Disasters, schools, and children: Disability at the intersection

Stough, Laura M.; Ducy, Elizabeth McAdams; Kang, Donghyun; Lee, Sungyoon

doi:10.1016/j.ijdrr.2019.101447

Cited by 21 publications

(12 citation statements)

References 70 publications

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“…Plans for disaster recovery should include all children. Yet, most school disaster planning excludes students with disabilities (Stough et al, 2020). Little has been previously reported on school-based responses to students with disabilities and their families post-disaster (Hipper et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

Educational experiences of children and youth with disabilities impacted by wildfires

Ducy

Stough

2021

DPM

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PurposeThis paper describes the educational experiences of children and youth (aged 3–20) with disabilities during school closures resulting from the 2017 Northern California wildfires. Students with disabilities are particularly vulnerable to the adverse impacts of disaster, yet the effects of school closures on these children remains understudied. This study identifies considerations for students with disabilities and their families post-disaster.Design/methodology/approachAn inductive, qualitative approach was used for the study design, methodology and analysis. In-depth interviews were conducted with parents of 14 students with disabilities about their experiences during and following school closures. All of these children had missed between a week and over a month of school as a result of the wildfires. Thematic analysis was used to code data and identify four themes present across the data.FindingsOur findings indicate that children and youth with disabilities experienced disruptions in school-based services; lost previously acquired skills; exhibited negative health and behavioral issues; had difficulties adapting to new, unfamiliar routines and were saddened by lost social connections. Additionally, findings pinpoint the importance of social connections while schools were closed, the benefits of resuming school which included access to responsive school staff, as well as challenges faced by children with disabilities and their families once schools reopened.Originality/valueFamilies of children with disabilities, as illustrated in this study, often must transverse a different post-disaster landscape. Schools should assist them in navigating that landscape so students with disabilities can experience a more equitable return to education post-disaster.

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Section: Discussionmentioning

confidence: 99%

Educational experiences of children and youth with disabilities impacted by wildfires

Ducy

Stough

2021

DPM

Self Cite

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“…Many studies identify children as a group that is particularly vulnerable to the effects of disasters (Fothergill, 2017; Peek, 2008; Peek et al , 2018; Ronan et al , 2015; Stough et al , 2020), and psychological research provides clear evidence of long-term effects on children. Following exposure to a disaster, children exhibit negative stress symptoms that may lead to depression or post-traumatic stress disorder (PTSD) (Dogan-Ates, 2010; Galea et al , 2005; Goenjian et al , 2005; Kar and Bastia, 2006; La Greca, Silverman, Vernberg, Prinstein, 1996; Osofsky et al , 2009; Neria et al , 2008; Norris et al , 2002; Ward and Shelley, 2008; Wright et al , 2013).…”

Section: Prior Researchmentioning

confidence: 99%

“…The ability of particular schools to respond to a disaster may be limited and depend on the degree of preparation and the resources available to the school (Tobin, 2019). Educators may not be prepared to take on the role of assisting with recovery and supporting the emotional and mental health needs for students without significant support and training (Cox et al , 2017; Houston et al , 2019; Lai et al , 2016; Stough et al , 2020).…”

Section: Prior Researchmentioning

confidence: 99%

The storm after the storm: the long-term lingering impacts of hurricanes on schools

Davis

Cannon

Fuller

2021

DPM

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PurposeThe purpose of this paper is to identify and describe the long-term impacts of hurricanes on schools and discuss approaches to improving recovery efforts.Design/methodology/approachInterviews with 20 school districts in Texas and North Carolina after Hurricanes Harvey (2017) and Matthew (2016). In total, 115 interviews were conducted with teachers, principals, district superintendents and representatives from state education agencies. Interview questions focused on the impact of storms and strategies for recovery.FindingsThe authors uncovered three long-term impacts of hurricanes on schools: (1) constrained instructional time, (2) increased social-emotional needs and (3) the need to support educators.Research limitations/implicationsThis paper focuses on two storms, in two states, in two successive years. Data collection occurred in Texas, one academic year after the storm. As compared to the North Carolina, data collection occurred almost two academic years after the storm.Practical implicationsThis paper illuminates strategies for stakeholders to implement and expedite hurricane recovery through; (1) updating curricula plans, (2) providing long-term counselors and (3) supporting educators in and out of school.Originality/valueTo date, very few studies have explored the ways in which schools face long-term impacts following a disaster. This paper provides insight to the challenges that prolong the impacts of disasters and impede recovery in schools. With hurricanes and related disasters continuing to affect schooling communities, more research is needed to identify the best ways to support schools, months to years after an event.

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“…In addition, the limited number of teachers would not be adequate to assist the students in evacuating if a disaster occurs. Children with intellectual disabilities may need extra explanations and time to evacuate due to their different intellectual and social adaptations [5].…”

Section: The Contextmentioning

confidence: 99%

“…In the increasing number of disasters worldwide, children with disabilities are the most marginalized people who are often excluded from the disaster management framework. However, a growing body of research has started to draw attention to these children's needs regarding disaster education [3,4,5]. This case study explores a way to design and implement disaster education training for children with intellectual disabilities.…”

Section: Introductionmentioning

confidence: 99%

“Monster VIPs”: disaster preparedness training for children with intellectual disabilities

et al. 2021

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Disaster resilience is vital to everyone, including people with disabilities. However, teaching people with disabilities requires special techniques, and there is scant literature in the area. This case study designs and implements disaster preparedness training at a school for children with intellectual disabilities in Padang, Indonesia, an area prone to earthquakes and tsunamis. The training utilizes a blended learning approach called ‘Monster VIPs’ that combines various learning methods such as storytelling, posters, videos, puzzles, and disaster simulations to facilitate students to understand disasters responses. The training involves university teachers and disaster preparedness volunteers (Taruna Siaga Bencana/TAGANA) of the city’s social services.

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Disasters, schools, and children: Disability at the intersection

Cited by 21 publications

References 70 publications

Educational experiences of children and youth with disabilities impacted by wildfires

Educational experiences of children and youth with disabilities impacted by wildfires

The storm after the storm: the long-term lingering impacts of hurricanes on schools

“Monster VIPs”: disaster preparedness training for children with intellectual disabilities

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