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Children with disabilities experience a high burden of all forms of violence, according to a systematic review and meta-analysis published online March 17 in The Lancet Child & Adolescent Health.
Zuyi Fang, Ph.D., from the School of Social Development and Public Policy at Beijing Normal University, and colleagues conducted a systematic literature review to estimate violence against children with disabilities….Continue reading….
By: Physician’s Briefing Staff
Source: One in Three Children With Disabilities Experience Violence
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According to the CRPD, children with disabilities “include those who have long-term physical, mental, intellectual or sensory impairments which in interaction with various barriers may hinder their full and effective participation in society on an equal basis”. The most common developmental disability is intellectual disability. Cerebral palsy is the second most common developmental disability, followed by autism spectrum disorder.
Other developmental disabilities may include: Attention-Deficit/Hyperactivity Disorder, Sensory impairment such as hearing loss, visual impairment or deaf-blindness. A significant and long term learning difficulty. A physical disability. In addition, children who have learning disabilities have a much greater chance of developing mental health needs, if the appropriate support is not put into place.
Having a disability might also place limits on learning and restrict what children and young people can do and how much they can join in activities. Many disabled children are at an increased likelihood of being socially isolated with fewer outside contacts than non disabled children. Their dependency on parents and carers for practical assistance in daily living, including intimate personal care, increases their risk of exposure to abusive behaviour.
Creating a calming space can help your child regulate their emotions. A calm space can be anything from a blanket fort to a spare room. Fill the space up with soft tactile objects such as snuggly blankets, soft cushions, soothing lights and textured toys. This may include difficulty attending social events due to sensory issues, struggles with finding adapted clothing for their child’s needs, and facing unique communication barriers that require specialized strategies.
Previous literature shows that especially abled kids are likely to exhibit more behavioral problems as compared to their peers. These may include hyperactivity, attention difficulties, oppositional behavior, conduct problems, social and peer problems. Sometimes people can behave in ways that challenge us and sometimes it’s hard to work out the causes.
Challenging behaviour can include but is not limited to consistent aggression, self-injury/harm, running away, distress and anxiety. It has been said that all behaviour is a communication. Don’t be afraid to ask for help. Often family and friends want to help, but they just don’t know how. Be honest about your feelings and share them with trusted friends, family members, or a counselor. Do not let your child’s disability define you or your child.
Disabled children have special care needs such as physiotherapy, special food requirements and drug regimes. It takes time to meet many of these needs, which may arise several times a day. Feelings like stress, frustration, anger, guilt, shame and loneliness are all natural reactions to the way severe learning disabilities affect your family member’s life and your own. These feelings are not easy to talk about.
Low birthweight, premature birth, multiple birth, and infections during pregnancy are associated with an increased risk for many developmental disabilities. Untreated newborn jaundice (high levels of bilirubin in the blood during the first few days after birth) can cause a type of brain damage known as kernicterus. Children and adolescents with severe cognitive and learning disabilities often find it more difficult to develop life skills.
They can experience: Anxiety and poor self-confidence—They feel that their performance is less than that of others. Special educational needs and disabilities ( SEND ) can affect a child or young person’s ability to learn. They can affect their: behaviour or ability to socialise, for example they struggle to make friends. reading and writing, for example because they have dyslexia.
Safeguarding disabled children demands a greater awareness of their vulnerability, individuality and particular needs. It is also important to see the child in the context of the whole family and community supports that are present. The findings show that disabled children are more likely to experience disadvantaged family circumstances, whatever measure of disability is used, and in both early childhood and adolescence.
The risks of disadvantage appear to increase during early childhood but become more stable in adolescence. Key adult methodology embedded into daily classroom practice. Use of non-verbal methods of communication to communicate when help is needed. Worry boxes/jars for children to communicate with staff using their chosen method. Daily ‘check-in’ sessions in our two nurture classes for the most vulnerable children.
Emotional stresses include insecurities regarding parenting competence, grieving for the future that parents had anticipated for their child and guilt around the wellbeing of siblings. It is no surprise then that the parents of children with a disability report higher levels of stress than other parents. Autism spectrum disorder (ASD) is a developmental disability that can cause significant social, communication and behavioral challenges.
A sensory meltdown is an overload to the brain by too much stimulation from lights, sounds, sights, tastes, and textures. It’s reacting to the environment, and it’s often beyond their control. A child to stop having a tantrum, usually when they get what they want. A meltdown won’t stop because of this. Sounds, textures, smells, light, movement or lack of them can become so overwhelming, an autistic person’s mind can be thrown off balance.
Changes in routine and other sources of anxiety, like social interactions or anticipating high-stress events can also be triggers. Parents of children with special needs are often exhausted and frequently become depressed. Their reserves of time and resources for self-care are even more depleted than those of parents of typical children. Yet their need for refueling is also greater…
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