Special Needs Persons in Disasters

1. Special Needs Persons in Disasters Phnom Penh 09 Pandemic Influenza Kira Kay – HandswithHands Andrew Bates, COE Save The Children, Sept 2007‘Guide for inclusion of Children in Emergency Operations Plans’

2. Learning objectives You will be able to: • Define who are ‘special needs’ people (SNP) and why is is important to include them in plans • Explain the role of the community in caretaking SPN in disasters • Define the practical, legal, social, and psychological impacts

3. Who Are Special Needs People? • Children 0-18 yrs • Disabled persons (physical & mental disabilities) • Pregnant women • Aged • Illiterate • Other

4. Why develop planning for ‘special needs’ persons? • Basic moral, legal and ethical reason – they are fellow human beings with equal rights • In case of current H1N1 Pandemic, SNP are especially susceptible to virus • Often unable to access, or benefit from, general plans • May need special access and health requirements • Often unable to manage their own needs • May be disproportionately affected by the emergency circumstance do to loss of base foundations (e.g. schools, care givers, institution) 

5. Some Myths on psychological effects of disasters on children: • That children are innately resilient and will bounce back and recover fully, even from severe trauma • That children, especially young children, are not affected by disaster unless they are disturbed by their parents responses • That older children are like mini adults and understand what is happening.

6. The Myths Are Not True! • Evidence indicates children experience effects of Disaster doubly • Even very young children are directly affected by experiences of death, destruction, absence &/or powerlessness of parents • Children indirectly affected by identification with effects of Disaster on parents and other trusted adults • Older children have not developed adult emotional maturity

7. Psychological considerations • SNP more vulnerable to psychological issues • Some SNP are excessively physically vulnerable thus increasing fear, trauma and cognitive ability • Expression of such trauma is varied in different SNP groups and requires different responses • Need for counseling and consideration after Disaster – long-term planning

8. How to include SNP in Disaster plan Step 1: Develop a planning team • Designate planning coordinator • Include various agencies, organisations and individuals • Emergency services, care providers (including parents), Health care providers, schools, media, social service agencies and volunteer organisations, NGO’s, government and legal representatives.

9. Step 2: Conduct research • Determine and map Location, demographics and numbers of SNP and institutions • Laws governing care and legal responsibilities in emergencies • Available Health care and Aid facilities that can assist, and their capacities (including NGOs) • Mass care facilities and their capacity to house ‘special needs’ persons • Transportation and communication availability to service ‘special needs’ persons in emergency

10. Step 3: Identify assumptions affecting planning & implementation process • Parent/guardian’s primary concern locate child • Providers of care likely to be affected themselves • Schools becoming mass shelters or closed • Local Health providers overwhelmed • Transient ‘special needs’ people

11. Other Planning Considerations • What additional needs & actions to service SNP, during and after Disaster • Define and assign roles before, during and after Emergency • Encourage each SNP facility to develop their own Disaster plan • Develop SNP plan in conjunction with General Disaster plan

12. Summary • SNP is frequently a large number of people with various special needs • Who are SNP in your community? • What are their additional needs – during and after Disaster? • How can these needs be met in conjunction with General Disaster plan? • Adequate planning ensures the vulnerable SNP receive help & support in a timely manner from those organisations best equipped to be assistance.

13. QUESTIONS?