15th European Conference on Traumatic Stress4th of June 2017 Development of an educational toolkit for hard of hearing/ deaf and blind/ visually impaired and intellectually disabled children and youths Gisela Zurek, Claudia Schedlich, Frederike Albers German Federal Office of Civil Protection and Disaster Assistance, Bonn, Germany

Objectives Improving competences of disabled children and youths in disaster situations self-help potential communication skills Co-Financed by the European Commission 2 2

Best practice 1. What are the specific needs and demands and what are the specific competences of children and youths with visual, hearing and intellectual disabilities in disaster situations? 2.What information and content strengthen self-help competences of children and youths with visual, hearing and intellectual impairments? Co-Financed by the European Commission 3 3

Approach Collect good practice on National, European and International level Expert Questionnaire Expert Input Meeting with teachers and social workers in special education schools Cooperation University Würzburg, Institute for special education Co-Financed by the European Commission 4 4

Max & Flocke Helderland Toolkits children and youths to strengenthen the self-help competences in disaster situation Max & Flocke Helderland http://www.max-und-flocke-helferland.de Co-Financed by the European Commission 5

Disaster Master Homeland Security Toolkits for disabled children and youths to strengenthen the self-help competences in disaster situation Disaster Master Homeland Security UNHCR INEE Pocket Guide to Supporting Learners with Disabilities Makaton Co-Financed by the European Commission 6

Results of questionnaire Practical exercises are important! Repetition is important! The need for a positive experiences, to have achieved something, the good outcome of a story! Effects of exercises that should be avoided: Misunderstanding of the seriousness of the situation A strong fear or concern The experience of the exercise as a real emergency Co-Financed by the European Commission 7 7

Results of questionnaire Toolkits should improve: First safety! … as for everyone Toolkits should be related to the daily life routine Toolkits should take enviromental aspects into account Toolkits should use individual and social ressources Co-Financed by the European Commission 8 8

Conclusion Not the needs and the demands are specific but the solutions! People want to be active! Toolkits for disabled children and youths should provide the same content for every target group (hard of hearing/ deaf and blind/ visually impaired and intellectually disabled Toolkits for disabled children and youths should offer flexiblility concerning the methodological-didactical implementation Co-Financed by the European Commission 9

Next steps Adaptation of „Max and Flocke im Helferland“ for the target group of disabled children and youths: Easy language …. Practice and evaluate the toolkit in special education schools User access: http://www.eunad-info.eu Co-Financed by the European Commission 10