“Don’t judge the disability, but focus on their ability”
Background
The term ‘disability’ refers to a wide range of conditions that in some way limit people’s ability to manage everyday living. Children with disabilities are among the most stigmatized and excluded, often suffering marginalisation within the family, community, at school, and in the wider society, leading to poor health and education outcomes, affecting chances for participation and putting them at higher risk for violence, abuse and exploitation. Children with disabilities can sometimes be seen a ‘different’ by other children. In some settings, this may lead to being excluded from play or peer relationships and experiences of social isolation.
“In many instances, families and communities are still ashamed if their children have a disability. These children are often locked away, excluded from school and community life rather than being supported and integrated,” said Angela Kearney, UNICEF Representative in Indonesia.
( Source : UNESCO; UNICEF )
Percentage of Children with Disabilities in Indonesia
According to the data from National Intercensal Population Survey (SUPAS) 2015 estimated number of children with disabilities from 2-17 years old in Indonesia, are 1.904.298 or 2,52% from total population aged 2-17 years, which consists of 998.962 (2,58%) boys, and 905.336 (2,46%) girls. 182. For comparison, according to “Profile of Indonesian Children”, based National Socio – Economic Survey 2012, it is estimated that there are around 532,130 children with disability or around 0.63% of all Indonesian children, with boys 285,330 (0,66%) and girls 246,810 (0,60 %). Based on domicile, the numbers of children with disabilities in rural areas are around 0.64%, higher than the numbers of children with disabilities living in urban area with only 0.61%.
( Source : National Intercensal Population Survey (SUPAS) )
Disability Categories
Different disabilities are often grouped in categories such as intellectual disabilities, learning disabilities, sensory and speech disabilities, acquired brain injury or physical disabilities.
How Does Disability Affect Children ?
Having a disability places limits on the things that children can do. It may restrict them from participating in some activities that their classmates do. It is vital to see the whole child, not just the disability or illness. It is also important to offer support for what children with additional needs can do, so as to reduce restrictions on their participation and maximise their opportunities for success. This approach helps to build self-confidence and motivation for trying new things. It promotes ways of valuing and including all children.
Children with disabilities may have increased chance of being :
- Victims of Bullying
Children who are bullied are more likely than other children to: Be depressed, lonely, and anxious; Have low self-esteem; Experience headaches, stomachaches, tiredness, and poor eating; Be absent from school, dislike school, and have poorer school performance; and think about suicide or plan for suicide.
Some children with disabilities have low self-esteem or feel depressed, lonely or anxious because of their disability, and bullying may make this even worse. Bullying can cause serious, lasting problems not only for children who are bullied but also for children who bully and those who witness bullying.
- Abuse and Neglect
Children with disabilities may be at higher risk for abuse or neglect than children without disabilities. There are steps that parents can take to protect children with disabilities from abuse or neglect.
- Aggression and Violence
Most children with developmental disabilities are not any more violent or aggressive than other children. However, some children may feel a lot of frustration related to their developmental disability. This frustration is sometimes shown through aggression or even self-harming behaviors, such as banging their head or cutting their skin.
- Self Injury
Children with developmental disabilities, such as autism and intellectual disability, are more likely to engage in other forms of self-injury than children without these disabilities.. It is important to understand the reasons for self-directed violence and other forms of self-injury among children with disabilities in order to find the best treatment. It is also important to coordinate care given by family, school, and healthcare providers.
- Victims of Disaster and Trauma
When a disaster or traumatic event occurs, such as a natural disaster or violent act, whether accidental or intentional, it can be stressful for people of all ages. Children tend to react to disaster and traumatic events based on their past experiences and what they know of the current situation. Children with disabilities may require extra support from an adult to help them cope with disaster or traumatic events.
( Source : CDC, Center for Disease Control and Prevention )
What Can We Do?
- Creating a positive school community for children with disabilities.
Developing a culture of belonging and inclusion at school is especially important for children with disabilities and their families. This involves fi nding out about the particular needs of children with disabilities, tailoring teaching practices accordingly and collaborating effectively with parents and carers. Schools can also support belonging and inclusion by promoting values of friendship, cooperation and respect, and by ensuring that the school’s policies and practices address instances of bullying or harassment quickly and effectively when they occur.
- Social and emotional learning (SEL) for children with disabilities
When planning a SEL curriculum, teachers of children with disabilities should be sure to take into account their particular learning needs. By assessing each child’s social and emotional skills individually, a learning plan can be developed to build skills step-by-step. Breaking down complex skills into smaller concrete steps is important for ensuring success. Opportunities for students to practise should be provided for each step. Providing structured peer-to-peer learning activities, in which students learn social skills through direct interaction with one another, is often particularly helpful.
- Supporting families of children with disabilities
Having good support is especially important for families of children with disabilities. Schools can provide support by listening to parents and carers, fi nding out about the particular needs of their children, and collaborate to meet those needs. Schools can also provide relevant information and links to services that can assist families. By facilitating access to support networks, disability advocacy groups, and professional services, schools can help families of children with disabilities get the range of support they require.
- Helping children with mental health difficulties
Getting help early in the lifespan can make a significant difference to ensure that children’s disabilities are appropriately identified, and that professional help and learning support are provided as soon as possible. This helps to minimise the effects of the disability and provides developmental support. Some disabilities, particularly those involving learning and social diffi culties, may only become apparent after children begin school. In these circumstances, schools can provide crucial assistance through facilitating children’s referral for specialist assessment and services
( Source : Australian Institute of Health and Welfare, 2006, Disability updates: Children with disabilities, Bulletin, 42, Australian Government )
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