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

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

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

5. 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 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 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. That older children are like mini adults and understand what is happening.

6. 6 The Myths Are Not True! The Myths Are Not True! Evidence indicates children experience effects of Disaster doubly 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 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 Children indirectly affected by identification with effects of Disaster on parents and other trusted adults Older children have not developed adult emotional maturity Older children have not developed adult emotional maturity

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

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

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

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

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

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

13. 13 QUESTIONS?