Man may have moved forward in their understanding of the umbrella term #neurodiversity and its associated conditions BUT they remain firmly rooted in the 17th century when it comes to #war when their excitement about the discovery of #gunpowder was in it’s infancy. We may imagine we are civilised but our actions prove we are barbaric. As the famous Scottish poet #robertburns once wrote ” Man’s #inhumanity to man makes countless thousands mourn.”
Alternative communication methods are essential for those who cannot speak or have difficulty with verbal communication. These methods include sign language, high-tech options like eye gaze technology, and low-tech options like PEC systems and communication boards. However, for those in war zones or refugee camps, accessing these #communication tools and strategies is fraught with challenges.
War, in many conflict zones, is a fight for survival; therefore, the infrastructure for language communication is insufficient or absent. In spite of global acknowledgment of the need for inclusive education, the harsh reality for students in these regions includes inaccessible #education, limited resources, stigma, and the mental health impact of war. We should also focus on the realities of disrupted education, the lack of resources, stigmatization, and the psychological toll of war and how these factors impact the ability of #neurodiverse students to communicate effectively. By analysing anecdotal evidence and available research, including a recent study on the impact of terrorism and war on neurodivergent children and their families here is my overview of the emotional, cognitive, and cultural challenges these students face and the need for improved support and intervention in these settings.
Language Communication Learning: A Necessity for Many
Language serves as the cornerstone for socialisation, education, and personal well-being. Communication methods such as sign language, PEC, and eye gaze technology are vital for engaging with the world for #disabled and neurodiverse learners. However, conflict zones lack access to these tools. #Refugee camps, where millions of displaced people find refuge, are often lacking educational resources for disabled and neurodiverse individuals. Resource constraints and makeshift solutions in these places lead to the introduction of alternative communication methods, creating inadequate learning environments. Although man’s understanding of the neurodivergent umbrella and the different conditions it covers has moved forwards ,their warring instincts to blow everything to smithereens, regardless of the consequences, remains firmly in the 17th century when men marvelled at the power #gunpowder gave them over their enemies.
Disabled and neurodiverse learners in these environments face key challenges, including:
- Lack of assistive devices: In war zones and refugee camps, even basic access to technologies like speech-generating devices, or eye gaze technology is rare and so is low tech devices such as perspex communication boards. Improvised communication methods are necessary but depend on available materials.
- In war-torn areas, conflict destroys schools, or others repurpose them. Even when schools are open, the curriculum rarely meets the needs of these students, who consequently lack sufficient support.
- Often, conflict situations worsen societal stigma against disability or neurodivergence. The students’ vulnerability leaves them susceptible to abuse, neglect, and marginalisation, shutting them out of education and social life.
- Psychological and emotional toll: The trauma of living in a war zone, coupled with the inability to communicate, can worsen mental health conditions, making it even harder for these individuals to engage in learning.
Recent research has highlighted the heightened vulnerability of neurodivergent children to the #psychological impacts of war. A study by Dr. Judah Koller and his team revealed that within 30 days of an attack in Israel, neurodivergent children exhibited significantly more pronounced post-traumatic stress symptoms compared to their neurotypical peers, with their parents also reporting higher levels of depression, anxiety, and stress. This emphasizes the urgent need for specialized mental health services and tailored educational support in conflict zones to address both the psychological and cognitive challenges these students face.
Factors Affecting Language Communication Acquisition in War Zones
Scarce resources hinder communication, negatively affecting language skill development in neurodiverse learners. War zones create environments of extreme scarcity, where those in charge do not prioritise education, assistive devices, and communication tools. Because there is a lack of emotional and social support, language acquisition becomes further complicated.
Several specific challenges include:
- Resource scarcity: Refugee camps, which are already overwhelmed with the needs of displaced populations, are ill-equipped to provide the assistive devices or technologies necessary for neurodiverse learners. Although communication boards or low-tech alternatives may exist, they’re frequently unusable due to inadequate maintenance.
- Emotional distress: The trauma caused by exposure to violence, displacement, and losing family members or homes scars mental health. This emotional burden can interfere with a child’s ability to learn, especially in situations where the language of communication itself is new or unfamiliar.
- Inconsistent education: Where schools exist in these regions, ongoing conflict often disrupts or destroys them. The lack of stable, consistent educational opportunities doubly affected disabled and neurodiverse students who already face learning challenges.
Cognitive and Emotional Considerations
Beyond physical destruction, war significantly impacts the cognitive and emotional well-being of children in conflict zones. Because of the challenging environments, students often experience significant stress, anxiety, and trauma, thus affecting their ability to focus, learn, and communicate. Learning communication strategies is made incredibly difficult due to unstable daily lives and the absence of proper learning environments.
Cognitive and emotional factors include:
- Trauma-induced cognitive delays: War trauma can affect cognitive abilities, including memory, attention, and processing speed. Because of these delays, children have more difficulty processing new information, particularly complex communication.
- Anxiety and depression: Anxiety is rampant in conflict zones, especially among displaced children. Constant fear and uncertainty can lead to emotional withdrawal, making it difficult for children to engage with new communication methods, even when they are available.
- Survival mode: In a war zone, survival often takes precedence over learning. Disabled and neurodiverse students, like all others, may struggle to focus on education when basic survival needs are at risk.
The findings from recent studies emphasize the importance of considering not only the cognitive and developmental aspects of communication but also the heightened emotional and psychological impacts of war. Specialized support, such as trauma-informed care and mental health services, must be integrated into education efforts for children with diverse learning needs in conflict zones.
Effective ways to help people with diverse learning needs communicate during crises.
While the challenges are significant, there are strategies that can help improve communication learning for neurodiverse students in war zones, refugee camps, and other crisis settings. Effective strategies comprise:
- Low-tech, adaptable solutions: In the absence of high-tech communication tools, low-tech solutions like hand-drawn picture communication boards, written instructions, and other accessible aids can help bridge communication gaps.
- Community-based learning: Refugee camps often rely on community support for education. Peer-based learning, where disabled and neurodiverse students collaborate with others who understand their challenges, can help them develop communication skills in an informal yet supportive environment.
- It is essential to provide psychological support alongside educational interventions. Trauma-informed teaching methods can help students process their emotions and engage with communication methods more effectively.
- Global collaboration for resource provision: International agencies can collaborate to provide basic communication tools and educational materials to conflict zones. By ensuring that disabled and neurodiverse children are not overlooked, these organisations can play a crucial role in facilitating access to communication methods.
Conclusion
For disabled and neurodiverse students living in war zones, the lack of access to language communication tools and education exacerbates the already challenging conditions they face. In refugee camps and conflict zones, survival takes precedence over education, and as a result, communication and learning often fall by the wayside. There is an urgent need to address these concerns. The destruction of schools, lack of resources, and psychological trauma hinder these students ability to develop essential communication skills. In these war-torn regions, humanitarian efforts must prioritise the education and inclusion of disabled and neurodiverse students, so that all children—regardless of their circumstances—can communicate, learn, and heal.
Through targeted interventions, international cooperation, and a trauma-informed perspective, we must ensure that disabled and neurodiverse learners in crisis situations receive the necessary support to succeed in the face of immense challenges. Additional research is crucial for comprehending the lasting impact of war on disabled and neurodivergent students and creating effective interventions and support systems for them.
References
Amnesty International (2003) Persons with disabilities in situations of risk and humanitarian emergencies: Persons with disabilities in situations of risk and humanitarian emergencies: Submission to the Committee on the Rights of Persons with Disabilities on Article 11: Day of general discussion 2023 – Amnesty International
Human Rights Watch (2021) Persons with Disabilities in the Context of Armed Conflict: https://www.hrw.org/news/2021/06/08/persons-disabilities-context-armed-conflict
Kiron Clinic blog (2021) Trauma and Neurodiversity – Understanding the Struggle and Meeting the Needs – Khiron Clinics
OHCR (Office of the High Commissioner Human Rights (2024) Palestinians with disabilities subject to unbearable consequences of the ongoing hostilities and violence in the OPT: https://www.ohchr.org/en/statements/2024/05/palestinians-disabilities-subject-unbearable-consequences-ongoing-hostilities
PMLD Link (2024)People with profound and multiple learning disabilities in war zones around the world :Winter 2024 / Vol 36.3 / Issue 109
Shpigelman CN, Gelkopf M. The impact of exposure to war and terror on individuals with disabilities. Psychol Trauma. 2019 Feb;11(2):189-196. doi: 10.1037/tra0000381. Epub 2018 Jul 12. PMID: 29999392.
Shir Rozenblat et al, Autistic children and their parents in the context of war: Preliminary findings, Stress and Health (2024). DOI: 10.1002/smi.3442 Published by Hebrew University of Jerusalem https://medicalxpress.com/news/2024-07-psychological-impact-war-autistic-children.html
United Nations: OSRSG CAAC (Office of the Special Representative of the Secretary- General for Children and Armed Conflict) (2023) new discussion paper highlights the devastating impact of armed conflict on children with disabilities. –https://childrenandarmedconflict.un.org/2023/12/a-new-discussion-paper-highlights-the-devastating-impact-of-armed-conflict-on-children-with-disabilities/#iLightbox [gallery151961]/0
