AUGUST GENERAL MEMBERSHIP MEETING:
Taking it in Stride: Gait Analysis and Orthodics

Our next general membership meeting will be held on Friday, August 22, at 7:00 p.m. at Crane Rehab (101 River Road, Suite 112). Troy Bourgeois, a physical therapist from Crane Rehab, will speak on Biomechanics for Children with Low Tone. He will discuss how analysis of gait and use of Orthodics can improve balance and posture in walking. Come learn the facts about how low tone can affect your child's walk and even cause future posture/back problems. Find out what you can do to deal with existing and potential problems. So stroll on in and join us for a very informative discussion. We hope to see you there!

MARK YOUR CALENDARS

August 16, 2003. The Arc of Greater New Orleans Celebrates 50 Years of Community Service. Hibernia Bank Building, 313 Caroldelet Street, New Orleans, 7-10pm. Tickets re $50.00 per person; $40.00 for curent staff members of The Arc-GNO; $30.00 for current Arc participants. For more info or to volunteer for the event, contact Lee Gaffney at 897-0134.

August 22, 2003. DSAGNO General Membership Meeting. Crane Rehab, 101 River Road. See article inside this issue for more information.

August 22-24, 2003. The National Down Syndrome Congress Conference. Philadelphia. Check with FHF and NDSC for possible conference stipends to attend this important conference in August. For more info, see:
http://www.ndsccenter.org/newsAndEvents/convention03

September 6, 2003. Ladies Night Out. Bonco Party at Pam Wiltz's House. Flyer with more information to come.
Contact Pam at 466-7176.

September 13-14, 2003. Modern Perspectives in Down Syndrome. Hyatt Regency, New Orleans. For more details and registration, log on to:
http://www.trisomy21conference.com/

October 19, 2003. Buddy Walk. More details to come as we get closer to the big day! Look for the Special Buddy Walk Edition of DSAGNO News.

Editors Note
Regular columns, Inclusion News Spotlight and Through the Grapevine are on hiatus and will not appear in this issue. They will be back in our September Issue. If you have an item for Through the Grapevine, a parent-to-parent column about what works for your child or Inclusion News Spotlight, which highlights an organization, individual or company that promotes inclusion and acceptance of individuals with cognitive disabilities, please contact either Karen Scallan or Ann Lafourcade.

Inclusion is Everyone's Responsibility
By Sue McCann
Reprinted with permission from The Prompter

Two decades ago when I received my master's degree in special education, administrators placed children with disabilities in isolated classrooms at the end of hallways or in the back of buildings unbeknownst to the rest of the school. Occasionally, a student would earn the opportunity to participate in one or two activities in the regular classroom if he excelled in the self-contained setting. Most students, however, never experienced learning in the mainstream of regular education even though the philosophy of the school district embraced the concept of providing instruction in the least restrictive environment (LRE). Unfortunately, the common practice of segregating students with disabilities from the general classroom precluded them from contributing to the community of the school or benefiting from normal social experiences. My early teaching experience revealed that students with special needs often exhibited low self-esteem and less than satisfactory academic performance due in part to their isolation. I found myself frequently supplementing the established curriculum with special activities of my own to address these issues.
Today, I am a parent of a preschool-age daughter with Down syndrome, and my desire to support inclusion and the LRE mandate has become a personal mission to provide my child with education in the regular environment. I believe that my daughter can succeed in the general education classroom if she receives appropriate supports and services from a competent team of professionals who are dedicated to make inclusion work. Studies show that many students with mild mental retardation actually demonstrate greater academic achievement in general education classrooms than in self-contained, special education settings. Research also indicates that when students with disabilities are placed in regular education, they show better social development, more independence, and more normalized adult functioning. I believe that this is true in part because the regular education environment exposes children with disabilities to typical peers who model higher levels of performance. My child's tremendous ability to learn through imitation makes her a wonderful candidate for programs that practice inclusion.
The integration of students with special needs is still, unfortunately, met with resistance, due largely to a lack of information about the benefits of inclusion and methods for implementation. As a parent and special educator, it is extremely frustrating to accept the absence of appropriate educational options for my daughter in the local community when I am keenly aware of the advantages of inclusive instruction. Few would contest that my child has the legal right to a proper education in an inclusive setting that adequately provides essential aids and services; finding a program that will accommodate her needs, however, is much more difficult.
Because the developmental gap in Down syndrome individuals increases with age, it is easier to locate a school that will accommodate preschool students with this type of disability than older school-age children. My daughter is doing well in a typical preschool because I found a setting that is open to inclusion and receptive to parental support as well as input from private therapists. We consistently work as a professional team in a collaborative manner to generate creative solutions as problems arise in the classroom. Before the start of the school year, my daughter had the unique opportunity to explore the classroom with the aid of her occupational therapist. I arranged for her previous preschool teacher to in-service the new instructor regarding my child's communication skills and cognitive abilities, while I supplied a profile of my child's strengths and anticipated needs. In addition to the provision of information, I found it beneficial to establish an open dialogue with my child's teachers to allow for ongoing evaluation of her progress and need for further modifications to ensure her success. Continued consultation and collaboration with my daughter's school is engendering a remarkable sense of community that is able to embrace diversity and recognize inclusion as an opportunity for learning. I firmly believe that this unconditional acceptance is helping my child develop a sense of self-worth, pride in accomplishment, and mutual respect.
I am concerned about the lack of local educational programs that promote inclusion for older school-age children. It seems that educators and legislators have placed much emphasis on early intervention to the detriment of older students who have equally important needs and rights. There is an urgent responsibility to educate the public about the benefits of inclusive education to encourage the allocation of state and federal funds to support integration of children with disabilities. Parents and teachers who already recognize the advantages of inclusion need to combine their efforts to inform our community about the value of educational change. An educational system that welcomes diversity demonstrates its value of all children and facilitates a spirit of cooperation that ensures the acceptance and success of all students. Supporting inclusion represents a step toward developing a universal tolerance for individual differences in a diverse society and is, ultimately, everyone's responsibility. My sincere wish for my daughter and other children with special needs, then, is the widespread provision of quality education in integrative settings that promote acceptance, achievement, and a true sense of community.

Tillie’s Corner
By Tillie Plaisance

A New Beginning...
Although it's only July and our minds are filled with summer fun, in the back of our heads the thought of school sits there and worries us. Some of us are going back to our old school to see our same friends and teachers. Others have a new beginning lying ahead of us. We'll have to buy new uniforms soon, meet new people, and learn the habits of our teachers.
I don't know if it's really that that worries us. Maybe it's the fact that it's a new crowd and we have to fit in with them. Some of us will be "cool" from the start while others will have to work for their status, to become "cool" or a "geek." Then, I think about my brother Corey. School doesn't worry me that much, it's the fact that he's going to a new school and he has to fit in. "Will he fit in," "Will the other kids accept him," and "Is he going to be happy?"
In August, Corey will be going to Truman Middle School. He is supposed to be going to Worley Junior High, but my parents made the decision to send him to Truman. I guess they thought that would be best for him. Since they are my parents I have faith they made the right choice, and actually, I know they made the right choice. After I think about everything put together, I don't worry anymore. I know he won't be alone there. We know some children over there, and Corey knows them to. I think that will make things easier, that he has friends waiting for him. It's time for him to move on, and to meet new people, and if he needs help I'll be there.
If everyone sees him the way I do, smart, cute, funny, etc. then everyone will love him just as much as I do, and he will be happy.

Kathy Snow's Vision of Enabling the Disabled
By Ann Lafourcade

The disabled community represents the largest minority group in America with one in five members of the general population belonging to this group. In her workshops, book, and video, Kathy Snow stresses that disability is a natural part of the human condition; it has always been there and always will be. In her talks she tries to get professionals to change their attitudes and perceptions about those with disabilities and encourages People First Language. As a parent, she feels it is important to know how your language can affect your child, others, and the services/treatment you receive.
One important distinction parents must make is between the two worlds that those with disabilities must live in-the "disability world" made up of doctors, therapists, and service providers, and the "real world" that everyone else lives in. Labels, she contends, should be used only in the disability world for medical diagnoses and to get needed services. The example she gives is that, in the "real world", people with medical conditions do not usually share their diagnoses with everyone they meet. We need to protect our children's dignity and privacy by changing labels and problems into needs.
Such a subtle shift in language is really a major shift in perspective. If we start off talking about everything that is "wrong" with our child, others will be scared by inclusion. We need to stop apologizing for our children and simply let others know what they "need" to be successfully included. By making her house accessible and providing other inclusive settings for her son Benjamin who has cerebral palsy, Kathy says, she has created environments where his "disability" is irrelevant. He has needs and differences like everyone else, but realizes that focusing on those limitations would hinder him.
Because she questioned conventional wisdom, Kathy was told before that she's "in denial", and she agrees. The term disability has negative connotation she refuses to accept. She denies Benjamin's disability in the sense that she won't allow it run their life or to restrict him in any way. Instead, she has found ways to enable him using the natural supports and generic services of the "real world"-there is no reason to ask for permission to be included, she says, since we all have a right to belong. Her vision of inclusion is pure and simply says that if we accept the fact that disability is a natural part of the human condition, then logically so should its members be a genuine part of the community.

From My Side.
By Craig Blackburn

I think most parents want to know what older individuals with Downs syndrome's lives have been like. My next articles will be interviews with other possible self-advocates. For my first interview, I chose my old friends, Steve Ackerman and his mother, Ms. Barbara. Steve lives in Norco. I knew Steve through Special Olympics and we grew up together through the years. I have not seen Steve and Ms. Barbara for a long time and it was fun being able to visit again. Here is Steve's story:

Q. How old are you?
A. 29

Q. Do you feel different than others or like everyone else?
A. Steve does not feel different.

Q. What does it mean to you to have Downs syndrome?
A. Ms. Barbara, said she had explained to Steve what Downs syndrome is, but Steve has not given it much thought.

Q. Did you finish high school?
A. Steve finished high school and graduated with an equivalency certificate.

Q. What were your favorite things about high school?
A. Teachers, old friends, new friends, swimming and clubs like the Fellowship of Christian Athletes (FCA).

Q. Did you have friends and do things with your classmates?
A. Yes, Steve was on swim teams. He attended sporting events and school activities.

Q. Did you feel a part of the high school?
A. Yes, most definitely. Steve really misses it even today.

Q. Do you have a job?
A. Yes, Steve works at Greaud Fine Foods. Ms. Barbara said that even when Steve goes to other grocery stores, he fronts their shelves, too.

Q. What do you do for fun?
A. Steve swims, bowls, plays t-ball, bocce, participates in field and track through Special Olympics.

Q. Do you live independently?
A. No, Steve lives with his mom, Ms. Barbara, but he is independent in many ways.

Q. What are your goals?
A. To work as long as possible and save money. Steve has his own checking account and handles some of his own expenses.

Questions for Ms. Barbara

Q. What has been the biggest challenge you faced in helping your child through the school system?
A. Initially, having Steve even placed in the school system and then working to make sure he was placed in the correct setting. Ms. Barbara had to work hard to help get Steve placed correctly.

Q. What have you learned by being the parent of a child with Downs Syndrome?
A. To be more patient and caring.
Steve wanted to join the Knights of Columbus. During a membership drive at church. He filled out a card and joined. He now helps with bingo every Wednesday and is an officer, the Outside Guard. His job is to check the cards of every person entering the building to verify their membership. Steve someday wants to become a Fourth Degree Knight. Steve has done many things in his life, so I think he will make it.

Our House
A Parents Perspective...
By Kirby LaCour

A Cure for the Summertime Blues

Say there ain't no cure. Ha! Best way to avoid them is not to get them. How not to get them you ask? Well, let's look at the why kids get the blues and how to prevent it.
BOREDOM is the biggest factor in giving kids the blues. All of us have heard, "I'm bored, there is nothing to do," or "Can we go here or there?" or "Can I go play with so and so." Face it kids want to do anything, but be BORED!
To prevent boredom there are many options. Some have costs--kids camp, swimming lessons, movies, arcades, horseback riding, dancing and arts and crafts camps. Others are not expensive--play time at the park, playing with friends, arts and crafts at home and there are other things you can come up with.
At our house we provide many of the above camps and play sessions and stimulate educational needs thus eliminating boredom. We created a daily chart with continued education in mind, while at the same time including items that are fun. For instance, Megan has to read, write, do arts and crafts, practice baton twirling, and there are check boxes for TV times. Hannah has to study colors, ABC's, numbers, arts and crafts and daily speech therapy, and also has TV times as well. They check off each box for the items they have done. If they are doing things together, they are passing time away yielding less boredom. Hannah cannot read and write, but while Megan is she can color, scribble or take a book and play as though she is reading. We even use this chart to provide rewards to them such as movie time, breakfast or lunch at Mickey D's or go bowling.
Remember, of all of the types of activities you provide to eliminate boredom there is one special thing that matters most of all and it is the one thing kids love. Be with them. Play, read or just have fun with them daily. Don't just be a parent, but also a friend.

It works at Our House and it will probably work at yours too!

Profiles...
David Michel
by Karen Scallan

When Edith was pregnant with David, she had taken the FSH blood test and it came back normal. So when the doctors told the Michels they thought that their son had Down syndrome, the news was, to say the least, a surprise. David and Edith were and still are determined to raise David like other typical 2-year olds and have been dedicated to helping David achieve goals that will hopefully lead to his independence.
After he was born, David took the usual battery of medical exams and the doctors found he had an atrial septal defect (ASD) in his heart and a condition called patent ductus arteriosus or PDA where a heart valve that should close after birth does not. He was expected to have to have surgery at age 2; however, to the amazement of the doctors and the Michels, the ASD and PDA both closed completely on their own and he will not need any heart surgeries. Edith considers this one of several miracles from God David has received. The Michels were told that David's sight was not good and he needed glasses, but upon getting a second opinion, they found this wasn't true and that David's sight was fine.
These aren't the only times David has amazed everyone. With hard work and dedication Edith has been working diligently on various skills with David. He's been called the potty prodigy by many when he started potty training at 18 months. He also learned to use a straw at 18 months and now is drinking from a cup and self-feeding. He's swimming with his floaties in the pool in his backyard and one of his favorite things to do is to count to three and jump in the pool! Mom says the first time he did it, he came up from under the water a bit panicked, but once he saw Mommy laughing, he thought it was the funniest thing in the world!
David always remembers to say his prayers before dinner and before bed and sometimes reminds Mommy and Daddy if they forget. When he's tired and ready for bed, he will go to Mom with his hands together to show he's ready to say his prayers before going to sleep.
David's doing remarkably well and Edith has been a model for many parents in our organization, always willing to share tips she's learned and what's worked for her in helping David along. But David's not without the usual 2-year-old mischief. Once, he disappeared in the bathroom and by the time Mom found him he had dropped an entire roll of toilet paper in the toilet square-by-square. Good thing Mom thought to scoop out the paper to avoid clogging the plumbing because under the paper was the remote to Daddy's big screen TV! Another of David's famous escapade involves running into the bathroom and locking Mommy out and then laughing hysterically while she tries to get the door unlocked to get to him!
David loves to horse around with his Dad and tries to call his Dad, "Buddy," just like Daddy calls him, but right now it sounds more like "Bubba."
Edith and David Michel feel patience and consistency are the hallmarks of raising any child. Edith's advice for other parents is "Don't give up on your child, they can do more than you think they can."

Transitioning from the 0-3 Early Intervention Setting
by Laura Vagianos

Young children face many adjustments as they move from one environment to another. This can cause anxiety and fear in the child and the parents. When transitioning from one school or program to another, everything about the child must be considered when planning for a new environment. You should consider whether your child needs structure, small or large group settings, if he/she still needs a nap and if the child is potty trained. Short-term adjustments kids have to make include separating from their parents, entering new and larger play groups, following directions from unfamiliar adults and learning new routines. When children experience more prolonged periods of adjustment this raises concerns regarding the appropriateness of the program for the child or the readiness of the child. Also, discussions about transition often center around placement options available, rather than a smooth transition. Always remember the program must meet the needs of the child, the child doesn't meet the needs of the program.
A plan should be developed by the family, current program staff and new program staff to ensure that the transition is smooth and has as few disruptions in services as possible. This transition plan can benefit not only the child but the parents and receiving staff also. Planning helps clarify roles for service providers during the transition process and can serve to reduce the stress that accompanies change.
You may include items in the plan such as a "My Friends" book with pictures of the children and staff in the program. A transition booklet may be helpful also. The booklet would contain pictures and statements that reflect the child's current functioning and information about any necessary special considerations. It might contain a picture of the child at circle time and include what circle time is ("we sing songs, clap, and play musical instruments"). The information might also include ways in which the child functions in circle time, describe any necessary modifications or equipment and should always include an invitation for the receiving program staff to contact sending program staff at any time. Transition videotapes may also be helpful. Videotapes should include the child throughout the day so that the receiving program staff can "see the child in action." Families should add video of the child in other environments to enhance the picture of how their child functions across different environments.
Haynes, Fowler, and Cooper (1994) suggest the following items in diminishing transition stress: teacher's use of direct or indirect prompts to help in cooperative play; parents should stay for part of the day with the child; shorten the hours the child spends in the new placement during the initial days of program; structure smaller play groups so that the child is introduced to fewer new playmates at a time; allow the child to bring a special toy from home; encourage the child to bring pictures of family members.
Another increasingly popular strategy suggested by Haines (1992) is a pre-entry visits to the new program by the child and parents. Advance visits introduce the teaching staff to the family in a non-threatening manner. By gaining knowledge of and an appreciation for the family dynamics during pre-entry visits, staff can begin building a relationship with the family. During these visits teaching staff are also provided with a view of the child's temperament and insight into the child's likely adjustment to the classroom. These visits also provide parents with an opportunity to see the classroom and observe first-hand how their child reacts in the classroom situation.
The primary goal of the new program staff should be to reduce the anxieties families typically experience during transitions from one program to another. By using all or some of these strategies, professionals demonstrate the value they place on family-centered services that support the family in their role as the ultimate decision-maker for their child. Careful joint with families clearly in charge, can make a significant contribution to the child's success in the any new environment.
References:
Haines, A. H. (1992). Strategies for preparing preschool children with special needs for the kindergarten mainstream. Journal of Early Intervention, 16 (4), 320-333. Haynes, L. K., Fowler,S.A., Cooper, A.Y. (1994). Assisting the transition and adjustment of preschoolers with special needs to an integrated program. Journal of Early Intervention, 18 (2), 184-198. Lazzari, A. M., Ed.D. (1991). The transition sourcebook A practical guide for early intervention programs. Tuscon: Communication Skill Builders.

Our Transition Experience
by Kris Unkauf


Our daughter Katherine's transition to nursery school from early intervention was not unlike the experiences of so many before us. We began this transition when she turned two rather than the typical age of three. She had already been accepted in the Newcomb Nursery School two-year-old program, so we were able to have her continue at LSU-HDC Early Intervention Program two days per week while attending Newcomb on the other days. This allowed for more socialization in a different setting--the setting where she would be spending the next several years. We had the best of both worlds. However, adjusting to and juggling these two worlds had its share of stress.
I must admit that I was quite intimidated by the world outside of my cozy LSU early intervention setting. After all, everyone at LSU knew my child as well as I did! They loved and accepted her for who she was, not for what she wasn't and they weren't expecting her to fit the mold of the typical child. They weren't going to call me one day and ask me to pick Katherine up because it wasn't "working out." Even though I had heard many great things about her new nursery school, there was always that fear that it wasn't the right place for her. How was I going to help my child while in the midst of a colossal nervous breakdown! The best way to smoothly transition was to get as many support persons as I could involved.
Katherine's LSU early intervention teacher, Laura Vagianos, was an integral part of the transition. There were times when I was really confused and scared so it was great to have someone with whom I could discuss our daughter's best interests --someone who knew her and could be objective--and of course, knew what she was talking about. Laura went to Newcomb with me on several occasions to observe Katherine and meet with her teachers and the staff so that we would all be on the "same page." During this time, she developed a working relationship with the school that is still in place today. Laura conducts in-service with the staff and has provided consultation regarding inclusion. I can't stress enough how important it is to get the professionals in your child's life involved in the transition.
My concerns about Katherine included: Was she going to get enough structure? Was she going to get along with other children? Where there going to be so many children in the class that Katherine could "run off" and not be missed? What if they forget that she does runs off? (Actually, I mean crawl off. She wasn't walking yet as I recall. Oh, the conversations Laura and I had about the fact that Katherine was 22 months old and not walking!) and overall, What if this place doesn't work out? Then what?
Well, it did work out. Newcomb and LSU both provided picture books with the student's pictures and names to take home. The nursery school continued many of the objectives that were taking place at LSU. I would talk to Katherine about where we were going and whom we were going to see on that particular day. I made certain that I developed a working relationship with her teachers as well as the directors of the school. It has been a cooperative effort on everyone's part, and it has paid off. Katherine is now four years old, and loves her school. And guess what? They love her too! (But not as much as Laura!)

Special Olympics

To join the Special Olympics, one must be between the ages of 8 and 80 and have a cognitive learning disorder. The program provides conditioning, sports training, and competition for this special population. There are 21 sports offered for Louisiana Special Olympians including swimming (often participants from JoJo's Hope), bowling, track and field, bocce, and the new equestrian program beginning this fall. The participants are placed in gender, age, and ability appropriate groups to ensure a successful experience for all. All the athletes receive either a medal or ribbon; thus, they can all feel like the winners they truly are.
During the past twelve years, involvement in the program has seen serious decline, consisting now of only those attending St. Michael's special school. Currently, Louisiana Special Olympics is working with Orleans Parish School Board to increase participation in that parish. In addition to the enrollment aspect, the grant has two other exciting goals. To help prevent obesity, diabetes and heart disease, CHOMPS is being introduced to the New Orleans area. It stands for "Choose Healthy Options Menu Program" and is a proactive way to promote healthy lifestyle choices. This is obviously very beneficial helping not only those with Down syndrome who often have weight issues, but the general New Orleans population as well. The grant also addresses the issue of inclusion directly by creating teams made up of both typical and special athletes who will swim, bowl and play basketball together. Such an experience strives to teach others to emphasize the likenesses while valuing the differences between them.
Jim Gordon, the volunteer recruiter, told of his lifelong involvement with the Special Olympics and how to get involved. First of all, the program is completely free. To become a coach, no experience or great athletic ability is required. One must simply attend a general hour and a half training session and complete a practicum-- ten hours of basically getting to spend time and play with your child. Not a bad deal!! It was clear from the moving video he showed how rewarding the experience can be.(See the article on Bocce Special Olympics for a firsthand account of volunteer experience.)
The presentation was certainly very inspiring and had many of us wishing our kids were old enough to participate now. Of course, participation is the key way parents advocate for their children, in this case, to provide them not only exercise but also a sense of pride in seeing what they can accomplish. It is because of volunteers that the Special Olympics has grown to include over 7,000 athletes becoming even larger than the "regular" Olympics. We hope everyone will consider becoming one of over 500,000 volunteers and get the chance to experience the joy of participating in such a worthwhile program.

JoJo's Hope

JoJo's Hope was founded by Robby Fritscher after his three-year-old nephew drowned in only 18 inches of water. He knew then that he had to do something to prevent this tragedy from happening to others. It has become his mission, then, to teach others in Louisiana to survive admist the over four million acres of water that surround us. In particular, he wanted to reach that portion of the population most at risk, the disadvantaged and disabled, who may not have access to safe and affordable aquatic facilities or programs. Certainly, such a noble purpose alone is a credit to the program. Clearly, though, the program is not just an avenue for learning how to swim but also provides numerous therapeutic benefits. Water is naturally enabling, allowing movement that might not be possible on land. This freedom in and of itself is a great benefit for those who are not ambulatory. But what the instructors and therapists have found is that their work in the water often leads to greater flexibility and mobility on land. So many success stories told of how this program has greatly improved the quality of life for individuals whether it was just in being given the opportunity to participate or in actually causing life-changing events like being able to walk or acquiring new skills previously thought impossible. In addition to the tremendous physical benefits, the participants experience social and psychological improvements as well. Their comfort in group activities increases along with a sense of achievement as they obtain success and strength in the water.
The classes focus on an interactive curriculum with parent participation as instructors, APE teachers and therapists rotate among participants. There are games, songs, and laughter so that it doesn't seem like therapy, just fun. The classes are offered on Sunday afternoon and Thursday evening and are grouped according to both age and ability. For more information or to sign up, call (504)733-1600 ext. 26240.

LOUSIANA SPECIAL OLYMPICS
By Bob Sagona

For one hundred sixty-six special athletes of Louisiana, Memorial Day weekend consisted of two days of competition and fun. They participated and were very energetic playing with a lot of enthusiasm in a Bocce tournament. It was our most successful tournament since we started operating these games eight years ago.
Jim Cooper and Fred Bouchard of Louisiana Special Olympics found a way of building the courts with three-inch PVC pipe. They used three 20 foot lengths of 3 inch PVC pipe coupled together on each side and two 12 foot 3 inch PVC pipe for the back boards making a court of 60 feet long and 12 feet wide. I was skeptical but after seeing and throwing a few balls on the courts, I was very impressed and okayed construction of ten courts for the 2003 Bocce tournament.
Moisant Kiwanis club and the New Orleans Italian American Bocce Club supplied referees and scorekeepers for each court. There were heats set up by age with each heat having eight teams to make a set. The first three finishers were awarded medals, and fourth through eighth place received ribbons. Just watching these proud athletes accept their awards gave us workers a deep sense of satisfaction. Then, on Sunday, we played doubles and mixed doubles, gave awards, and finished at noon. Watching these athletes make a good shot and jump with joy was a sight to see. All in all, we were happy for the experience though pretty exhausted at the finish.
We hope that our success here will inspire other states to develop similar Bocce tournaments. The cost of construction for one court was $220. They were easy to put up and just as easy to take down. For simple storage, each court was banded together and put away for next year. And now we can look forward to next year's tournament and the reward of a smile that makes all the work worth it.
Editor's Note: Special thanks to Bob Sagona, a member of Moisant Kiwanis and the Italian-American Bocce Club, for taking the time to write this article and share his experience with all of us.

Corrections and Clarifications
Pam and Bill Wiltz, our Past Co-Presidents were inadvertently omitted from our contacts list in the last issue. Also, Craig Blackburn's Birthday was listed incorrectly, it should have been listed as 5/15/79.

Volunteers Needed:

The following events are in need of volunteers. Please contact the person listed for more information:
The Arc's 50th Anniversary Celebration. August 16, 2003, Hibernia Bank building on Carondelet Street. The Arc is looking for people who would like to experience a celebration of the 50th Anniversary of The Arc in the Greater New Orleans Community. People are needed to help direct people traffic, hand out programs, etc. Please contact Lee Gaffney of The Arc at 897-0134 if you are able to volunteer for this wonderful event.
Buddy Walk. October 19th, 2003. Buddy Walk needs volunteer runners in the weeks before the event to do things like pick up and deliver video copies to television stations; pick up donated supplies and bring them to the appropriate place; to answer phones and fax registration forms and to help maintain supplies of registration forms at various locations. Buddy Walk Chair, Marian Hauth also needs volunteers for the event itself. We will need muscle to help set up and take down the stage and tents, people to help with cleanup; to man various booths and to help direct traffic. Buddy Walk is also looking for corporate donations, material and food donations and additional children's entertainment for this year. Please contact Marian Hauth at 833-1588 if you are interested in volunteering.

Ups and Downs By Kieran Donegan Many people look at my brother and say that he is different in every way. He does not talk and run and jump like others and is not like all my friends brothers. The day he was born I was happy to see a little brother who did not seem any different to me. He came home and grew up to be a pest as he often comes to my room like a permanent guest. He talks in his own way and likes to hug and kiss. Mention Blockbuster and the reaction you should not miss. I do not understand how you can use the word Down to describe someone who always laughs and never frowns. Call him what you like, but no matter what you say he's my brother and I would never give him away.

 

Coming Soon