Guidelines for Families (continued)

Alter language to help children understand. When providing information to children with special needs, it may be necessary to alter language. Children may not be able to understand abstract or complex concepts, such as “being on alert,”“state of emergency” and “rescue efforts.” Rather, when speaking to children with special needs, adults can focus on explaining the situation in simple, concrete terms. It is also important to provide children with enough facts to help them understand a situation without burdening them with all the details of the traumatic or frightening event. Repeating facts to children with cognitive limitations or language comprehension problems is also essential.

Tailor the information to the child’s strengths. It is critical to share information with children while utilizing their strengths. For instance, a child with a language disability may better understand information through the use of visual materials and pictures. Children with limited cognitive abilities may better process information with concrete examples and simple factual statements.

Make sure children understand the facts correctly. When sharing information about a potentially frightening or traumatic event, children may have difficulty grasping all the details or trying to understand the impact of the event on their life.This is especially true for children with special needs. Some children may put information together inaccurately, neglect to consider vital aspects of information shared and come up with fanciful explanations. Children may also misattribute the reasons behind an event and may consider the event a larger threat to themselves and their family than may actually be the case.When providing children with facts about an event, it is important to check and assess whether they fully grasp the information provided. When possible, ask children to write, tell or draw what they know about the event, and correct any misconceptions and misattributions through discussion.

Correct inaccuracies. Children with cognitive or emotional difficulties may be more susceptible to believing false information and rumors.This is especially pertinent for school-aged children, who rely on their peer group for information and socialization. It is important that children are correctly informed and do not share, or are not swayed by, inaccurate information.

Be attuned to changes in symptoms. Many children with disabilities provide specific signs that signal their concern about their own and their family’s safety.  Children with special needs may have more difficulty than their peers in expressing their fears, anger and concerns.Warning signs of distress may be facial expressions, nervous tics, changes in speech patterns, sweating, feeling sick or increased irritability and angry outbursts. Problems may also be reflected in behavior, such as withdrawal, refusal to participate in activities, separation problems or acting out.

Maintain regular routines and schedules. Children with special needs are faced with daily challenges, such as maneuvering a wheelchair and taking medications regularly. At times of crisis, routines will help reduce anxiety and provide children with a sense that things are gradually returning to normal.

Prepare children for emergencies. Be sure that children with special needs are aware of procedures to be followed in an emergency. Children should know the specific people responsible for them and who to contact in the case of an emergency. Make certain that you are familiar with the school’s emergency procedures, and plan for special accommodations, such as assistance with a wheelchair or a guide for a visually impaired child. Practicing safety plans can reassure children that things will go smoothly and highlight any unforeseen difficulties with organization and management, such as maneuvering a wheelchair.

Engage in open discussion. When children ask questions or are ready to talk about events, do not avoid discussions – as hard as they may be.Avoidance of difficult subjects, particularly about death, transmits the message that a topic is taboo. Silence or avoidance can eventually create more anxiety and confusion.

Validate children’s feelings. Assure children that their perceptions that events are scary are valid and that even adults can be frightened or worried. This is especially important for children with emotional difficulties or children who have difficulty interpreting others’ feelings. In addition to validating children’s concerns and feelings, reassure them that adults are in control and that they can make decisions to take care of the children.

Limit exposure to the media. Limiting media exposure and replays of images that can be overwhelming are important for all children.Younger children and those with special needs may believe that each replayed incident on television is a new, additional event. Children may also misunderstand information presented in the media, and believe that they are at greater risk than they actually are.Watch news reports with children and make sure that they correctly process the information. Children with disabilities may have experienced trauma previously in their lives, which puts them at risk for recurrence of previous reactions to stress.