www.inclusivechildcare.org || Concordia University, College of Education
Cindy Croft, Director || croft@csp.edu || 651.603.6265
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CICC E-News, Issue #2. September 2007
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A Guide to Developmental Milestones, Red Flags, Early Intervention and Inclusion of Children With Special Needs
This video, produced for the Somali community, addresses developmental milestones for children and red flags for developmental delays as well as covering the topics of early identification and early intervention. This video also contains interviews with Somali parents of children who have special needs and an interview with a Somali physician.
Objectives of the video:
- A major goal of the video is Building a foundation and basic knowledge of developmental milestones for children birth to five years, which is the most critical period of their lives and having a point of reference for red flags for developmental delays and disabilities.
- This video gives emphasis to the parents’ role in supporting their children. It shows how parents can be advocates for their children and how parents can find resources to assist their children and support success in school. This video will show that parents do not have to feel they are alone in this challenge and that there are many resources available to help the entire family.
- Challenges faced by parents or families of children with disabilities are enormous. Challenges for families can be a lack of adjacent support resources and local services that are inaccessible. And despite the known linguistic and cultural barriers, the lack of opportunities to start with, only compounds the situation and in the end adversely impacts the quality of life for the entire household.
- Another goal of this video is to help ease some of the challenges parents and families have by informing them of the Early Intervention system in Minnesota as well as highlighting services that are available.
- A theme throughout this video is the importance of embracing, recognizing, and supporting children with special needs and eliminating any shame that may be felt due to any disability or special needs that may occur in a family.
www.inclusivechildcare.org || Concordia University, College of Education
Cindy Croft, Director || croft@csp.edu || 651.603.6265
Introduction:
Like any other child, children with disabilities require growth, emotional as well as physical, in order to realize their full potential. Parents of children with disabilities also require support so they can then help ensure that their children will be able to function at their full potential, thereby becoming a contributing member of the family as well as to the wider community.
Being aware of and making informed decisions about the support needs of their children is as important as gaining access to available resources and local services. Such resources could include connecting with families who have a child with a similar situation, finding service agencies that assist families of children with disabilities, and exploring resource availability and opportunities to further augment support needs of the child and the family.
While many of the barriers and challenges faced by families of children with disabilities remain the same, there does exist cultural variations in the ways communities address such matters as seeking outside support, accessing resources and information, and dealing with children who have disabilities.
In the case of the Somali community, many may feel guilty or ashamed of the condition of a child. The community may view the special need or disability as a result of sins they may have committed or that they are being weathered to test how strong their faith is. Some accept the condition as is, and do not question it, therefore will not seek professional support or explore available resources to assist them in bringing up children with special needs, medical or otherwise. Others might simply choose to ignore the condition or hide it to the extent of neglecting the child, lest they be received as condemned by the wider community or proven incapable of dealing with the condition.
continued on next pagewww.inclusivechildcare.org || Concordia University, College of Education
Cindy Croft, Director || croft@csp.edu || 651.603.6265
In general, it is highly unlikely to observe families of children with disabilities complaining about the condition of their children or questioning as to the reasoning behind it. This is partly a reflection of Somalis being Muslims with religion playing an important role in core social values. One of the main pillars of Islam is to accept faith and destiny. Good or bad, one does not complain about it or seek a root cause of it. One of the teachings of Islam is for every disease that makes its way to planet earth, there is a cure for it, and humans must seek it. That being said, not many people are proficient in Islamic teachings or studies in that they might not seek professional support in overcoming barriers or challenges, irrespective of the cause, or may not see these disabilities as a disease that they may seek help for.
Challenges:
Somali parents love their children and give them the best care. However, many families lack the opportunities for early intervention, for in most households children are cared for by family members and there is a high probability of early developmental delays or red flags going undetected. For example, a family may not see a developmental delay or “red flag” as an illness or a problem, but may see it as a natural state. For instance, an increase in the diagnosis of Autism and Attention Deficit Hyperactivity Disorder (ADHD) has been observed in Somali children. Because of these compounding effects, there are multiple barriers facing parents including lack of knowledge of the early intervention system or how it works, parents’ belief that children will grow out of it, and the reasoning that every child grows on their own base. Another reason is parents’ limited proficiency in English in that they can neither access information nor seek help in contacting local caregivers.
Due to all these reasons, there is a need for addressing the issue of children with disabilities or special needs.
- Education/information must be provided to Somali families about developmental issues, red flags or call for concerns.
- Families must learn about the importance of early identification and early intervention; they need to know what it is and that it works.
- Somali parents need to hear how very important their role is in the life of their child as primary caregiver and first mentor.
www.inclusivechildcare.org || Concordia University, College of Education
Cindy Croft, Director || croft@csp.edu || 651.603.6265
The more information the parent has and the more the parent knows about early intervention, child development, and “red flags,” the more receptive he/she will be in seeking assistance in addressing intrinsic developmental challenges or inherent disabilities which may or may not be detected.
The last issue addressed herein is the topic of “Person First Language.” The stigma associated with having a disability or having a child with a disability may lead to labeling the child or adult with their disability, such as: arthritic woman, deaf child or Autistic child. In respecting every person as being a “Person First” we must put people first in our language usage, not their disability. We must learn to say, woman with arthritis, children who are deaf, people with disabilities, child who has Autism. This puts the focus on the individual, not the particular functional limitation.
Today’s educational system, disability organizations, self advocates, family members, and friends have done great work to move society forward, instilling “Person First Language.” As a result we experience: the abstinence from name-calling and the practice of classifying persons with disabilities by their disability; this is one positive step forward. The investment of time, the resources used in educating our communities, and the support given to parents and families of children with disabilities all lead to the encouragement of inclusion.
This video will provide many opportunities for learning, reflections, and discussions in the community. We hope this will build a foundation for more education, knowledge, and lead to more children being identified early. It is also important to break the stereotyping of disabilities. Every child is unique, not just a disability “label” and as a unique child, needs to be cared for with appropriate services that are child centered and family orientated.
Challenges faced by Somali parents or families of children with disabilities are enormous, in particular when many might be experiencing the after affects of the civil war and refugee camps. This can be known as Post-Traumatic Stress Disorder, also known as PTSD. Somali families may have no adjacent support resources or access to available local services. Difficulties exist beyond the known linguistic or cultural barriers; the initial lack of opportunities only compounds the situation. Without resources and support, PTSD adversely impacts the quality of life for the entire household.
continued on next pagewww.inclusivechildcare.org || Concordia University, College of Education
Cindy Croft, Director || croft@csp.edu || 651.603.6265
Cultural Consideration
In the Somali culture, mental health is a taboo subject and when it relates to children it is not acceptable. Child rearing practices for raising boys are clearly stated as, “Boys should be boys and active,” encouraging and praising active children. This linear thought processes and other practices may limit children’s interaction with the larger community.
Lack of trust in the western medical establishments in this regard might look like medicating the young ones to make them quiet, while a lack of participation in formal early childhood education system limits opportunities for young Somali children to professionals in these settings that may help in early identification, and early intervention if the need be.
More than 80% of Somali children under five years old are cared for by family, friend, and neighbor (FFN) caregivers. There are a small percentage of children who are cared for in formal settings, such as a child care center, but often if the care provider voices concerns about a child or asks the parent for a consent for referral, the parent will decline or remove the child from the program. A helpful step in solving this problem would be to have trained Somali case workers and consultants available to work with the Somali families. These professionals could relate to these families, be culturally competent and sensitive to their belief system and cultural heritage. This approach would be a respectful way in helping to educate Somali families about the importance of early detection and the need for a diagnosis and the importance of early intervention. These are key steps that make up the chain of success for children.
In general, Somali children are intelligent and fast learners, they develop rapidly to cultural practices. Somali children are nurtured, loved, cared for, and provided for by their parents. And despite all the challenges these children face in this new environment, they are resilient. Parents do want what is best for their children and they want to do what is in their best interest; therefore equipping them with knowledge is key and crucial to family life.
continued on next pagewww.inclusivechildcare.org || Concordia University, College of Education
Cindy Croft, Director || croft@csp.edu || 651.603.6265
Conclusion and Recommendations:
Despite linguistic hurdles, cultural barriers, and correlated challenges facing Somali families of children with disabilities, more families are found to be demonstrating willingness to be informed about developmental opportunities and growth possibilities for their children. Many are also found to be showing the desire to seek professional help by exploring community based services and local support agencies.
It is highly encouraging to see such transformation and with videos and programs, such as the ones supported by the Center for Inclusive Child Care, it is found that they are very helpful in not only informing parents and families of children with disabilities, but these programs and resources also advance the interest families have, in wanting to be actively engaged and wanting to know more. However, more work is needed in this arena; including training workshops, outreach, and videos in child development as well as in specific disabilities that may concern the Somali community in particular. We hope to continue providing these services and having the funding to produce these programs in the near future and in the long term.
The Center for Inclusive Child Care is planning a press release and a first showing of the video in a Twin Cities location. (Date, time, and location to be announced.) For more information regarding the CICC’s Somali Project contact me, Huda Farah.
If you would like ordering information for the video, A Guide to Developmental Milestones, Red Flags, Early Intervention and Inclusion of Children With Special Needs contact Cindy Croft at the Center for Inclusive Child Care via email or phone: (651)603-6265.