Supporting Children with Disabilities Lessons from the Pandemic: Proceedings of a Workshop (2022) / Chapter Skim
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8 Planning for Recovery
8 Planning for Recovery
Pages 69-76
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From page 69... ...
40 percent of children did not receive the services g uaranteed by their Individualized Educational Plans and remote education was o ften not compatible with assistive technology or was simply not effective or appro priate for children with disabilities. Social distancing and social isolation created additional challenges, said Boynton-Jarrett, and some families faced unemployment and gaps in insurance coverage.
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From page 70... ...
These caregivers may be experiencing secondary traumatic stress, vicarious trauma, compassion fatigue, and burnout. There is a need for community-informed and community-led supports for children, families, and caregivers, in order to begin to heal the trauma and build a resilient future.
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From page 71... ...
One of the lessons learned from the pandemic experience with teletherapy, said Choi, was that telehealth was used to increase options for those who already had access to care, but it was generally not used to increase access to care for those who did not. Choi reminded workshop participants that the mental health burden of the pandemic was significant, particularly for individuals with disabilities and their families, and that there was an increased need for mental health care services.
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From page 72... ...
One way to address this issue, said Choi, is to leverage the nursing workforce to help meet some behavioral health needs. Nurse practitioners are more likely than physicians to practice in rural and underserved areas, and there are programs to train nurse practitioners in mental health care so that they can serve these communities.
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From page 73... ...
This approach of making the academic world and the community culture bearers equal, said Sholas, is the emPOWER NOLA method for community elevation and centering of communities to solve complex problems. Sholas shared examples from New Orleans to illuminate how social networks can be used to improve communication and health outreach within communities.
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From page 74... ...
emPOWER NOLA leverages and connects naturally occurring social networks to create community-based, trauma-informed spaces for children. It uses a collaborative model of respect and exchange, and trains culture bearers and mental health professionals to speak a common language.
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From page 75... ...
Every community has an infrastructure, an organizational structure, and a language; when we are considering how to relate to and empower communities, we need to think about how to talk to communities in a language that resonates. Sholas gave examples of this phenomenon, noting that it is in part responsible for why Black women are dying more in childbirth, or why non-English speaking children wait longer for pain medication.
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From page 76... ...
Sholas said that while public health is important, public policy can be even more critical. For example, some individuals cannot access medical care without multiple bus transfers and several hours; "this is a physical barrier that no amount of public health is going to fix." If you had a magic wand, what would you make happen?
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