5200 Northeast Road
Monroe, LA 71203
318.361.0487
1.888.300.1320

We are on the Web at:
www.fhfnela.org

Email us at:
info@fhfnela.org

Board of Directors:
Dr. JoAnn Alley
Henry Bateman, Treasurer
David Burkett
Pat Cranford, Chairperson
Otis Holland, Chaplain
Lea Jones

Friends of Families:
Drew Fluke
Kathy Danna
Dr. Terry King
Melanie Massey
Carleen Dumas
Lynda Huggins

Executive Director
Aliscia L Banks

Did you notice we have a new picture at the top of our newsletter? It is the header of our newly launched website. Families Helping Families of Northeast Louisiana, Inc. debuted its new site Monday, October 10, 2005. It is a very user friendly format and can be custom changed for people with vision impairments.

Let me tell you about each of the directional tabs you can use to access the site:

? ABOUT US will take you to pages that tell you about Families Helping Families of Northeast Louisiana, Inc. and the history of Families Helping Families.
? DONATIONS will take you to a page where you can donate to our Myra Crecink Memorial Fund and help out a family dealing with a crisis.
? PROGRAMS will give you a listing of the many programs we have available to individuals with disabilities and their families, including a favorite of everyone?s, the Dixie DieHards. It will also take you to timely education articles as well.
? NEWS will send you directly to our newsletter, the current issue as well as some past issues that have been archived there. You can also access our Calendar of Events from this page.
? LINKS is a really cool page that gives you a way to go straight to some of our favorite sites and others that are of interest. (If you have a site that you would like to submit for this page, send it in. We?ll take a look and if it is of interest to our general audience, we?ll make sure it gets added so all can enjoy.)
? And last, but not least, CONTACT US will allow you to send an email straight to us from the website. It also has some introductory information about all of our staff and Board of Directors.

We hope that you will take time to visit our new site, enjoy what it has to offer and check back on a regular basis to keep track of events, timely information, and to just see what is going on.

If you don?t have access to a computer at home, visit your local public library. They all have computers and staff who will be glad to assist you in locating our site as well as others.

Inclusion Matters
By Donna Cooper, Parent Ambassador
Orange County Public Schools - Florida

What does inclusion mean? Webster defines inclusion as ?a relation between two classes that exists when all members of the first are also members of the second.? We?d like to think of our society as being open, accepting, inclusive ? however, I feel that we have just begun on this journey.

So much of our culture is based on visual presentation. How does someone measure up? If importance is placed on trivial things such as clothes and hairstyles, then acceptance of physical, mental or psychological ?less than what is deemed normal? often makes people uncomfortable at best.

But what if we, as a society viewed the differently-abled truly as part of us, with contributions that are valid and unique and desperately needed?

I had the honor of attending the ?Inclusion Matters? Conference in Ft. Lauderdale this past August. This conference was for those who have faced incredible challenges head on, and emerged victorious.

I met an incredible woman, with no ability to use her arms or legs, neither was she able to speak. This woman was independently touring the exhibits. She was able to drive her own powered chair by head movements. She communicated by using a dot on her forehead that beamed a light to a keyboard. As she spelled words, the device spoke her thoughts.

I marvel, because I knew that 20 years ago, this woman would have most likely been institutionalized. Even though her thoughts are that of an incredibly intelligent woman, no one would have been able to perceive that.

I met a man who has muscular dystrophy. Though his sixty pound body was getting weaker, his inner strength is a monument to courage and ability. He has embraced every area of life. He is an inspiration.

I had met a woman with visual impairments at another conference who was at this event as well. Upon hearing my voice from twenty feet away, she turned called me by name and ran to greet me warmly with joy and love. I think she is the most joyful woman I have ever met.

Then there was a man who was about 4 feet tall. His appearance was the most unique I have every seen. Embarrassed by my own reaction, I hoped that he would not attempt to communicate with me ? but he did. I found him to be a sweet and gentle soul, that cared more for the improvement of my own son who has autism then I could imagine. When he heard the story of my son?s progress into an inclusive Kindergarten, he humbly gave thanks to God for the miracle of my son?s life.

I came to realize at this conference that I had it wrong ? so wrong. My goal is not just to include those with disabilities into our society, but my hope is that I could be honored to be included in theirs.   Top of Page

Leavitt calls homecare ?radically more efficient?
HME News ? June 2005

WASHINGTON -- Michael Leavitt, secretary of the Department of Health and Human Services, in April called for more home and community based care in Medicaid.

In a speech here at the National Conference of State Legislatures, Leavitt said, "We need to change the basic construct of Medicaid to allow for home and community care to be used. It's not only where people want to be served, but it's radically more efficient. And it doesn't mean that we are not going to be spending money on healthcare but it means we are going to be in a place where we can in fact serve more people."

Leavitt's recent comments come as providers in many states are trying to stave off cuts that threaten to dismantle home health care and Durable Medical Equipment (DME) benefits. They also reiterate a philosophical stance that he declared in a Feb. 1 speech to the World Health Care Congress.

In that speech, Leavitt contrasted neighboring states of similar size, Vermont and New Hampshire. In Vermont, he said, 85% of Medicaid's senior (over 65) population lives at home thanks to a highly developed home and community based healthcare system. Next door in New Hampshire, only half of Medicaid's seniors live at home. Consequently, Vermont pays less than half what New Hampshire pays to care for elderly people on Medicaid.

"Providing the care that lets people live at home if they want is less expensive than providing nursing home care," Leavitt said.

Invacare was so taken by Leavitt's February remarks they plastered them on the back cover of their annual report.

While the industry welcomes Leavitt's remarks, they're still waiting for the other shoe to drop -- for the philosophy to hit the street and reroute some of the catastrophic situations in various states. But things may get worse before they get better.

"We're running on two parallel tracks," said Cara Bachenheimer, Invacare's vice president of government relations. "The Administration is proposing massive changes to Medicaid from the federal law perspective; meanwhile each state is puttering along, and required to balance their budgets. Once we have a convergence of the two, it's going to be even worse."

Many states, like Vermont, currently have waivers from the DHHS, which allows them to put individuals in charge of money that enables more home care.  Top of Page

Helping Kids Cope with a Hurricane

We have 2 excellent booklets that have been published by Prevent Child Abuse Louisiana (PCAL) to help children cope with the emotional after effects of Hurricanes Katrina and Rita. One is written specifically for parents and the other for teachers. If you would like a copy of either you can call our local PCAL office 318.327.5577 or Families Helping Families locally 318.361-0487 or toll free 1.888.300.1320. If you have email and would like to receive an electronic copy, email info@fhfnela.org.

We also have a great handbook for families, individuals, and small businesses that are recovering from the recent hurricanes. ?Hurricane Katrina Helping Handbook? is a binder that covers FEMA assistance, housing, finances, government benefits, taxes, replacing lost documents, and jobs. If you would like a copy of this binder, please let us know. We can have one ready to pick up at the front desk. Call 318.361.0487 locally, 1.888.300.1320 toll free, or visit our new website: www.fhfnela.org, click on the ?Contact us? tab and let us know that you want one.   Top of Page

Lending Library

While we?re on the subject of books, let me tell you about two new resources we have in our library. ?Ensuring Continuity of Care for Dual Eligibles: A Guide to Transition from Medicaid to Medicare?s Prescription Drug Coverage? is a great resource to all you need to know about the new Medicare Drug Coverage. It was just published in September 2005 so the information is accurate and timely.

We also have ?With Open Arms: Embracing a Bright Financial Future for You and Your Child?. This binder starts from the very basics of replanning your future to planning for your child?s financial future to insurance.

Again, if you would like either of these resources, call 318.361.0487 locally, 1.888.300.1320 toll free or visit our new website: www.fhfnela.org, click on the ?Contact us? tab and let us know that you want one.

Our Lending Library is full of books, videos, magazines, and other resources that are available to everyone to check out free of charge. Just drop by and we?ll assist you. Someone is always here 8:00 am to 4:30 pm Monday through Friday.  Top of Page

NICU etiquette: A Survivors Guide
What you need to know before and during your stay in the NICU
By Brisja Riggins, published in Preemie Magazine

For many parents, their first step inside a NICE comes after a birth of their premature baby. What a time to be going into a new, stressful environment! Whether you will be there with your preemie for a day, a week, or a few months, this guide can make you feel more at home right away.

All NICU?s require visitors to thoroughly wash their hands, up to the elbows if possible, before entering the unit. Many even ask that visitors put on long sleeved hospital gowns, especially if they are visiting extremely small or ill preemies. You will quickly adjust to stopping at the sink outside the NICU doors and scrubbing up. To be sure you have washed long enough, rub your hands together briskly while singing Happy Birthday or the alphabet!

Most NICU?s also ask that you do not bring food or drink into the unit. They are trying to keep the area as sterile as possible. Your preemie might be strong and thriving, but there are many babies there who need the added protection. Limit the amount of things you bring in with you, there won?t be many places for you to put your things once you are inside the NICU anyway.

Hospitals will only allow a few visitors at a time for each baby. Too many at once can block pathways nurses use to get to other babies who may need immediate assistance. Healthy siblings of the preemie will usually be allowed to visit, depending on the health of your baby, but not cousins or friends. Children carry more infectious disease than older people. Never bring anyone who seems to have any type of cold or virus, no matter what their age.

?Preemies are even more compromised than AIDS or chemo patients because they just don?t have any resistance at that age,? said Darlene Reichard, a long-time NICU nurse. She advised that if your children are not old enough to behave in a hospital setting, it is better to wait for them to meet the new addition until you can all be home together.

What?s up Doc?
For the most part, you will be able to spend as much time with your preemie as you like. There will be times you are asked to leave your baby?s nursery. When the doctor?s make rounds, they need everyone to go out into the waiting room so they can discuss the baby?s conditions without interruption and without violating privacy laws such as HIPAA. The doctors will not have time to answer questions from parents until all their rounds are over.

If another baby becomes critical and needs emergency care, you will also be asked to leave the room. This can be frustrating, especially if you just arrived, but remember that you would want everyone to give the doctors space if your baby was the one in need. Try to find out approximate times for rounds and any other procedures scheduled each day so you can make the most of your time with your baby.

When you do have a chance to talk to the doctors, don?t be shy. The doctor?s understand that all of this is new to you. They do not expect you to be able to speak to them as another doctor would. Ask about anything you don?t understand. Write down whatever they say, and ask for spelling of words that are new to you (there will be a lot, so be prepared to feel a bit lost at first!).

The Journal
Have a list of questions with you; otherwise it can be hard to remember everything you want to ask. It is a good idea to keep all of this information in one notebook or journal that you keep with you at all times. After the doctor has answered your questions, find out all you can about the terms he has used or procedures he has discussed. You will feel much more confident making medical decisions for your baby when you really understand what is happening. The nurses are a great source of information and will be happy to explain anything you don?t understand after reading about it. They will be pleased that you are taking such an active interest in the care of your baby and will do whatever they can to help you.

A preemie?s progress in the NICU is rarely smooth. You can have several good days, and then seem to backslide. This is another time a journal will come in handy. You can look back and see that your baby has made progress, and remember that your baby has already come a long way. Do not be discouraged. Going back on the ventilator or needing help in some area you thought was taken care of does not mean your baby is not doing well. Growing takes a lot of energy, and some days your baby will be tired and need more help than others. If something is really wrong, the doctors will let you know.

Family and Friends
Be sure to take care of yourself. You need to be healthy and well rested in order to be there for your baby. It is tempting to try to stay at your baby?s bedside as much as possible. Do what feels comfortable to you. When you are tired, leave the NICU for a while to rest. The nurses will take good care of your baby while you are gone, and will call you in case of emergency. Eat healthy foods and get plenty to drink. Accept help from friends and neighbors. Let them do anything they offer, and ask for things you need they may not think of, from mowing your yard to spending time with your other children or pets. People want to help you and these are the only ways they can right now.

Get support from other parents of preemies through a message board or support group. They are really the only people who can understand what you are going through. The other parents in the NICU can become a source of support as well. Smile and say a friendly hello, but do not press them to talk. Their baby may be going through a rough time and they may not feel like engaging in conversation.

And don?t forget to support your spouse or partner. Ask them how they are feeling and work on staying close. Your baby needs a strong family waiting for them at home. Put a picture of your family in your baby?s isolette or crib. Not only will it lift your spirits, it will remind the nurses that your baby is part of a family that loves it very much.

Take advice from veteran NICU mom Carla Ogden. ?Don?t let the high-tech stuff intimidate you. Get to really know the little baby underneath all the tubes and wires,? said Ogden. ?Doctors and nurses come and go, but you are a constant in your baby?s life.?

You will be the first to notice when something is wrong. Preemies are unable to let you know how they are feeling. Trust your instincts, she advises. You know your own baby better than anyone else, and you are your baby?s strongest advocate.

Talk to your baby softly, as much as possible. Place one hand on your baby?s head and the other firmly against his feet. This makes your preemie feel snug and secure, just like in the womb. But do not stroke the skin of a young preemie. Talk to the nurses about the proper way to touch your baby. Preemies have immature nervous systems and extremely thin skin. What feels good to you can actually be painful to them. A steady, gently touch is best until the nurse says it is okay to begin a light massage. Ask the nurses to teach you how to become an active participant in your preemie?s care. It won?t be long until you are a pro, and this will make you feel more confident about parenting your preemie.

The same is true for your entire NICU experience. It is difficult, physically and emotionally, but you will make it through. Much like our children, you would be surprised just how resilient we parents can be when it comes to the well-being and safety of our children. Take a deep breath, follow some of these simple tips and your NICU experience will be less intimidating and that much easier.

Family Can?t Wait?..because babies can?t wait

Families Helping Families has a unique program just for families who have children in the NICU. The social workers have a nifty bag with information about our organization and a few surprises for the mom and dad. There is a form that allows the social worker to pass the name of the family along to our office so we can visit with or assist with a need that the family may have. We have parents both in our office and who volunteer that have spent time in the NICU?s and can be a listening ear, a question answerer or a researcher to find out more information for the family.

If you would like to be a part of this program please let us know. This is a program that has no funding tied to it, and volunteers are needed to be able to deliver the bags to the NICU?s, network with the social workers, and visit with the parents. Please call locally 318-361-0487 or via email info@fhfnela.org.

Kindness is the language the deaf can hear and the blind can see
~ Mark Twain

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Coping with your Hospital Stay and the Healthcare Journal

Families Helping Families has two great publications for your family. Coping with your Hospital Stay was written by Chris DeWitt, a local mom of three boys ? one with Down Syndrome. It started as her journal while her son was in the hospital and evolved into a guide for other parents.

The article on NICU etiquette suggested a journal or a notebook. Well, we have such as that!! Our Healthcare Journal has tons of information and resources. It also has pages for keeping up with all those conversations with the doctors, places to write your questions and their answers, and also areas to keep up with the procedures/tests your child has had.

If you would like a copy of either of these, please call locally 318-361-0487, toll free 1-888-300-1320, or via our website www.fhfnela.org.  Top of Page

Pointers for Parents
Smart Ways to Help Children Learn

Few parents might imagine that when their baby first opens his eyes, he is actually preparing for his first day of school.

Research shows that children are born ready to learn and are naturally curious beings motivated to make sense of the world around them. In fact, the brain is the only organ that is not fully formed at birth.

Children learn best through their everyday experiences with the people they love and when the learning is fun, according to Zero to Three. They offer suggestions for helping children develop skills to become eager learners:

Language and Literacy Skills: Language provides the foundation for the development of literacy skills.
? Talk together. Copy your baby?s sounds and encourage her to imitate you. Point out and name the things you see together.
? Read books. It?s never too early to start sharing books. Let him explore in whatever way he likes ? even if it?s chewing on them or holding them upside down! Let your child hold the book and point to the pictures as you read.

Thinking Skills: Children are born eager to understand how the world works.
? Encourage your child to explore objects and toys in different ways. Touching, banging and shaking help children learn about how things work.
? Incorporate math games into your everyday routines. Count stairs as you climb them. Ask if there are enough crackers for everyone.

Self-Control: Self-Control is the ability to express and manage emotions in appropriate ways. It is essential for school success and healthy development overall.
? Teach acceptable behaviors. Tell and show your child what he can do, not just what he cannot do. For example, tell him balls can be thrown outside but not inside.
? Give choices. Present him with acceptable options and let him choose. If a decision is really yours, don?t offer a choice. Say, ?It?s bed time, ? not ?Are you ready to go to bed??

Self-Confidence: When children feel competent and believe in themselves, they are more willing to take on new challenges.
? Establish routines with your child. Most children feel safe and in control of their world when events are predictable.
? Let your child be the problem-solver. Give her the support she needs to solve a problem but don?t solve it for her.

More Information is available in the publication Getting Ready for School Begins at Birth. To download a copy you can visit www.zerotothree.org/schoolreadiness or call our offices locally 318-361-0487 or toll free 1-888-300-1320.  Top of Page

Conversation, Not Confrontation: One Mom?s Advice on Parent-Teacher Talks
By Mary Beth Castell, MA
Schwab Learning

There?s a lot at stake when you and the teacher get together to talk about your child?s learning problems. When communication breaks down, it?s often your child?s learning that suffers most. On the other hand, clear, respectful parent-teacher communication can make a school year better than you?d ever hoped.

Mary Beth Castell knows this better than most people because she?s been on both sides of the conversation. A former elementary school teacher, she is also the parent of an 11-year-old daughter, Jennifer, who has severe dyslexia. Although she had taught for six years, Mary Beth says she?d never heard the term ?dyslexia? until her daughter was evaluated. These days, her advocacy efforts extend beyond her own family; she?s talked with hundreds of families through her work at The Learning Brook, a nonprofit resource center she founded for parents of kids with learning problems.

Jennifer began to struggle with reading more than five years ago, but Mary Beth says that only in the past two or three years has she finally mastered the self-awareness and skills needed to build a good working relationship with her daughter?s teachers. SchwabLearning.org spoke with Mary Beth recently about parent-teacher communication, and the strategies she recommends to support the learning needs of a child who?s struggling with school work.

Q: What are your recommendations for a parent whose child is having problems with school work, but who may not yet be identified as having a learning disability? How can the parent work with the teacher to figure out what?s going on?
A: First of all, follow your ?gut.? If you have a feeling something?s not right with your child, that means something?s not right. I think there is this unwritten rule that you can?t go in and express what you see to a teacher because you?re not a teacher. But that?s silly. As a parent, you know your child better than anyone, so give yourself credit. Go to the teacher and say, ?This is what I?ve noticed.? You don?t have to say what the behavior means, because you may not know what it means. Observe your child and tell the teacher specifically what you see: ?He moves his mouth a lot when he reads,? or ?He skips words when he reads.? The more specific you are, the better.

Then, ask the teacher, what do you think? A good teacher is going to think about it. You might not get an answer right away. The teacher might say, ?Gosh, I?m not sure.? Teachers rarely say, I don?t know. Many teachers are even told not to say they don?t know because it opens them up to legal liabilities ? it?s sad to say, but we do live in 2004. If they don?t know, a good teacher will offer to find out for you.

Q: Teachers ? and parents ? are busy people. What?s a good way to keep the communication going once you?ve made that first contact?
A: When you have your first discussion with the teacher, whether it?s a phone call or face-to-face, you want to document it in writing. It?s easiest if you just keep a running log or journal. It doesn?t have to be formal or fancy, but you need to note: What it is that you and the teacher are each going to do, and when? The sooner you figure out what the problem is, the better off your child is going to be. So, after your first contact, ask: Could we get together again in a week?or two weeks? Also, ask the teacher if she has any ideas of someone in the district who could be helpful; or just ask who she plans to consult with, and when that consultation will happen.

If your child had a physical ailment, you?d be making phone calls to figure out what it was and deal with it. The same process is appropriate with a learning problem. You need to take care of your child?s needs. But the approach doesn?t have to be negative or confrontational. It?s just being assertive, pointing out what you would like, and when you would like it, to keep things moving along.

Q: Dealing with a child?s learning problems can be very emotional for a parent. How can a parent acknowledge those feelings, without having them ?take over? the home-school communication?
A: Strong emotions come with the identification of the learning difficulty. Your mind is going every which way, trying to learn all the new terms and information. And the clock seems to stand still because you?re thinking, ?Oh, my gosh, my child needs help. She?s going to fail if she doesn?t get help. She?s going to be labeled!? So there?s this real sense of urgency, and I think the urgency puts parents in panic mode: ?I?ve got to save my child!? From my own experience I?ve learned that you can go into this negative cycle where one concern feeds another, feeds another; and you want it all taken care of right away.

If you can back off and figure out, ?Just what am I really asking for? What specifically do I want?? Your child doesn?t need everything; she probably only really needs a couple of key things. For example, ?I think what would help my child right now is extra time for assignments,? or whatever the need might be. This approach reduces the stress; it can help get rid of all the tensions that have built up between you and the school. It?s so easy when you?re panicked to allow the problem to snowball into something much worse than it is.

Q: So, if you feel that you?ve already started out on the wrong foot with a teacher, for whatever reason, what do you recommend for repairing the relationship?

A: I think the best advice is to start communicating honestly with the teacher. If you suddenly realize that for the last four months everything anyone did for your child was wrong, you need to step back and say, maybe I?ve been the one with the issues. You may want to say to the teacher: ?I feel like we got off to a bad start, and that I?ve made things worse. I want you to know that I still want some changes for my daughter, but I realize I?ve kind of lost sight of the long-term process here.?

I know that, when I was teaching, I got defensive with parents who acted the way I acted toward my child?s teacher at one time. I forgot that the teacher had 25 report cards to complete; and I forgot to give her credit for all the things she did do. I was so focused on problems, I also forgot to tell the teacher about my daughter?s strengths, and that I believed those strengths would help her succeed.

We sometimes let communication become simply exchanges of negativity. In my case, the communication with Jennifer?s teacher got lost in a few months of negative exchanges because neither one of us was listening to the other. There were apologies, but that was a year that never really got better, and that?s a shame.

Q: Based on your experience, what do you think teachers need most from parents to set communication off on a good footing?
A: Most teachers are good, compassionate people. They want to know that a parent is going to be approachable, is going to listen, and is going to be fair. They want to know that you?re going to give them a fair shot; not make assumptions about them based on your earlier experiences. That?s sometimes hard for parents because they do have past negative experiences with teachers.

In my own situation, we went from a very bad school year to a very good year the following year because I broke down and acknowledged that I hadn?t taken the best approach to working with the teacher. Even when you still don?t think the teacher is right, you may have to apologize for your own mistakes in order to keep the communication open.

The following year, Jennifer?s new teacher caught up with me early in the year and asked, ?What do you think will work for Jennifer? What would you suggest?? I told him that Jennifer would know best, and that, if he saw her ?wheels spinning,? to prompt her to talk about it, and go with her ideas. So she had an entire year of school assignments based on a tennis theme?she really loves tennis and follows the sport.

For example, her class read biographies and reported on them. She wanted to do the Williams sisters (tennis champions, Venus and Serena), and her teacher, knowing that she?s really good at ?reading? people, asked her to compare and contrast the two sisters?their strengths and weaknesses. So, rather than just having her do the basic assignment, he pushed her to a higher cognitive level. He sees her writing abilities more clearly than I do.

Q: Do you have any other general suggestions for establishing and maintaining good parent-teacher communication?

A: Let the teacher know that you want to take the time to communicate with them and that they matter. Treat them as a fellow human being. Find out something about them. Do they have children? Is this their first time teaching this grade? Do they have a child or family member or friend who struggles with learning? What are their hobbies? Are they on the planning committee in the school building? As with any communication between two people, the more you know about them, the more you can make connections.
Before you have a formal conference with the teacher, you want to find out if they have a background in learning disabilities. That will affect how you talk with them about your child. The last thing is, when a teacher is doing something you like, notice it and take the time to tell them. There are many fabulous teachers that go the whole year without one compliment from parents. I loved it as a teacher, and I do it as a parent.

During the recent Hurricanes many of our local businesses, other non-profits, volunteers and families have stepped forward to provide assistance to displaced persons with disabilities. Some of this help has even come from as far away as Washington DC, Maryland, Virginia, and Rhode Island. Due to the generosity of everyone, Families Helping Families of Northeast Louisiana, Inc. was able to assist dozens of families and individuals with relocating here in our region or to get to family in other parts of the state and country. Thanks to all of you who helped us assist them. Without you it would not have been possible.

Allow me just a moment to thank the extraordinary staff and Board of Families Helping Families of Northeast Louisiana, Inc. I seldom take the opportunity to say how great they are and how hard they work on a daily basis. However, in the face of the recent storms, the entire staff has helped me understand how truly blessed I am to work with such great folks.

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Comparison of the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act (Section 504), and The Americans with Disabilities Act (ADA)

There are so many rules, regulations and laws that deal with education and students with disabilities. It is hard for an expert to keep up with all of them. We were emailed this handy chart that compares IDEA, Section 504, and ADA. This will be good to keep in your notebook/box with all of your child?s other educational materials.

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Horse Sense

Just up the road from my home is a field, with two horses in it. From a distance, each looks like every other horse. But if one stops the care, or is walking by, one will notice something quite amazing. Looking into the eyes of one horse will disclose that he is blind. His owner is chosen not to have him put down, but has made a good home for him. This alone is amazing.

Listening, one will hear the sound of a bell. Looking around for the source of the sound, one will see that it comes from the smaller horse in the field. Attached to her bridle is a small bell. It lets her blind friend know where she is, so he can follow her. As one stands and watches these two friends, one sees how she is always checking on him, and that he will listen for her bell and then slowly walk to where she is, trusting that she will not lead him astray.

Like the owners of these two horses, God does not throw us away just because we are not perfect or because we have problems or challenges. He watches over us and even brings others into our lives to help us when we are in need.

Sometimes we are the blind horse being guided by God and those whom he places in our lives. Other times we are the guide horse, helping others to see God.

?Good friends are like stars... You don?t always see them, but you know they are always there.?   Top of Page

Program Directors

Everyone at Families Helping Families of Northeast Louisiana, Inc. is available to help families at all times. However, each has their area of expertise. Below is a list of the office staff, their primary area of expertise, and their email address. All may be reached by our phone numbers 318.361.0487 locally, 1.888.300.1320 toll free or via our website www.fhfnela.org.

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