Bridging the particular training divide
Covid-19 has caused severe casualties worldwide, according to the World Health Organization, and we have seen the devastating effects of it in every area of our life, i.e. education, work, employment, life and economic situation. The pandemic resulted in major changes in all areas of life that affected most people, especially vulnerable groups such as the elderly with chronic illnesses and people with disabilities and their families.
Many studies have been conducted around the world to understand and measure the impact of this pandemic and the challenges it poses. Disability is a large and complex challenge as it severely limits the performance of the activities of daily living and the ability to integrate with the individual. Children with disabilities (CWD) need health, education and rehabilitation services to improve individuals’ functional performance and some of them may need to do so throughout their lives depending on their physical, mental or other health status. These services are usually provided by rehabilitation teams, schools, special schools and day-care centers that work towards improving functional performance and promoting the child’s independence as much as possible.
Covid-19 presented myriad challenges in various aspects of CWD and the lives of its caregivers. Most mothers found it difficult to meet and keep their children’s needs at home alone. The challenges were complex; physical, social, psychological and financial stress. Physically, the caregivers experienced negative physical health due to increasing physical stress, which leads to musculoskeletal disorders, exhaustion and fatigue. Socially, they felt isolated and there wasn’t much social engagement that these children usually get in their school, therapy center or daycare center. Although the world has seen the booming technology communication and virtual meeting platforms, it has not been as smooth and easy for many of the children with autism and communication problems.
The children experienced symptoms of increased anxiety, lack of sleep, outbursts of behavior and fits of anger, which were mainly due to a lack of understanding of the outside world and a disturbed daily routine. The involvement of these children in their school and day care center used to give the mothers a kind of breathing space between their other household chores and responsibilities and at the same time kept the child busy with therapeutic and meaningful engagements during the day. Many mothers experienced psychological distress during the pandemic because they felt they were not giving their children enough time to do office and household chores.
Other related conditions that have been observed in children, such as meaningless chewing at various times due to the lack of structured commitments at home, increased self-stimulating games and behaviors, or hours of screen time with phones and tablets. As the pandemic curve is on the lower side and many schools and centers are gradually opening up so that children can come to meetings in small groups, the caregivers are facing some challenges again as the children seem to have difficulty reconnecting Get used to school facilities.
How can their routine and structure be restored? First and foremost, it is important that the centers take a multi-sensory approach, organize playful sessions with the children so that they can explore the tools and the environment, interest them and look forward to their sessions. A visual schedule, a to-do list with a clear expectation of what to do, how and how much to do, should be presented to the child at the beginning of the activity. The predictability of the session and the expected reinforcements at the end of a successful completion keep kids motivated, especially with communication challenges and autism.
In addition, a social story of their daily routine with pictures and words based on the child’s level of understanding can be created, viewed and explained at home to familiarize the child with the new daily routine. Children with special needs need to be equipped with better coping mechanisms to help them cope with life.
(The author has a Masters in Special Needs and Inclusion (University of Northampton, UK), is a Rehabilitation Council of India certified Special Education (Autism Consultant) practitioner and arts-based therapy practitioner.)
