Literature Review: Preparing Volunteers to Support Children with Communication and Developmental Needs at Chatter Camp
My special project focuses on preparing volunteers at Chatter Camp to support children who are nonverbal or have significant developmental and communication needs. Many of these children have experienced adversity or trauma, and most of our volunteers are new to working with this population. This project aims to provide volunteers with a foundational understanding of trauma, inclusive communication, and supportive relationship-building. The following sources offer valuable insights that inform the key elements of this initiative.
Understanding Adverse Childhood Experiences (ACEs)
Children with disabilities are at a heightened risk for adverse childhood experiences (ACEs), such as abuse, neglect, or household dysfunction. The Centers for Disease Control and Prevention (CDC) emphasizes that ACEs can have long-term negative impacts on health, opportunity, and well-being. Most people have at least one or two Adverse Childhood Experiences (ACEs), and this isn’t limited to children who are nonverbal or partially verbal. However, understanding ACEs can provide important context for how we interact with Chatter Camp attendees. Recognizing the prevalence and effects of ACEs is crucial for volunteers to create a safe and supportive environment for campers. By understanding the potential backgrounds of the children they support, volunteers can approach their roles with increased empathy and awareness. (https://www.cdc.gov/aces/about/index.html)
Supporting Communication Through AAC
Many campers at Chatter Camp use augmentative and alternative communication (AAC) methods, such as speech-generating devices, picture boards, or gestures, to express themselves. The National Joint Committee for the Communication Needs of Persons with Severe Disabilities has updated the Communication Bill of Rights to affirm that all individuals have the right to affect, through communication, the conditions of their existence. This includes the right to be treated with dignity and respect, to have access to their preferred communication methods, and to be understood by others. Volunteers must recognize and honor these rights, ensuring that every camper’s communication efforts are acknowledged and supported. (https://www.nationaldb.org/updates/communication-bill-of-rights-update/)
Building Resilience in Children with Developmental Disabilities
Children with developmental disabilities often face unique challenges that can impact their emotional well-being. Building resilience in these children is essential for their ability to cope with stress and adapt to new situations. Strategies such as creating supportive environments, teaching emotion recognition and regulation, and fostering problem-solving skills can significantly enhance resilience. By equipping volunteers with these strategies, the project aims to empower them to support campers in building the skills necessary to navigate challenges and thrive. (https://raisingchildren.net.au/autism/development/social-emotional-development/resilience-autistic-children-teenagers)
References
Centers for Disease Control and Prevention. (2024). About adverse childhood experiences. U.S. Department of Health and Human Services. https://www.cdc.gov/aces/about/index.html
National Center on Deaf-Blindness. (2024). Communication bill of rights update. https://www.nationaldb.org/updates/communication-bill-of-rights-update/
Raising Children Network. (2024). Resilience in autistic children and teenagers. https://raisingchildren.net.au/autism/development/social-emotional-development/resilience-autistic-children-teenagers