October is National Disability Employment Awareness Month

kshupe@fhfgbr.org (Kara Shupe) — Thu, 07 Oct 2021 17:55:14 GMT

View President Biden's Proclamation Here

October is SUBSTANCE ABUSE PREVENTION AWARENESS MONTH

kshupe@fhfgbr.org (Kara Shupe) — Mon, 04 Oct 2021 21:49:28 GMT

WHY RECOGNIZE SUBSTANCE ABUSE PREVENTION?

October represents Substance Abuse Prevention Awareness Month, an observance that encourages prevention efforts among teens and young adults and to remember those who lost their lives to substance use and misuse.

According to the National Survey on Drug Use and Health (NSDUH), people are most likely to begin abusing drugs during adolescence. In 2019, NSDUH reported, of people ages 12 and older:

164.5 MILLION AMERICANS USED ILLEGAL DRUGS IN THE PAST MONTH
16 MILLION ARE HEAVY ALCOHOL USERS
20.4 MILLION WERE DIAGNOSED WITH A SUBSTANCE USE DISORDER
9.7 MILLION MISUSED PAIN RELIEVERS

THE LOUISIANA OPIOID DATA AND SURVEILLANCE SYSTEM REPORTS 1,485 DRUG RELATED-DEATHS IN 2019.

Click the image to the right to download the full report.

Reflections, Thoughts and Inspiration! - from the Executive Director

Thu, 16 Sep 2021 14:30:16 GMT

Reflections, Thoughts and Inspiration!

It is with gratefulness that I greet you in this message as the new Executive Director of Families Helping Families of Greater Baton Rouge. I have a very long history working with non-profit organizations and also serving as a caregiver for a disabled family member. My perspective in serving families of persons with disabilities, having been a caregiver and professional with non-profits, I expect will be beneficial to those we serve. I am grateful to be able to give back.

When we stop for a minute and reflect on the devastations occurring throughout the world, we are challenged by how we find ourselves engaged to somehow make a difference. Challenged or not, we have much for which to be thankful. We are in a time to reflect not on fear but on truth and life. Rather than becoming overwhelmed over what we have no control or stressed over what we cannot do; we must ask ourselves, what is that one thing we can do to help in the life of someone else. Each one of us have an obligation to make a difference with the life we have been given. What will be our legacy in having lived in this world?

As a person of faith, I am constantly reminded of a great truth: that I can do nothing on my own power but through He who strengthens me, I can do all things. So now I look for ways to do more, albeit with less resources and many challenges, but with greater love, compassion and expectation of helping someone else. Families helping Families GBR was established to facilitate the inclusion of people with disabilities and their families by accessing information, support and education to expand their ability to live a fuller life. There is indeed a greater legacy we all can leave as a valuable and valued participant in this world. Everyone deserves the chance to do so!

FHFGBR gets to help facilitate the inclusion of people with disabilities live a fuller life by what we do. However, we certainly cannot effectively do so without the cooperation of a committed, compassionate and dedicated staff, collaborators, funders, supporters, volunteers and community. Simply stated: those who believe in access to the fullness of life for everyone. When I think about FHFGBR existing to help strengthen the families of persons with disabilities so that they can also flourish in the life they have been given, I am indeed grateful to be a part of this organization. I wonder, is this not what God intended for all of mankind. As we learn from our experiences and knowledge of the world’s devastations, we are turning a page to find greater and creative ways to provide information, resources, education and peer to peer support needed by family members challenged by their unique natural abilities. We expect to reach out to more families throughout all of the parishes we serve directly and throughout the state indirectly in collaboration with all of our Regional partners. Together we stand to accomplish greater things with and for those that we serve. This message is a call to all who want to make a difference by being a participant not just a spectator in “who we are and what we do”.

Now more than ever, we are all faced with an opportunity to serve better, wiser, and compassionately a population of people with disabilities who’s fight continues for inclusion to live a productive and rewarding life. We hope those we serve will have a greater expression of their lives in this world through inclusion with love, respect, dignity, unity, and acceptance. We expect to touch the hearts of a more diverse community of supporters, donors, and volunteers than ever before; not because of what we can do individually, but because of what we will do through the collective strength of all.

If you have not given to this cause or if you have given and want to do more, please do not hesitate to contact us. We will certainly do our best to reach out to you!

Capital Area Quarterly - Winter 2021 Newsletter (Jan/Feb/March)

Thu, 01 Apr 2021 14:39:27 GMT

Click here to download this newsletter in .PDF format.

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Press Release: Families Helping Families of Greater Baton Rouge to Host 15th Annual Active for Autism 5k Run/Walk & Fun Fest on April 25, 2026

A community-wide celebration promoting awareness, inclusion, and support for individuals with autism and their families

Join LaCAN Region 2 Legislative Roundtable

Your voice matters — and now is the time to use it.

Love in Action: Celebrating Every Kind of Love This Valentine’s Day

Celebrating the families, caregivers, and self-advocates who lead with love every day.

Love Is Advocacy

Love Is Patience

Love Is Community

Don’t Forget to Love Yourself

Celebrating Every Story

Louisiana SNAP Update: New Food Restriction Waiver Begins February 18, 2026

What Families Need to Know About the February 18, 2026 Changes

Why Is This Change Happening?

Need More Information?

Emergency Declaration Issued to Protect SNAP Benefits in Louisiana

Keeping SNAP Benefits Flowing During the Federal Shutdown

Why this emergency declaration matters

SNAP in Louisiana – Who’s impacted?

What happens now?

Our Commitment

Important Update for Louisiana SNAP Recipients

Benefits Paused Starting November 1st Due to Federal Shutdown

What You Need to Know:

Submission Options for Verification Documents:

LDH’s Commitment:

Impact:

Louisiana Reduces State Testing for High School Students

A step forward in reducing testing time while keeping high academic standards

What’s Changing

A Continued Effort to Streamline Testing

Why This Matters for Families

LaCAN Alert 1: Defend Special Education Rights

Students with disa bilities need your voice!

How to Take Action

Confirm Your Action

Social Security Moving to Electronic Payments

Paper checks ending September 30, 2025 – Families encouraged to switch now

Why the Change?

Options for Receiving Benefits

What Families Should Know

Need Help?

Protecting Access for All: Why this DOE Rule Change Matters

Families can take action now to defend hard-won disability rights

What’s Happening?

Why It Matters

What You Can Do

Let’s Work Together to Protect Access

Thank You for Making Active for Autism 2025 a Huge Success!

Families Helping Families of Greater Baton Rouge Hosts Annual Active for Autism 5K Run/Walk & Family Fun Fest on April 26, 2025

Families Helping Families to Host the Annual "Active for Autism" 5k Run/Walk

Remembering Carolyn "Kay" Lewis

In Honor of Carolyn "Kay" Lewis

LaDDC 2025 Legislative Advocacy Agenda

Louisiana Developmental Disabilities Council 2025 Legislative Agenda

Social Security Administration Implementing Appointment-Based Services Nationwide

Changes to Accessing In-Person Services

Louisiana Reduces Time Students Spend Testing

State Superintendent of Education Dr. Cade Brumley announces immediate 20% reduction in LEAP testing time, commitment to further reductions

SSI Program Changes

Social Security Implements Changes to SSI Program

Back to School Checklist

Back to School Parenting Points for Children with Special Needs

Phase 2 SUN Bucks Benefits Start Going Out This Week

Families Advised to Watch for Plain White Envelope in Child’s Name

Pediatricians Get Guidance on Dental Care for Kids with DD

Pediatricians Get Guidance on Dental Care for Children with Developmental Disabilities

USDOE's Office of Civil Rights Releases New Resources on Protecting Students with Disabilities in K12 and Higher Education

OCR Released New Resources for Families regarding Sickle Cell, Cancer, and Epilepsy

Louisiana Changes How Schools Are Graded

LOUISIANA SETS HIGHER EXPECTATIONS, INCREASES VALUE OF CAREER AND COLLEGE READINESS WITH REVISED ACCOUNTABILITY SYSTEM

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Summer EBT SUN Bucks Coming to Louisiana

WHAT ARE SUN BUCKS?

WHO IS ELIGIBLE FOR SUN BUCKS?

HOW ARE SUN BUCKS ISSUED?

Risk Based Monitoring Audit of Special Education Services - LDOE

Legislative Auditor Report - LDOE Special Education Services

Standards Established to Improve Health Care for Kids with Disabilities

COMPLAINT PROCESS FOR STUDENTS WITH DISABILITIES RECEIVING SPECIAL EDUCATION SERVICES LOUISIANA DEPARTMENT OF EDUCATION