Commentary: Children with Developmental Disorders in Humanitarian Settings--A Call for Evidence and Action

Autor/inn/en	Hunt, Xanthe; Betancourt, Theresa; Pacione, Laura; Elsabbagh, Mayada; Servili, Chiara
Titel	Commentary: Children with Developmental Disorders in Humanitarian Settings--A Call for Evidence and Action
Quelle	In: Journal on Education in Emergencies, 7 (2021) 1, S.184-195 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2518-6833
Schlagwörter	Developmental Disabilities; Young Children; Childhood Needs; Conflict; Natural Disasters; At Risk Persons; Emergency Programs; Planning; Child Health; Mental Disorders; Intervention; Trauma; Refugees; Access to Health Care; Access to Education; Environmental Influences; Cultural Relevance; Evidence Based Practice; Caregivers; Teachers; Allied Health Personnel; Policy Formation + Suchen Sie Ihr Suchwort? Entwicklungsstörung; Frühe Kindheit; Childhood; needs; Kindheit; Bedürfnis; Konflikt; Natural disaster; Naturkatastrophe; Risikogruppe; Hilfsprogramm; Ablaufplanung; Planungsprozess; Mental illness; Geisteskrankheit; Flüchtling; Education; Access; Bildung; Zugang; Bildungszugang; Environmental influence; Umwelteinfluss; Caregiver; Carer; Betreuungsperson; Pfleger; Lehrer; Lehrerin; Lehrende; Politische Betätigung
Abstract	The relationship between developmental disorders and humanitarian settings is a complex one: conflict and natural emergencies can contribute to developmental disorders, largely by compromising women's prenatal and perinatal environment and their access to perinatal care (Zuurmond et al. 2016). Children and adults with disabilities often shoulder a disproportionate burden of the suffering experienced in such settings (UN Human Settlements Programme 2007; Peek and Stough 2010). It is challenging to provide appropriate and responsive care in emergency contexts to children with developmental disorders and their caregivers (Davidson et al. 2004). Nevertheless, the public health significance of supporting these children and intervening with those at risk of suboptimal developmental trajectories due to their exposure to a humanitarian emergency cannot be ignored. In recognition of this, this commentary poses three interlinked questions: (1) Which areas of programming and research need more attention in order to effectively support young children with developmental disorders and their caregivers?; (2) In emergency contexts, what principles should guide work with young children who have disabilities?; and (3) What is known about how to plan and program for this group and what gaps in the evidence need to be addressed? The commentary highlights areas of programming and research that need to give greater attention to supporting young children with developmental disorders, and their caregivers, in emergency contexts. (ERIC).
Anmerkungen	Inter-agency Network for Education in Emergencies. 122 East 42nd Street, 14th Floor, New York, NY 10168. e-mail: journal@inee.org; Web site: https://inee.org/evidence/journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01