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Educational experiences of children and youth with disabilities impacted by wildfires

Educational experiences of children and youth with disabilities impacted by wildfires This paper describes the educational experiences of children and youth (aged 3–20) with disabilities during school closures resulting from the 2017 Northern California wildfires. Students with disabilities are particularly vulnerable to the adverse impacts of disaster, yet the effects of school closures on these children remains understudied. This study identifies considerations for students with disabilities and their families post-disaster.Design/methodology/approachAn inductive, qualitative approach was used for the study design, methodology and analysis. In-depth interviews were conducted with parents of 14 students with disabilities about their experiences during and following school closures. All of these children had missed between a week and over a month of school as a result of the wildfires. Thematic analysis was used to code data and identify four themes present across the data.FindingsOur findings indicate that children and youth with disabilities experienced disruptions in school-based services; lost previously acquired skills; exhibited negative health and behavioral issues; had difficulties adapting to new, unfamiliar routines and were saddened by lost social connections. Additionally, findings pinpoint the importance of social connections while schools were closed, the benefits of resuming school which included access to responsive school staff, as well as challenges faced by children with disabilities and their families once schools reopened.Originality/valueFamilies of children with disabilities, as illustrated in this study, often must transverse a different post-disaster landscape. Schools should assist them in navigating that landscape so students with disabilities can experience a more equitable return to education post-disaster. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Disaster Prevention and Management Emerald Publishing

Educational experiences of children and youth with disabilities impacted by wildfires

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References (35)

Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
0965-3562
DOI
10.1108/dpm-10-2020-0310
Publisher site
See Article on Publisher Site

Abstract

This paper describes the educational experiences of children and youth (aged 3–20) with disabilities during school closures resulting from the 2017 Northern California wildfires. Students with disabilities are particularly vulnerable to the adverse impacts of disaster, yet the effects of school closures on these children remains understudied. This study identifies considerations for students with disabilities and their families post-disaster.Design/methodology/approachAn inductive, qualitative approach was used for the study design, methodology and analysis. In-depth interviews were conducted with parents of 14 students with disabilities about their experiences during and following school closures. All of these children had missed between a week and over a month of school as a result of the wildfires. Thematic analysis was used to code data and identify four themes present across the data.FindingsOur findings indicate that children and youth with disabilities experienced disruptions in school-based services; lost previously acquired skills; exhibited negative health and behavioral issues; had difficulties adapting to new, unfamiliar routines and were saddened by lost social connections. Additionally, findings pinpoint the importance of social connections while schools were closed, the benefits of resuming school which included access to responsive school staff, as well as challenges faced by children with disabilities and their families once schools reopened.Originality/valueFamilies of children with disabilities, as illustrated in this study, often must transverse a different post-disaster landscape. Schools should assist them in navigating that landscape so students with disabilities can experience a more equitable return to education post-disaster.

Journal

Disaster Prevention and Management – Emerald Publishing

Published: Jul 8, 2021

Keywords: Children; Youth; Disability; Disaster; School closures; Disaster response; Special education teachers; Trauma-informed

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