Special Needs and Overseas Mission. Areas of Special Needs Visual Impairments Hearing impairments...
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Transcript of Special Needs and Overseas Mission. Areas of Special Needs Visual Impairments Hearing impairments...
![Page 1: Special Needs and Overseas Mission. Areas of Special Needs Visual Impairments Hearing impairments Physical impairments: Gross motor skills – using large.](https://reader036.fdocuments.us/reader036/viewer/2022062314/56649e3c5503460f94b2e768/html5/thumbnails/1.jpg)
Special Needs and Overseas Mission
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Areas of Special Needs
• Visual Impairments• Hearing impairments• Physical impairments:
Gross motor skills – using large groups of muscles to sit, stand, walk, run etc.
Fine motor skills – using hands and fingers to be able to eat, draw, write etc.
• Language – speaking, communicating and understanding what others say.
• Cognitive – Thinking skills including learning, understanding, problem solving, reasoning and remembering.
• Social – Interacting with others, having relationships with family, friends etc. co-operating, and responding to the feelings of others.
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Learning Disabilities
• A learning disability is a reduced intellectual ability and difficulty with everyday activities – for example household tasks, socialising or managing money – affects somebody their whole life.
• A learning disability occurs when the brain is still developing – before, during or soon after birth.
• A learning disability can be classified as Mild, Moderate, Severe or Profound, Multiple Learning Difficulties.
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Autism
• Most common form of Learning Disability is Autism – known as Autistic Spectrum Disorder – affects 1 in 100 people.
Characterised by a difficulty with:• social communication e.g. facial expressions, body language,
jokes, sarcasm. Some may not have speech or have fairly limited speech.
• social interaction – often find it difficult to understand other people’s emotions and have difficulty expressing their own.
• social imagination - e.g. predicting what could happen next and coping in new or unfamiliar situations.
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Factors to Consider
• Language we use to talk about disabilities
• Important to get the right advice (e.g. National Autistic Society,
Downs Syndrome Association, specialist paediatrician etc.)
• Each case is individual
• Huge spectrum within disabilities
• How does the disability affect the child?
• What impact does it have upon the family?
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Health
• How are the medical needs of the child different to those of typical children?
• Medication/ risks
• Therapies
• Can these needs be met in the overseas setting?
• Can the child access medical professionals at home?
• Cost/ insurance implications
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Education
• How are the child’s educational needs different from those of typical children? (learning profile, expected rates of progress, level of support / intervention needed)
• Is there adequate educational provision for the child in the overseas setting?
• Mainstream/ Special Schools
• Behavioural issues
• Internet / network of resources
• Cost
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Social
• What are the child’s social needs/ difficulties?
• What situations may cause the child stress?
• How can it be ensured that the child’s social needs are met and they don’t become socially isolated (particularly as get older)?
• Friends - Language barriers / Transient ex-pat community
• Coping with change – ASD.
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Right Setting
• Ensuring the overseas situation fits with the child in terms of health, educational and social needs.
For example:• If have a child with high degree of medical needs have to be
somewhere with access to good medical provision.
• Ensure educational provision suitable – children with SEN learn best by visual and experiential learning – don’t send a child to a local school that uses more traditional rote learning methods and has no awareness of SEN.
• If a child finds lots of social contact stressful don’t be in a setting where you’re likely to have constant visitors to the house and interruption to their routine.
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How will the child be received?
What are the attitudes in the host culture towards Special Needs?
• Ignorance/ hostility
• Acceptance/ vulnerability
• Witness – we all unique, made in God’s image
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The Family
• Taking into account the extra pressure on the family having a child with SN - overseas and at home
• Being realistic when looking at work and ministry
• Behaviour issues / sleep
• Developmental support – parents as child’s teacher and therapist too
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CHILD WITH DISABILITY
FAMILY
INTERVENTION
Health
Risks
Therapy
Medication
Social
Friends
Activities
Community
Educational
Intervention
Learning Profile
CU
LTU
RE /
SO
CIE
TY –
EX
PA
TR
IATE A
ND
HO
ST
Health
Context
Access
Prevention
Social
Cultural view on disability
Response to Expat with disability
Cultural / Social norms
Educational
Access
Support
FAMILY
CHILD WITH DISABILITY
OUTWORKINGTEAM
Local or expat
Inclusive / disparate