Our mission is to enable and empower Louisiana families of individuals with disabilities through an effective coordinated network of Resources, Support, and Services.  Our vision is to ensure all individuals with disabilities have the opportunity to attend school, live, work and recreate in their community with typical peers.

Articles

Good Dental Habits a Must for People with Down Syndrome

By: Marvin V. Cavalino, D.D.S.

Reproduced from January/February Issue of DSAGNO News

The American Academy of Pediatric Dentistry (AAPD) recommends that all children should visit a pediatric dentist by age one. In addition to training in general dentistry, a pediatric dentist must complete a 2 year residency program where he/she receives specialized training in the areas of child psychology, behavior modification and patient management. This specialized training qualifies pediatric dentists to treat children with mental, physical and emotional disabilities.

Some oral characteristics of children with Down Syndrome are:

Missing teeth
Abnormally sharp teeth
Greater evidence of malocclusion
Generally, resistant to decay
Generally, a greater susceptibility to periodontal (gum) disease

Good oral hygiene, diet control (limit refined processed sugars) and preventive care by board certified pediatric dentist are the best methods of avoiding dental problems. The AAPD and the American Academy of Pediatrics (AAP) agree that all children should visit a pediatric dentist by age one.

As the first board certified pediatric dentist in Metairie, Dr. Marvin V. Cavallino has many years of experience treating children with special needs. Please take a few minutes to view his website at www.cavallinodentistryforkids.com. The website will provide you with in-depth information about his office and give you answers to the most frequently asked questions about a child's first dental visit. Also, feel free to call his office at 833-5528 and ask to speak to Dr. Cavallino or speak with one of his team members about any concerns or questions that you have regarding your child's dental health.

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Spiderman, Star Wars and Disability
By Kathie Snow

Our family loves movies! We saw Spiderman and Star Wars: Attack of the Clones on the first day each was released, standing in long lines with other devotees. When we pause and reflect, many movies offer important themes and lessons which can be relevant to the lives of people with disabilities.

Consider Spiderman, the person. This is a guy who essentially “acquires” differences after being bitten by a spider: his wrists exude filaments that can become webs; his fingertips grow sticky things; his eyes, feet, and legs work very differently than everyone else's; and he can assume amazing physical positions. Hmmmm … I don't know any people with disabilities whose wrists can manufacture spider web material or who grow sticky things on their fingertips, but I do know many who have eyes, feet, and legs that operate differently and whose bodies can assume amazing positions.

So Spiderman has unique differences and many people with disabilities have unique differences. In general, Spiderman is a valued member of society (criminals don't like him, though). In general, people with disabilities are not seen as valuable members of society. Spiderman is valued because of what he does (helping others); his differences are irrelevant.

Can we learn something from Spiderman and his differences? Can we learn to value what people with disabilities do well (whether that's having skill at a job, being a good friend, helping others, playing on the computer, or anything else) and see the person's differences as irrelevant?

If Spiderman could be compared to a person with “acquired differences,” some Star Wars characters could be thought of as being “born” with differences. Many don't look “human” - like the blue creature who gets around by flapping the short wings on his back - but they're still contributing, participating members of the community-at-large.

I recall the “bar scene” in the very first Star Wars (twenty-five years ago). A diverse collection of living breathing humans, creatures, and other personas who all “created community” during happy hour. Commonalities brought them together; differences were unimportant.

Historically, filmmakers have portrayed people with differences or disabilities at the extremes of stereotypes: evil, bad guys (like Captain Hook, Frankenstein, etc.). In Star Wars, George Lucas celebrates differences, and simultaneously demonstrates the duality (good and bad) inherent in each of us.

What can we learn from Star Wars? Can we begin to recognize the unimportance of a person's physical appearance? By conventional standards, Yoda is extremely old, very short, has big ears, and talks funny. But he's the wisest of the wise. (And he's always been my favorite Star Wars character!) Can we find ways to relocate the spirit of community and include people with differences? Is it possible for us to mentor one another as Obi Wan-Kenobi does) and acquire the power of The Force?

Each of us can interpret the meaning of The Force in our own way. Those of us who want to ensure people with disabilities live Real Lives can interpret The Force as the power of inclusion.

May The Force be with you!

Reprinted with permission from Kathie Snow. Other new ways of thinking are included in Kathie's book, Disability is Natural: Revolutionary Common sense for Raising Successful Children with Disabilities, and in the Revolutionary Common Sense subscription newsletter (hard copy). For more information, visit www.disabilityisnatural.com.

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Help Your Young Adult Plan Ahead for Health Care

The following are suggestions to parents for helping their student plan for transition in health care:

  1. Talk with your son or daughter about health care. Learn about what he or she thinks about managing his or her own care.
  2. Identify the health care skills that your son or daughter can perform, the skills he or she needs to learn, and the ones requiring assistance. For example, some youth may not be able to talk about the medications they take, but they can carry the information in their wallet. A “Health Care Skills Checklist” is available, call FHF of GNO for a copy, 888-9111.
  3. Identify people who can address health issues in planning transition for your son or daughter. It may be a physician, school nurse, teacher or other family members. Write goals for leaning about one's illness of disability onto the IEP.
  4. Consider naming a physician who can take over the health care of your son or daughter, once hr or she is an adult. Meet with the doctor, so he or she is familiar with your young adult's health needs.
  5. Identify a health advocate, if needed. It can be a family member or a friend who will interact with health care providers on behalf of the person with severe disabilities who may need assistance or be unable to communicate clearly for himself or herself.

Reprinted from “Working Together for Successful Transition”, PACER Center, Inc.

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What is a Health Advocate? What are their responsibilities?

A Health Advocate is a family member or friend who will interact with health care providers on behalf of the person with severe disabilities who may need assistance or be unable to communicate clearly for himself or herself.


Their responsibilities are:

Reprinted from “Working Together for Successful Transition”, PACER Center

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Are You Ready to Manage Your Own Health Care?

Reprinted from “Working Together for Successful Transition”, PACER Center, Inc.

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