Addressing the Needs of Children With Disabilities Experiencing Disaster or Terrorism

Abstract

Research indicates adults with disabilities experience increased exposure to hazards due to existing social disparities and barriers associated with disability status. However, studies on the psychological effects of disaster/terrorism on children with pre-existing disabilities are exceedingly few and empirical evidence of the effectiveness of trauma-focused therapies for this population is limited. Secondary adversities, including social stigma and health concerns, also compromise the recovery of these children post-disaster/terrorism. Schools and teachers appear to be particularly important in the recovery of children with disabilities from disaster. Disasters, terrorism, and war all contribute to increased incidence of disability, as well as disproportionately affect children with pre-existing disabilities. Disaster preparedness interventions and societal changes are needed to decrease the disproportionate environmental and social vulnerability of children with disabilities to disaster and terrorism.

Five Years Later: Assessing the Implementation of the Four Priorities of the Sendai Framework for Inclusion of People with Disabilities

“…While the need for inclusive strategies for all vulnerability dimensions is important in disaster plans, often factors related to mental health, anxiety, or stress were not considered (Grant 2018). Other researchers cited a lack of inclusion around mental health issues (Inter-Agency Standing Committee 2015; Stough and Kelman 2018), considerations for the deaf population (Pickering et al 2017;Bennett et al 2018;Craig et al 2019), and with regards to children with disasters (Ronoh et al 2015;Stough et al 2017).…”

Seven school-related disasters: Lessons for policymakers and school personnel

“…Limited literacy and education levels in children may affect understanding of dangerous situations (Twigg, 2015). Children also differ cognitively from adults with respect to executive functioning-the ability to plan, monitor, and organize information-all of which will affect effective decision-making in emergency situations (Stough, Ducy, & Kang, 2017). Children and adolescents usually rely on important adults in their environment to help them interpret uncertain or frightening situations .…”

People with Disabilities and Disasters

“…However, as individuals with disabilities are more likely to be exposed to hazards, psychological effects are more likely to be evidenced in this population as well as more severe post-disaster (Stough, Ducy, & Kang, 2017). Research also suggests that instrumental and social service supports are of particular concern for people with mental illness post-disaster and that disruption of pharmacological and therapy treatments can exacerbate the mental health status of individuals under treatment (National Council on Disability, 2009).…”

“…Both found the role of the special educator to be particularly salient as these teachers had in-depth knowledge of students' pre-disaster behavioral and academic functioning and provided important emotional and social supports post-disaster. These few studies suggest that youth with disabilities may exhibit behavioral problems post-disaster but that their reactions to disaster may be challenging to interpret (Stough, Ducy, & Kang, 2017).…”