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It depends on whether Johnny’s parents recognize the situation, and whether they are willing to admit it. It depends on where they are serving, the local resources, and whether they have people to turn to who can provide counsel and expertise. It also depends on how willing the parents are to make adjustments to their ministry and/or location. And it depends on how sensitive and responsive their mission agency and/or sending church are.
One such “Johnny” struggled in the host country national school. Thanks to an evaluation at the international Christian school a few hours away, his family learned of his learning disability. They concluded that Johnny should not continue in the local schools where he was learning in a second language. His parents decided to home school and his mother got special training from the National Institute of Learning Disabilities (NILD).
For “Sally,” the happy ending was delayed. Her parents mentioned their concerns periodically in prayer letters but they thought Sally would grow out if it. No one specific at the mission oversaw MK education, and no system existed to remind anyone to probe these concerns or check on educational needs. Sally was a fifth grader when her family returned for furlough and they learned of her learning disability. By this point, her reading difficulties were compounded by low self-esteem since she thought she couldn’t learn to read. The family had to extend their furlough and when they returned overseas they had to move to a new area closer to a school that offered special services.
How can missions and sending churches proactively help missionaries address this important area? First, missions should have clear policies about children’s education and communicate them to families who are joining the organization. Families need to know which areas the mission leaves to the parents’ discretion, and what services the mission provides.
During the pre-field process, a mission should learn about the children’s educational needs and discuss schooling plans with each family. Missions without in-house education specialists can use outside resources such as Interaction’s Prefield Educational Planning Seminars. Church missions committees should also inquire about the mission’s educational policies and ensure that families have an initial plan for meeting their children’s needs.
However, identifying special educational needs is not always possible when a family joins a mission. A mission may send out a childless couple and God may bless them with children while on the field. Or the couple may leave for the first term with small children. Johnny and Sally’s needs change as they grow. Therefore, mission leaders and sending churches should read prayer letters with an eye for these issues and follow up with both prayer and focused inquiry at regular intervals.
In his article “Caring for Missionary Families: Applications from the Military” Hans Ritschard suggests an annual missionary family check-up to ask about medical, spiritual, support and educational concerns. This annual assessment identifies issues before they mushroom. Waiting until home assignment, especially if a problem surfaces during the first year of a four-year term, is too long to wait (O’Donnell 2002).
When the annual assessment, prayer letters, or a cry for help indicate a problem, missions and sending churches need to be prepared to help. The family may need referrals for testing and evaluative services, which will likely require money.
On-field resources are typically limited and a diagnosis may require specialists that are not available. MK/International Christian schools often provide services for students with learning disabilities and Attention Deficit Disorder. However, they do not typically have trained personnel to address other special needs. Therefore, the family may need to go to the homeland for assessment and other services. Johnny and Sally need special educational intervention before their self-esteem diminishes significantly.
The family’s assignment may need to be modified based on children’s educational needs. Ritschard describes the US Air Force’s family member program: “Airmen are not eligible for an assignment unless there are sufficient resources in the area to support the family” (p. 410). Children’s educational needs must be factored into both initial and on-going placement decisions.
Finally, mission member care personnel or MK education specialists must communicate with mission leaders who determine placement, fund authorization, etc. If a “flag” is included in the family’s records (like in the Air Force’s program), administrative leaders are reminded to consult with appropriate specialists when making decisions. Unless administrators are aware of the family’s needs, they cannot be expected to factor them into decision-making.
Johnny and Sally’s educational needs do not necessarily mean the end of overseas ministry. However, they should be faced realistically. Missions need to ensure that all their members—even those under age 18—get the care and services they need.
Resources O’Donnell, Kelly S., editor. 2002. Doing Member Care Well: Perspectives and Practices from around the World. Pasadena, Calif.: William Carey Library Publishers.
Karen Wrobbel oversees MK education for TEAM in Wheaton, Ill.