Coping - Special Needs

A child with special needs can have difficulty coping with daily life, so it may seem impossible for them to cope with the trauma of a disaster. Don't lose hope - you gain experience everyday that will enable you to guide and help your child to cope and recover. Start now to gather the information and knowledge that you'll need to help them when they need it most.

Take note now of how they react to stress. Also note those things that usually help to relieve their stress.

Take note of triggers – words, images, sounds, etc – that signal danger or disrupt their feelings security and safety.

Take note of their cues – their personal warning signals in response to triggers. (Ticks, facial expressions, withdrawal, quietness, irritability, fear or avoidance)

Write all of these things done, include them in your information binder and with teachers and other care givers. Parents and teachers need to work together to compile this list and remedies as either could be the one there at the time of disaster. IEP meetings or reviews are a great time to go over this. What has worked in the past will have the best chance of working then. Not only can this information help you in any emergency but it can help on a daily basis.

for more information visit http://www.nasponline.org/resources/crisis_safety/specpop_general.aspx

What to do

—       Provide assurance, support and attention IMMEDIATELY. Missing a cue can cause things to escalate quickly.

—       If they lose control remove the child to a safe location, help them to calm down, and then discuss fears or situation as best as possible.

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—       Prepare them for any and all changes rather than reacting to them - explain upcoming changes, where your going, what they will expect. If its going to be loud allow them to put on head phones, bright sunglasses, etc.

—       Discuss events in a familiar setting with familiar people.

—       Provide choices to give them a sense of control.

—       It may be necessary to protect or isolate them to minimize distractions and sources of agitation.

—       Keep constant supervision.

—       Deal with inappropriate behavior quickly, calmly and consistently – helps to reinforce the constants and that they can depend on their support network.

—       Steps and explanations will need to be more concrete and consequences more immediate.

—       Now is the time to work on self-regulation skills and strategies. But still remember a disaster means these skills will still be demonstrated at less proficiency then previously demonstrated due to highly unusual and stressful situation.

For Specific disabilities

Autism: Be sure to have a way to communicate before and after a disaster. Changes in schedules and environment are going to cause great emotional and behavioral upset. Try to maintain as much of it as possible even in a new environment. Bring items from their usual environment to help them cope. Use social stories to help them understand what has and is happening, and allow them to create a storybook to help increase their understanding. They may repeat phrases that could further isolate them ("I'm going to die").  Do those things that you would do for other children of the same age or cognitive age as well as what helps them cope normally.

Cognitive limitations: It may be difficult to know what they understand due to their communication skills and they may react like a younger child despite higher levels of understanding. They will react to the disaster more on the observations and reaction of others. Discussions need to be specific, concrete and basic; you may need to use pictures to explain. This will apply to disasters that have occurred far away as well as those close to them. Offer reassurance.

Learning disabilities: It varies greatly based upon the disability and its degree. Typically they are very literal so explain everything carefully. Be watchful of misinterpretations and correct quickly. Accurate information is of great importance. Use of pictures may be needed to explain clearly. They also struggle with time and space concepts and may get confused about the order of events and the whereabouts – a map may be helpful. These kids may need further support now and after a disaster with self regulation and social skills. They will have more difficulties with tolerating others reactions, anger, and communication.

Behavior: They will be at an increased risk of severe trauma problems. Their symptoms will be exaggerated. Suicidal history will put them at higher risk and will require professionally help quickly. Current behavior problems will become more extreme. Maintain schedules and routines. Be as consistent and predictable as possible.