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Working Together: �Related Service Provider Considerations for School Emergency Planning

Arkansas Department of Education

Amy M Schlessman, PT, DPT, DHSc

July 30, 2025

Image from Pixabay

Students with disabilities should participate and practice evacuation procedures to the same extent as peers. Each student’s unique needs should be considered in the various potential emergencies that may arise in the school. The student’s school team should implement accommodations and modifications accordingly. OTs and PTs can play an important role in assessing the student’s physical abilities, recommending appropriate accommodations and equipment, assessing the building structure, and training the student and staff on emergency procedures. OTs and PTs should work with the Individualized Education Program (IEP) and 504 team members, including the family and building administration, to identify the need for a specific emergency plan for students with physical disabilities. OTs and PTs can identify a student’s physical needs, appropriate equipment, and provide staff training as part of that plan. Additional planning partners may include the school registered nurse, school district safety officer, local fire marshal, and first responders.

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Learning objectives

1. Describe at least 3 Roles & Responsibilities in School Emergency Management Planning for Students with Disabilities

Upon completion of this course, the learner will be able to:

2. List at least 3 Assessment Considerations in School Emergency Management Planning for Students with Disabilities

3. List at least 3 Team Considerations in School Emergency Management Planning for Students with Disabilities

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Session Focus: Prepare for Different �Natural Hazards/Environment: �

Tornado warning
Fire
Hurricane
Tornado
Floods
Chemical spills
Other
(Red Cross- Preparing for Disaster for People with Disabilities and other Special Needs: http://www.redcross.org/images/MEDIA_CustomProductCatalog/m4240199_A4497.pdf)

Image from Pixabay

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Experiences, Lessons Learned, Eyes on Future

Images from Pixabay

-1^st 2 years as PT: fire, chemical spill & flood

-Lack of Preparation and Practice:

Icons to symbol

Lawsuit

Not involved in drills

First day of work outside stair climber ….. :loading dock platform lift

Coworker son dies in fire DMD

Blind and deaf student … no drill practice just grab her and hand get her out…. Behavior issue I saw took 2-3 adults to calm her

Reading flood

Plastic plant air quality

Multiple WCs…. Consolidate in one room…. On 5^th floor, room can’t see changed

Student with anxiety… get him out before drills, even though parent wants him to practice … next month we will

We get all kids oit before drill except X because his parents threatened a lawsuit if he wasn’t part of drills

All at one school consolidation ….no

Lets stop drill denial

Consolidating students…no

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�Practice and planning make a difference:

Everyone should regularly practice, review, revise, and update plans to reflect changes

Health condition
Environment
Technology
Personnel
Procedures, etc

Image from Pixabay

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Noteworthy Statistics:

Image from Pixabay

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Americans with Disabilities: �Important Stats:

2000 US census versus 2010 census

Americans with 1 or more disabilities: 2000- 49.7 million, 2010- 56.7 million people (19% of the population had a disability)
Children ages 5- 20 with a disability in the United States- 5.2 million (2000)

National Center for Health Statistics (2003)

Americans with serious hearing disabilities: 32.5 million
Americans have visual disabilities 18.6 million

Image from Pixabay

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Importance of Preparation:

McGuire et al., 2007.

Image from Pixabay

Advanced planning:

Helps prepare local agencies, schools, individuals

Individuals with disabilities may face:

-Increased risk

-Higher death rates

-Difficulty in evacuating without prior planning

Lack of planning leads to:

Increased chaos

Results in unnecessary injuries and possibility life lost

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Hurricane Katrina:

Over 40% of those who did not evacuate were either physically unable to leave or were caring for a person with a disability

https://kaiserfamilyfoundation.files.wordpress.com/2013/01/7401.pdf
Brodie et al 2006

Image from Pixabay

Evac pop pdf.: In 2005, the Kaiser Family Foundation, Harvard School of Public Health, and The Washington Post (reference 2) conducted interviews of displaced Hurricane Katrina evacuees then living in Houston and found:

Over 40 percent of those who did not evacuate were either physically unable to leave or were caring for a person with a disability

34 percent of Katrina victims were trapped in their homes

50 percent of those who were trapped waited 3 or more days to be rescued

In disaster management, special needs issues are considered a “human” issue. As a result, relevant initiatives have largely been assigned to disaster human services in terms of planning, education and outreach, response, and recovery. However, in recent years, the full integration and incorporation of special needs issues in emergency management is becoming both accepted and implemented on the local, state, and federal levels.

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Hurricane Experience:

According to the Consortium for Citizens with Disabilities’ Emergency Management Task Force in 2006:

People with disabilities comprised 25-30% of those impacted by Hurricanes Katrina and Rita

A wake up call and call to action

Image from Pixabay

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Recommendations from (Federal Emergency Management Agency) FEMA and the American Red Cross (ARC):

Preparing for Disaster for Individuals with Disabilities:

BE proactive:

Engage in self-education, personal planning, and preparedness

DEVELOP an evacuation kit
WORK WITH agencies involved in evacuating
DEVELOP a personal support network*

Van Willigen et al., 2002

Image from Pixabay

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Agencies involved in �evacuating individuals with disabilities:

www.fema.gov FEMA- The Federal Emergency Management Agency’s Community and Family Preparedness Program
www.redcross.org American Red Cross Community Disaster Education

www.access-board.gov The Access Board
www.ncd.gov National Council on Disability
www.nod.org/emergency National Organization on Disability

Image from Pixabay

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Agencies involved in �evacuating individuals with disabilities:

How to Prepare for Emergencies (includes links for children, individual with disabilities, schools workplace, etc/various types of emergencies): https://www.redcross.org/get-help/how-to-prepare-for-emergencies.html
American Association for People with Disabilities: www.aapd.com
American Foundation for the Blind: www.afb.org
National Association of the Deaf: www.nad.org
Ready: www.ready.gov
Easter Seals: www.easter-seals.org

Image from Pixabay

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Red Cross- Preparing for Disaster for Individuals with Disabilities :

DEVELOP A PERSONAL SUPPORT NETWORK/YOUR TEAM

Plan who will assist

Organize a network at all the places you frequent (home, school, workplace, etc)

Relatives, neighbors, friends, co-workers

Training is IMPORTANT!

Do not depend on only one person!!!

http://www.redcross.org/images/MEDIA_CustomProductCatalog/m4240199_A4497.pdf

Image from Pixabay

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Take Action: �Practice, planning make a difference:

Utilize a documentation (i.e.Checklists)
Develop a Plan
Practice the plan
Review and practice the plan regularly by everyone involved
Be prepared for the unexpected

http://www.nfpa.org/safety-information/for-consumers/populations/people-with-disabilities

Image from Pixabay

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School Emergency Management Planning for Students with Disabilities:

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Recent Research: School Emergency Management Planning for Students with Disabilities

Children with intellectual disabilities are more vulnerable in disasters

(Seddighi et al 2021)

Schools act as a safe place for education, protecting students and staff through preparedness and pre-disaster planning

(Shah et al 2020, Shah et al 2021)

Critical need for more attention to emergency preparedness for children with disabilities, their families and service providers and their inclusion in planning (scoping review) (Lindsay & Hsu 2023)

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Recent Research: School Emergency Management Planning for Students with Disabilities

Communication during emergencies and emergency planning is essential (Abukhalaf & Meding 2020)

Parents, schools & community contacts can provide support to youth impacted by disaster (Ducy et al 2021)

School should consider:

-physical environment

-staff to student ratio for the response phase

-identify individualized students needs/disabilities (Chen et al 2022)

Important role of interdisciplinary teams and collaborative practices among schools (Nikolaraizi et al 2021)

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ICF Model + Emergency Management

Many authors noted a general lack of “forward-thinking” in existing disaster planning protocols Pineda et al 2021

Lack of data is frequently identified as a key barrier to planning and decision-making for individuals with disabilities Andrews et al 2021

Integrating the ICF Model in emergency management provides a tool to evaluate functioning and address barriers Jones et al 2023

Participation
Environmental factors

Many authors noted a general lack of “forward-thinking” in existing disaster planning protocols Pineda et al 2021

Pineda, Victor Santiago, and Jason Corburn. "Disability, urban health equity, and the coronavirus pandemic: promoting cities for all." Journal of Urban Health 97 (2020): 336-341.

lack data is frequently identified as a key barrier to planning and decision-making for individuals with disabilities Andrews et al 2021

Andrews, Erin E., et al. "No body is expendable: Medical rationing and disability justice during the COVID-19 pandemic." American Psychologist 76.3 (2021): 451.

Integrating the ICF in emergency management provides a tool to evaluate functioning and address barriers Jones et al 2023

Participation

Environmental factors

Jones, Mackenzie, et al. "COVID-19, Disability, and the International Classification of Functioning, Disability and Health: A Scoping Review of Early-Stage Pandemic Response." AJPM Focus (2023): 100152.

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ICF Model + Emergency Management

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PARTICIPATION

Vacation with family
Independence during lunch
Playing sports at community center
Getting ready for school
Walking to class
Evacuating building during an emergency

ACTIVITIES

Sit and stand from chair
Uneven surfaces/crowds
Up/downstairs

CONDITION

Cerebral Palsy

BODY FUNCTIONS/

BODY STRUCTURES

Muscle tightness
Weakness
Poor posture
Poor balance
Poor endurance

ENVIRONMENTAL

Distance to class
Teacher concerns
Parent concerns
Inaccessibility

PERSONAL

Motivation
Attention to Task
Cognition
Attitude

WHO 2002

Adapted from Campbell, 2006

ICF Model + Emergency Management

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ICF Model + Emergency Management

Various disabilities:

Autism
Deaf-blindness
Deafness
Emotional disturbance
Hearing impairment
Intellectual disability
Multiple disabilities

Orthopedic impairment
Other health impairment
Specific learning disability
Speech or language impairment
Traumatic brain injury
Visual impairment

Individuals with Disabilities Education Act (IDEA) Sec. 300.8 Child with a disability: https://sites.ed.gov/idea/regs/b/a/300.8

Orthopedic impairment means a severe orthopedic impairment that adversely affects a child’s educational performance. The term includes impairments caused by a congenital anomaly, impairments caused by disease (e.g., poliomyelitis, bone tuberculosis), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures).

(9) Other health impairment means having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that—

(i) Is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome; and

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School Emergency Management + Workload Consideration for Team Members

Time to develop

Practice

Training

Evaluate

Modify as needed

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Call to Action: APTA Pediatrics Fact Sheet��School Emergency Management Planning for Students with Disabilities:

Call to Action: Share and discuss with your school team

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Role of Schools:

Schools are expected to keep children safe from a range of emergency events

Federal Emergency Management Agency (FEMA) recommends creation of an Emergency Operations Plan (EOP)

EOP: outlines how a school will prepare, respond, and recover from an emergency

https://rems.ed.gov/docs/School_Guide_508C.pdf

U.S. Department of Education’s Office of Safe and Supportive Schools has a Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center to assist schools, education agencies, and community partners with emergency management programs

https://rems.ed.gov/AboutUs.aspx

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Role of Schools:

Every district or school should develop and implement comprehensive school EOPs that describe the actions that students, teachers, and school staff should take before, during, and after emergency events https://rems.ed.gov/AboutUs.aspx

EOPs includes information related to preparing, planning, responding, reunification efforts, and recovery effortshttps://www.ready.gov/educators-organizations

Individual school administrators ensure that emergency plans address the needs of all students, including those with disabilities who cannot access the standard emergency plans/procedures of their school https://rems.ed.gov/AboutUs.aspx; Jennifer v. Los Angeles Unified School District

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Role of Schools:

Interdisciplinary collaborations are recommended for emergency education and planning for students with disabilities (Stough et al 2020)

The efforts of educators, administrators, emergency responders, related service providers, and students safeguard the protection of children with disabilities

https://www.ready.gov/kids/educators-organizations

https://pixabay.com/illustrations/team-collaboration-cohesion-group-1015712/

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Roles & Responsibilities of Related Service Providers

Use our knowledge and skills in all stages of disaster management and to assist with the development of policies that help local communities and states to prepare

Work with Individualized Education Program (IEP) and 504 team members, including family and building administration, to identify the need for a specific emergency plan for students

Identify student’s needs, appropriate equipment, and provide staff training as part of that plan

Collaborate with additional planning partners may include the school registered nurse, occupational therapist, school district safety officer, local fire marshal, and first responders

Section 504 of the Rehabilitation Act of 1973

Sterman & Villeneuve 2020

Good 2015

https://www.apta.org/contentassets/fda282ffca6e46bfbc4c7f1919c58254/role-of-the-pt-and-pta-in-disaster-management.pdf

Use our knowledge and skills in all stages of disaster management and to assist with the development of policies that help local communities and states to prepare

Sterman & Villeneuve 2020

Role of the PT and PTA in Disaster Management. American Physical Therapy Association. 2020. Available at: https://www.apta.org/contentassets/fda282ffca6e46bfbc4c7f1919c58254/role-of-the-pt-and-pta-in-disaster-management.pdf

Work with the Individualized Education Program (IEP) and 504 team members, including family and building administration, to identify the need for a specific emergency plan for students with physical disabilities

U.S. Department of Education. Office for Civil Rights, Free Appropriate Public Education for Students With Disabilities: Requirements Under Section 504 of the Rehabilitation Act of 1973. Washington, D.C., 2010

Identify student’s physical needs, appropriate equipment, and provide staff training as part of that plan

Collaborate with additional planning partners may include the school registered nurse, occupational therapist, school district safety officer, local fire marshal, and first responders (Good 2015)

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Roles & Responsibilities of Related Service Providers

Address the ICF model and role of functional limitations on evacuation performance (Bukvic et al 2021)

Due to the complexity and variability of emergency situations and evacuation activities, planning and preparation using the ICF model, focusing on functional limitations in walking and moving, changing and maintaining body position, and purposeful sensory experiences is recommended (Bukvic et al 2021, Carlsson et al 2021)

Identify mobility speeds, physical aids, and barriers to evacuation process (Hostetter and Naser 2022)

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Roles & Responsibilities of Related Service Providers

Students with disabilities should participate and practice evacuation procedures to the same extent as nondisabled peers (Maryland State Department of Education, 2016)

As movement experts, PTs/PTAs/OTs/COTAs are uniquely qualified to assist schools with determining the need for and the development of emergency plans for students with disabilities

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Roles & Responsibilities of PTs/PTAs/OTs/COTAs: Summary

Assist administration to identify students with physical limitations who may require an individualized emergency plan

Discuss/collaborate with IEP/504 team, providing expertise in a student’s functional performance & physical abilities

Collaborate with school district to select & purchase appropriate equipment

Practice & train with staff & student

APTA Fact Sheet: School Emergency Management Planning for Students with Disabilities

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Assessment Considerations

Assess Physical Structure of School Campus

Assess Abilities of Student

Assess Need for Specialized Emergency Equipment with School’s Safety Office/Risk Management Department

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Assessment Considerations

Assess Physical Structure of School Campus

Building structure (stairwell, hallway, elevator, etc.)(Hostetter & Naser 2022)
Exit locations
Accessible areas & barriers outside of building exits (ramps, sidewalks)
Elevators - many lock & return to ground floor in case of a fire
Student schedule & location throughout the day
More than one exit plan from the building per location
Unique or unusual situations or special circumstances that may require modifications, adaptations or outside assistance to evacuate

APTA Fact Sheet: School Emergency Management Planning for Students with Disabilities

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Assessment Considerations

Assess Abilities of Student

Amount of a task the student can perform independently

Amount of physical assistance needed

Need for assistive technology

Need for additional time

Need for additional student training

APTA Fact Sheet: School Emergency Management Planning for Students with Disabilities

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Assessment Considerations

Assess Abilities of Student

Medical health (i.e. obesity, potential seizures with flashing lights; potential difficulty breathing in smoke due to cystic fibrosis, etc.)

Ability to understand/respond to emergency signals (eg., exit signs, fire alarms, etc.)

Sensory perception (eg., anticipate sensitivities to loud noises or crowded spaces, etc.)

Social cognition (eg., problem solving skills, ability to follow multiple step directions, difficulties with transitions involving quick routine changes, social anxiety, etc.)

Behavioral concerns and precautions

APTA Fact Sheet: School Emergency Management Planning for Students with Disabilities

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Assessment Considerations

Assess Need for Specialized Emergency Equipment with School’s Safety Office/Risk Management Department

Evacuation board
Evacuation devices for stairs
Mechanical lift device
Emergency transport blankets
Fire doors
Fire safe evacuation elevators
Items needed for shelter-in-place emergencies (eg., medications, water)
Items needed for reunification and non-emergency transportation (eg., transporting students to a safe location, need for wheelchair van)

APTA Fact Sheet: School Emergency Management Planning for Students with Disabilities

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Team Considerations

Various emergencies and region dependent natural disasters www.ready.gov/
Medications needed in the event of a lengthy emergency event(Red Cross) Communication between staff members (radios, mobile phone, etc.)
Communication with outside agencies & first responders
Service animals
Plan Management
Training Considerations

APTA Fact Sheet: School Emergency Management Planning for Students with Disabilities

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Team Considerations: Plan Management

Be Informed about state laws for emergency plan development & management
Collaborate with IEP team/504 team members & all individuals who are a part of the student’s care^{(Good 2015)}
Develop emergency plans for students with physical disabilities at least annually & review regularly throughout the school year^{(Good 2015)}
Reference the need for specific emergency plans in the IEPs & 504 plans
Include the need for student training in IEP & 504 documents
Ensure written plans are easily accessible (i.e. main file, each teacher, student folder, etc.)
Familiarize student/staff with the plan

APTA Fact Sheet: School Emergency Management Planning for Students with Disabilities

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Team Considerations: Staff Training �

Work with administration to identify staff who need to participate in evacuation training
Plan for additional staff to be trained to cover staff absences
Encourage the team to practice the plan throughout the school year
Identify a team member to lead ongoing training throughout the year
Document instruction & drill participation
Consider use of manufacturers’ product trainings/videos or online videos for procedures training of staff (Online Courses for Comprehensive Emergency Management. Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center. US Department of Education. Available at: https://rems.ed.gov/trainings/courseshome.aspx)

APTA Fact Sheet: School Emergency Management Planning for Students with Disabilities

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Team Considerations: Student Training �

Familiarize the student & practice realistic emergency routines/drills
Provide student instructions for navigation of emergency procedures at their cognitive level
Develop social story, if applicable

APTA Fact Sheet: School Emergency Management Planning for Students with Disabilities

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APTA Pediatrics Fact Sheet

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Developed by a volunteer workgroup of the APTA Pediatric Physical Therapy's School Special Interest Group

Special thanks to expert contributors:

Amy Schlessman, PT, DPT, DHSc

Sharon Antoszyk, PT, DPT, Board-Certified Pediatric Clinical Specialist

Laurie Bainer, PT, DPT

Katie Langelier, PT, DPT

Mary Olson, PT, DPT, MS

Rachel Okazaki, PT, MPT

Reviewed by:

Dennis Sean Rahe, Security Assessor

Chris Godfrey, OFE, District Chief, Green Township Fire & EMS, Ohio

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Role of PTs and PTAs in Providing School Emergency Management Planning for Students with Disabilities

Team Considerations and Suggestions for a Collaborative School Emergency Management Plan

Resources

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Call to Action: APTA Pediatrics Fact Sheet�

Share and discuss with your school team

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How to Prepare:

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How to Be Prepared:

1. Get informed

2. Make a plan

3. Assemble a kit

4. Maintain your plan and kit

Red Cross- Preparing for Disaster for People with Disabilities and other Special Needs: http://www.redcross.org/images/MEDIA_CustomProductCatalog/m4240199_A4497.pdf

Image from Pixabay

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1. GET INFORMED:

Create a plan collaborating with your local emergency professionals/agencies:

Community Disaster Plans.

What is your community’s response plans?
Where are emergency shelters?

Community Warning Systems. Learn how local authorities warn of a pending disaster? NOAA Weather Radio and its alerting capabilities (www.noaa.gov).
Assistance Programs. Ask about special assistance programs for emergency in your area.

Is there a register?
Electric-dependent? Register with your local utility company.

Hazard Map: earthquake monitoring/forecasting/scenarios, etc.

Red Cross- Preparing for Disaster for People with Disabilities and other Special Needs: http://www.redcross.org/images/MEDIA_CustomProductCatalog/m4240199_A4497.pdf

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2. MAKE A PLAN:

Develop primary emergency plan and a back-up plan:

Decide Where to Meet
Choose an "Out-of-Town" Contact.

Tip: Often after a disaster its easier to make a long distance call than a local call from a disaster area

Red Cross- Preparing for Disaster for People with Disabilities and other Special Needs: http://www.redcross.org/images/MEDIA_CustomProductCatalog/m4240199_A4497.pdf

Image from Pixabay

Develop primary emergency plan and a back-up plan to ensure your safety

Meet with Your Family/Personal Care Attendants/Building Manager. Review the information you gathered about community hazards and emergency plans.

Choose an "Out-of-Town" Contact. Ask an out-of-town friend or relative to be your contact. Following a disaster, family members should call this person and tell them where they are. Everyone must know the contact’s phone numbers. After a disaster, it is often easier to make a long distance call than a local call from a disaster area.

Decide Where to Meet. In the event of an emergency, you may become separated from household members. Choose a place right outside your home in case of a sudden emergency, like a fire. Choose a location outside your neighborhood in case you can’t return home.

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2. MAKE A PLAN:

Complete a Communications Plan:
Contact information for family members and school
Out-of-town contact’s information
Meeting locations
Emergency services
National Poison Control Center (1-800-222-1222)
Sample Form: www.ready.gov - or at https://www.redcross.org/content/dam/redcross/get-help/pdfs/American-Red-Cross-Emergency-Contact-Card.pdf

Fill out blank wallet cards for quick reference
Teach children how to call the emergency phone numbers and when appropriate to do so (app: Dial Safe pro)
Provide family members with a copy of your communication plan; have handy for yourself

Red Cross- Preparing for Disaster for People with Disabilities and other Special Needs: http://www.redcross.org/images/MEDIA_CustomProductCatalog/m4240199_A4497.pdf

Complete a Communications Plan. Your plan should include contact information for family members, members of your support network, caregivers, work, and school. Your plan should also include information for your out-of-town contact, meeting locations, emergency services, and the National Poison Control Center (1-800-222-1222). A form for recording this information can be found at www.ready.gov - or at www.redcross.org/contactcard. These websites also provide blank wallet cards on which contact information can be recorded and carried in a wallet, purse, backpack, etc, for quick reference. Teach your children how to call the emergency phone numbers and when it is appropriate to do so. Be sure each family member has a copy of your communication plan and post it near your telephone for use in an emergency.

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2. MAKE A PLAN:

Escape Routes and Safe Places:

2 routes: Best route and alternate route
Map it out

Example: Doors, windows, stairways, large furniture, your disaster supplies kit, fire extinguisher, smoke alarms, other visual and auditory alarms, collapsible ladders, first-aid kits, stairways, elevators, etc.

(Red Cross- Preparing for Disaster for People with Disabilities and other Special Needs: http://www.redcross.org/images/MEDIA_CustomProductCatalog/m4240199_A4497.pdf)

Image from Pixabay

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2. MAKE A PLAN:

Escape Routes and Safe Places:

Have at least 2 escape routes from each room
Meeting place
Practice drills!!!!!!!!!!!!!!

(Red Cross- Preparing for Disaster for People with Disabilities and other Special Needs: http://www.redcross.org/images/MEDIA_CustomProductCatalog/m4240199_A4497.pdf)

Image from Pixabay

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2. MAKE A PLAN:

Prepare for Different Hazards:
Tornado warning
Fire
Hurricane
Others

Red Cross- Preparing for Disaster for People with Disabilities and other Special Needs: http://www.redcross.org/images/MEDIA_CustomProductCatalog/m4240199_A4497.pdf

Image from Pixabay

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2. MAKE A PLAN :�Action Checklist – Items To Do Before a Disaster

Considerations for people with disabilities:
Learn what to do in case of power outages and personal injuries

Have back-up equipment
Have set place to store back-up equipment

Examples: Electric wheelchair or scooter? have manual wheelchair for backup

Teach those who may assist in an emergency how to operate necessary equipment

Label equipment
Attach/provide instructions for use

Vision impaired, deaf or hard of hearing? Plan ahead for someone to convey essential emergency information

Red Cross- Preparing for Disaster for People with Disabilities and other Special Needs: http://www.redcross.org/images/MEDIA_CustomProductCatalog/m4240199_A4497.pdf

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2. MAKE A PLAN:�Action Checklist – Items To Do Before a Disaster

Considerations for people with disabilities:
Identify and mark accessible exits and access to all areas designated for emergency shelter or safe rooms
Ask about plans for alerting and evacuating those with sensory concerns, anxiety, etc
Have extra battery for cell phone
Learn various ways to receive emergency instructions and warnings in your area

Red Cross- Preparing for Disaster for People with Disabilities and other Special Needs: http://www.redcross.org/images/MEDIA_CustomProductCatalog/m4240199_A4497.pdf

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2. MAKE A PLAN:�Action Checklist – Items To Do Before a Disaster:

Considerations for people with disabilities:
Be prepared to give specific and concise instructions (unique to that individual)

Practice doing this (verbally, pre-printed, etc)
Consider social stories

Prepare for anticipated reactions to the emergency situation (i.e. confusion, panic, anxiety etc).
Fire Extinguisher: *know how to use it
First Aid Kit
Keep important documents (medical records) in safe location

Red Cross- Preparing for Disaster for People with Disabilities and other Special Needs: http://www.redcross.org/images/MEDIA_CustomProductCatalog/m4240199_A4497.pdf

Image from Pixabay

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Schlessman A, and Moore D (developed in collaboration with Ohio’s State Fire Marshal). “Student Evacuation Plan.” 2005. Three Rivers Local School, Cleves, Ohio.

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Schlessman A, and Moore D (developed in collaboration with Ohio’s State Fire Marshal). “Student Evacuation Plan.” 2005. Three Rivers Local School, Cleves, Ohio.

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Schlessman A, and Moore D (developed in collaboration with Ohio’s State Fire Marshal). “Student Evacuation Plan.” 2005. Three Rivers Local School, Cleves, Ohio.

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3. Assemble a kit: Basic disaster supplies kit:

Portable, battery-powered radio and extra batteries
Flashlight and extra batteries
First aid kit and manual
Sanitation/hygiene items (hand sanitizer, moist towelettes, toilet paper)
Special needs items: i.e. prescription medications, eyeglasses, hearing aid batteries, etc
Map of the local area, and other items to meet unique needs

(Red Cross- Preparing for Disaster for People with Disabilities and other Special Needs: http://www.redcross.org/images/MEDIA_CustomProductCatalog/m4240199_A4497.pdf)

Image from Pixabay

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4. Maintain the plan and disaster supplies kit:

Practice Drills
Restock Supplies
Test:

Alarms
Batteries

Review, Reassess and Adapt

Red Cross- Preparing for Disaster for People with Disabilities and other Special Needs: http://www.redcross.org/images/MEDIA_CustomProductCatalog/m4240199_A4497.pdf

Image from Pixabay

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Evacuation:

Image from Pixabay

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Four Elements of Evacuation Information That Individuals with Disabilities Need: �http://www.nfpa.org/safety-information/for-consumers/populations/people-with-disabilities

Notification (What is the emergency?)
Way finding (Where is the way out?)
Use of the way (Can I get out by myself, or do I need help?)
Assistance (What kind of assistance might I need?)

Image from Pixabay

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STANDARD BUILDING EVACUATION SYSTEMS:

3 components:
1. Circulation path
2. Occupant notification system(s)
3. Directions to and through the circulation paths

http://www.nfpa.org/safety-information/for-consumers/populations/people-with-disabilities

Image from Pixabay

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STANDARD BUILDING �EVACUATION SYSTEMS: �Circulation Path:

Definition: continuous and unobstructed way of travel from any point in a building or structure to a public way
The components include (but are not limited to):

Rooms, corridors, doors, stairs, smoke proof enclosures, horizontal exits, ramps, exit passageways, escalators, moving walkways, fire escape stairs, fire escape ladders, slide escapes, alternating tread devices, areas of refuge, elevators

Circulation path is considered usable if it meets one of following:

A person with disabilities is able to travel unassisted through circulation path to a public way
A person with disabilities is able to travel unassisted through that portion of circulation path necessary to reach an area of refuge
http://www.nfpa.org/safety-information/for-consumers/populations/people-with-disabilities

A circulation path is a continuous and unobstructed way of travel from any point in a building or structure to a public way.

The components of a circulation path include but are not limited to rooms, corridors, doors, stairs, smokeproof enclosures, horizontal exits, ramps, exit passageways, escalators, moving walkways, fire escape stairs, fire escape ladders, slide escapes, alternating tread devices, areas of refuge, and elevators.

A circulation path is considered a usable circulation path if it meets one of the following criteria:

◆ A person with disabilities is able to travel unassisted through the circulation path to a public way.

◆ A person with disabilities is able to travel unassisted through that portion of the circulation path necessary to reach an area of refuge. (See 7.2.12 of NFPA 101®, Life Safety Code®, for more information.)

An area of refuge serves as a temporary haven from the effects of a fire or other emergency. The person with disabilities must have the ability to travel from the area of refuge to the public way, although such travel might depend on the assistance of others. If elevation differences are involved, an elevator or other evacuation device might be used, or the person might be moved by other people using a cradle carry, a swing (seat) carry, or an in-chair carry or by a stair descent device. (See 7.2.12 of NFPA 101®, Life Safety Code®, for more information.)

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STANDARD BUILDING EVACUATION SYSTEMS: Occupant Notification System:

Includes (but not limited to): alarms and public address systems

bell, horn, speaker, light, or text display that provides audible, tactile, or visible outputs, or any combination
http://www.nfpa.org/safety-information/for-consumers/populations/people-with-disabilities

Image from Pixabay

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STANDARD BUILDING EVACUATION SYSTEMS: �Directions to and through the Usable Circulation Path:

Which Circulation Paths Are Usable Circulation Paths?
Mark the Routes
Includes: signage, oral instructions passed from person to person, and instructions, which may be live or automated, broadcast over a public address system

Exits should be marked by approved signs

Readily visible from any direction of approach in the exit access

Personal notification devices

http://www.nfpa.org/safety-information/for-consumers/populations/people-with-disabilities

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Building an Evacuation Plan for an Individual with Motor Impairments:

Image from Pixabay

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Mobility Impairments: �http://www.nfpa.org/safety-information/for-consumers/populations/people-with-disabilities

Considerations for those individuals who use: manual or power wheelchair, canes, crutches, etc
Typical problems:

Maneuvering through narrow spaces
Going up or down steep paths/inclines
Moving over rough or uneven surfaces
Using restroom
Reaching/seeing items placed at conventional heights
Stairs negotiation or changes in level at building entrance/exit

Image from Pixabay

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Mobility Impairments:

Considerations for individuals who are ambulatory

Can walk but with difficulty or who have a disability that affects gait

I.e. use crutches, canes, walkers, braces, artificial limbs, orthotics

Tasks that may be difficult for people with mobility disabilities:

Walking, reaching, stairs negotiation, prolonged standing, steep inclines

Considerations for respiratory impairments

May have difficulty due to dizziness, nausea, breathing difficulties, tightening of throat, difficulty concentrating

May require rest breaks

Image from Pixabay

http://www.nfpa.org/safety-information/for-consumers/populations/people-with-disabilities

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Mobility Impairments:

Respiratory Impairments
May have difficulty due to dizziness, nausea, breathing difficulties, tightening of throat, difficulty concentrating

May require rest breaks while evacuating

http://www.nfpa.org/safety-information/for-consumers/populations/people-with-disabilities

Image from Pixabay

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Building an evacuation plan for a person with a mobility impairment:

Mark the Routes:
All circulation paths usable by people with disabilities should be clearly identified by the international symbol of accessibility:

Locations of exit signs and directional exit signs are specified by model codes. (Typically above exit doors and near ceiling)
Tip: Extra directional exit signs help clearly determine the route to exit

Examples: Readily visible; contrast against surroundings

http://www.nfpa.org/safety-information/for-consumers/populations/people-with-disabilities

Image from Pixabay

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Building an evacuation plan for a person with a mobility impairment:

Any circulation paths that are not usable should include signs directing people to other, usable paths
Educate and plan: individual with mobility impairments should be provided with written directions and/or map showing what those signs look like and where they are

http://www.nfpa.org/safety-information/for-consumers/populations/people-with-disabilities

Image from Pixabay

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Building an evacuation plan for a person with a mobility impairment:

What is an area of refuge?

A space that serves as a temporary haven from effects of fire or other emergency

Area of refuge: mobility impairments:

Must be able to travel from area of refuge to public way, although such travel might depend on the assistance of others.
If elevation differences are involved, an elevator or other evacuation device might be used, or the person might be carried
Training, practice, and an understanding of the benefits and risks of each technique for a given person are essential

http://www.nfpa.org/safety-information/for-consumers/populations/people-with-disabilities

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Building an evacuation plan for a person with a mobility impairment:

Use of Elevators?

Can be a component of a usable circulation path, HOWEVER elevator use is restricted in some types of building emergencies (i.e. elevators typically return to the ground floor when fire alarm is activated)

http://www.nfpa.org/safety-information/for-consumers/populations/people-with-disabilities

Image from Pixabay

Use of Elevators?

Yes in it can be a component of a usable circulation path, HOWEVER elevator use is restricted in some types of building emergencies (i.e. elevators typically return to the ground floor when a fire alarm is activated) This may not be true in the event of non-fire emergencies requiring an evacuation. In the last several years, however, building experts have increasingly joined forces to carefully consider building elevators that are safer for use in the event of an emergency.

In October 2003, the National Institute of Standards and Technology (NIST) began working with the elevator industry to develop and test more reliable emergency power systems and waterproof components. Under consideration are software and sensing systems that adapt to changing smoke and heat conditions, helping to maintain safe and reliable elevator operation during fire emergencies. Such changes could allow remote operation of elevators during fires, thus freeing fire fighters to assist in other ways during an emergency.

The topic was further examined in March 2004 during the Workshop on the Use of Elevators in Fires and Other Emergencies co-sponsored by the American Society of Mechanical Engineers (ASME International), NIST, the International Code Council (ICC), the National Fire Protection Association (NFPA), the U.S. Access Board, and the International Association of Fire Fighters (IAFF). The workshop provided a forum for brainstorming and formulating recommendations in an effort to improve codes and standards.

The majority of recommendations led to the formation of two new ASME task groups: the Use of Elevators by Firefighters task group and the Use of Elevators for Occupant Egress task group. The project is a collaborative effort of ASME, NIST, ICC, NFPA, IAFF, the U.S. Department of Homeland Security (DHS), and the U.S. Access Board. For more information, visit www.asme.org.

Here again, good planning and practice are key elements of a successful evacuation.

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Building an evacuation plan for a person with a mobility impairment:

Use of stairs? IS Assistance REQUIRED? Who Will Provide the Assistance?
If able to negotiate stairs but has trouble with doors/ doorknobs/locks etc, can be assisted by anyone
Plan: ask for assistance with a particular door/lock etc
Who?

Peer, building staff?

http://www.nfpa.org/safety-information/for-consumers/populations/people-with-disabilities

Image from Pixabay

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Building an evacuation plan for a person with a mobility impairment:

How Many People Are Necessary to Provide Assistance?
If One Person: assign 2 assistants
Multiple People: assign at least twice the number of people required

http://www.nfpa.org/safety-information/for-consumers/populations/people-with-disabilities

Image from Pixabay

How Many People Are Necessary to Provide Assistance?

One Person

When only one person is necessary to assist a person with a mobility impairment, a practical plan should identify at least two, ideally more, people who are willing and able to provide assistance. Common sense tells us that a specific person may not be available at any given time due to illness, vacation, an off-site meeting, and so on. The identification of multiple people who are likely to have different working and traveling schedules provides a more reliable plan.

Multiple People

When more than one person is necessary to assist a person with a mobility impairment, a practical plan should identify at least twice the number of people required who are willing and able to provide assistance. Common sense tells us that one or more specific people may not be available at any given time due to illness, vacation, off-site meetings, and so on. The identification of a pool of people who are likely to have different working and traveling schedules provides a more reliable plan.

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Building an evacuation plan for a person with a mobility impairment:

Type of Assistance:

Guidance

Explaining how and where person needs to go to get to usable circulation path
Accompanying person to and/or through usable circulation path

Minor Physical Effort

Offering an arm to assist to/through usable circulation path
Opening door(s) in usable circulation path

Major Physical Effort

Operating a stair-descent device
Carrying a wheelchair downstairs
Carrying a person downstairs

Waiting for First Responders
http://www.nfpa.org/safety-information/for-consumers/populations/people-with-disabilities

Image from Pixabay

Waiting with the person with the impairment for first responders would likely be a last choice when there is an imminent threat to people in the building. While first responders do their best to get to a site and the particular location of those needing their assistance, there is no way of predicting how long any given area will remain a safe haven under emergency conditions.

This topic should be discussed in the planning stage. Agreement should be reached regarding how long the person giving assistance is expected to wait for the first responders to arrive. Such discussion is important because waiting too long can endanger more lives. If someone is willing to delay his or her own evacuation to assist a person with an impairment in an emergency, planning how long that wait might be is wise and reasonable.

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Building an evacuation plan for a person with a mobility impairment:

Where Will the Person(s) Start Providing Assistance?

(1) From the Location of the Person Requiring Assistance
Does person assisting need to go where person with mobility impairment is located at the time the alarm sounds?
(2) From a Specific, Predetermined Location : (i.e. hallway, entry to stairs)

When Provide Assistance?

Always, only when asked, only certain emergencies, etc

How Contact the Assistor?

Face to face, Phone, text, etc

http://www.nfpa.org/safety-information/for-consumers/populations/people-with-disabilities

Image from Pixabay

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Building an evacuation plan for a person with a visual impairment:

Image from Pixabay

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Visual Impairments: partial or total vision loss:

Considerations:

May distinguish light and dark, sharply contrasting colors, or large print but cannot read small print, negotiate dimly lit spaces, or tolerate high glare
Many people who are blind depend on their sense of touch and hearing to perceive their environment
May use white cane or have service animal
May miss a visual cue, such as a new obstruction due to the emergency
http://www.nfpa.org/safety-information/for-consumers/populations/people-with-disabilities

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Building an evacuation plan for a person with a visual impairment:

For People with Disabilities, Which Circulation Paths Are Usable, Available, and Closest?
Exits should be marked by tactile signs easily found from any direction of approach to the exit access
Usable circulation paths should be identified by tactile international symbol of accessibility:

http://www.nfpa.org/safety-information/for-consumers/populations/people-with-disabilities

The location of exit signage and directional signage for those with visual impairments is clearly and strictly specified by codes. The requirements include but are not limited to the type, size, spacing, and color of letters for visual characters and the type, size, location, character height, stroke width, and line spacing of tactile letters or Braille characters. The specific code requirements are included in Annex C.

-It may be practical to physically take new employees with visual impairments to and through the usable circulation paths and to all locations of directional signage to usable circulation paths. In addition, simple floor plans of the building indicating the location of and routes to usable circulation path should be available in alternative formats such as single-line, high-contrast plans. These plans should be given to visitors with visual impairments when they enter the building so they can find the exits in an emergency. Tactile and Braille signs should be posted at the building entrances stating the availability of the floor plans and where to pick them up. Building security personnel, including those staffing the entrances, should be trained in all accessible building evacuation systems and be able to direct anyone to the nearest usable circulation path.

-The personal evacuation plan for a person with a visual impairment needs to be prepared and kept in the alternative format preferred by that person, including but not limited to Braille, large type, or tactile characters.

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Building an evacuation plan for a person with a visual impairment:

Which Paths Are Usable Circulation Paths?
Tactile directional signs that indicate the location of the nearest usable circulation path should be provided at all circulation paths that are not usable by people with disabilities
Tip: Plan and practice: physically indicate to individuals with visual impairments where all usable circulation paths are

http://www.nfpa.org/safety-information/for-consumers/populations/people-with-disabilities

Image from Pixabay

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Building an evacuation plan for a person with a visual impairment:

Will a Person with a Visual Impairment Require Assistance to Use the Circulation Path?
Practice/confirm individual can travel unassisted through the exit access, the exit, and the exit discharge to a public way

If NOT: include the specific assistance needed in personal emergency evacuation plan

How many people for assistance? Typically 1 person

http://www.nfpa.org/safety-information/for-consumers/populations/people-with-disabilities

Image from Pixabay

Not all people with visual impairments are capable of navigating a usable circulation path. It is important to verify that a person with a visual impairment can travel unassisted through the exit access, the exit, and the exit discharge to a public way. If he or she cannot, then that person’s personal emergency evacuation plan will include a method for providing appropriate assistance.

Generally only one person is necessary to assist a person with a visual impairment. A practical plan is to identify at least two, ideally more, people who are willing and able to provide assistance. Common sense tells us that a specific person may not be available at any given time due to illness, vacation, off-site meetings, and so on. The identification of multiple people who are likely to have different working and traveling schedules provides a much more reliable plan.

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Building an evacuation plan for a person with a visual impairment:

What Assistance Will the Person(s) Provide?

Guidance

Explaining how to get to usable circulation path
Accompanying to and/or through circulation path

Minor Physical Effort

Offering an arm or hand on your shoulder and assisting to/through circulation path
Opening doors in circulation path

http://www.nfpa.org/safety-information/for-consumers/populations/people-with-disabilities

Image from Pixabay

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Building an evacuation plan for a person with a visual impairment:

Where Will the Person(s) Start Providing Assistance?

From Location of Person Requiring Assistance

Does assistor need to go to the location of the person at the time the alarm sounds? If so, how will assistor know the location? i.e. Phone, E-mail, text etc

From a Specific, Predetermined Location:

Entry to stairs, other

When Will the Person(s) Provide Assistance? Always? Only when asked? Other? Only certain emergencies?
How Will Assistor Be Contacted? Face to face, phone, email, text etc

http://www.nfpa.org/safety-information/for-consumers/populations/people-with-disabilities

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Building an evacuation plan for a person with a hearing impairment:

Image from Pixabay

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Hearing Impairments:

Considerations:

Echo, extra background noise can distort hearing aid transmission
Those who rely on lip reading for info must be able to clearly see the face of speaker
Use of sign language may be adversely affected by poor lighting
May have difficulty understanding oral communication and receiving notification by equipment that is exclusively auditory, such as telephones, fire alarms, and public address systems
Risk of missing auditory cue to location of a dangerous situation

http://www.nfpa.org/safety-information/for-consumers/populations/people-with-disabilities

Image from Pixabay

People with partial hearing often use a combination of speech reading and hearing aids, which amplify and clarify available sounds. Echo, reverberation, and extraneous background noise can distort hearing aid transmission. People who are deaf or hard of hearing and who rely on lip reading for information must be able to clearly see the face of the person who is speaking. Those who use sign language to communicate may be adversely affected by poor lighting. People who are hard of hearing or deaf may have difficulty understanding oral communication and receiving notification by equipment that is exclusively auditory, such as telephones, fire alarms, and public address systems. There is a risk that a person with a hearing loss or deafness would miss an auditory cue to the location of a dangerous situation, affecting his or her ability to find safe egress.

Generally speaking, if a person cannot receive some or all of the information emitted by a standard building egress system, like a fire alarm horn or voice instructions, then that person has a hearing impairment that could affect his or her ability to evacuate in an emergency unless alternatives are provided.

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Building an evacuation plan for a person with a hearing impairment:

OCCUPANT NOTIFICATION SYSTEMS: Visual Devices for Fire Alarm System
People with hearing impairments may not or cannot hear alarms and voice announcements that warn of danger and the need to evacuate!

Many codes require new buildings to have flashing strobe lights (visual devices) as part of the standard building alarm system

This requirement is not retroactive, so many buildings don’t have them
Strobes only required on fire alarm systems, warning there may be a fire
Other voice systems warning emergency (i.e. threatening weather) or directing to use a specific exit, are unavailable to people with hearing impairments

http://www.nfpa.org/safety-information/for-consumers/populations/people-with-disabilities

People with hearing impairments cannot hear alarms and voice announcements that warn of danger and the need to evacuate. Many codes require new buildings to have flashing strobe lights (visual devices) as part of the standard building alarm system, but because the requirements are not retroactive many buildings don’t have them. In addition, strobes are required only on fire alarm systems and simply warn that there may be a fire. Additional information that is provided over voice systems for a specific type of emergency such as threatening weather event, or that directs people to use a specific exit, are unavailable to people with hearing impairments.

It is extremely important for people with hearing impairments to know what, if any, visual notification systems are in place. They also need to be aware of which emergencies will activate the visual notification system and which emergencies will not. Alternative methods of notification need to be put into the emergency evacuation plans for people with hearing impairments so they can get all the information they need to evacuate in a timely manner.

-People who are deaf or hard-of-hearing cannot depend on the sound of a regular smoke alarm to alert them to a fire. Learn about alarms with strobe (flashing) lights, download a comprehensive safety guide, and see our free safety tip sheet on fire safety for people who are deaf or hard-of-hearing.

-But those who are deaf or hard-of-hearing cannot depend on the sound of the regular alarm to alert them to a fire.

People who are deaf or hard-of-hearing should use alarms with strobe (flashing) lights that have been tested by an independent testing laboratory. The alarms for sleeping areas with strobe lights are required to be of a special high intensity that can wake a sleeping person.

Most major smoke alarm companies offer alarms with strobe lights. For information on availability and pricing, go to the manufacturers' Web sites. Manufacturers, distributors, and retailers of smoke alarms that meet U.L. standard 1971 for people who are deaf or hard of hearing include:

Ace Hardware Corporation

BRK Electronics

Gentex Corporation

Kidde Fire Safety

Menards, Inc.

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Building an evacuation plan for a person with a hearing impairment:

OCCUPANT NOTIFICATION SYSTEMS: Visual Devices for Fire Alarm System
Know what, if any, visual notification systems are in place

Which emergencies have visual notification system and which don’t
If NOT: plan alternative methods of notification

http://www.nfpa.org/safety-information/for-consumers/populations/people-with-disabilities

Image from Pixabay

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Building an evacuation plan for a person with a hearing impairment:

In home considerations: Strobe lights are activated by smoke

An Option: a high intensity strobe light is required and a pillow or bed shaker to wake them up and alert them

Activated by sound of standard smoke alarm

Smoke alarm alert devices for people who are hard of hearing produce a loud, mixed low-pitched sound

Activated by sound of smoke alarm

Smoke alarms with built in or separate strobe lights: at home improvement stores/searching internet “strobe light smoke alarms”

http://www.nfpa.org/safety-information/for-consumers/populations/people-with-disabilities

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Building an evacuation plan for a person with a hearing impairment:

Devices or Methods for Notification of Other Emergencies

Natural events

Personal notification devices
E-mail and TTY phone communications
Use of televisions with closed caption
http://www.nfpa.org/safety-information/for-consumers/populations/people-with-disabilities

Image from Pixabay

Scrolling reader boards are becoming more common and are being applied in creative ways. In emergency situations, they can flash to attract attention and provide information about the type of emergency or situation. Some major entertainment venues use this technology to provide those with hearing impairments with “closed captioning” at every seat, for very little cost. A reversed scrolling reader board is mounted in the back of the room. Guests with hearing impairments are provided with small teleprompter-type screens mounted on small stands. The guests place the stands directly in front of themselves and adjust the screens so they can see the reader board reflected off the screens. The screens are transparent, so they don’t block the view of guests behind the screen users.

-TTY phone communications: teletypewriter (TTY): The TTY relay service communication assistant (CA) connects TTY relay calls with people who communicate by telephone. The CA converts voice-to-text and text-to-voice communication. The text is displayed on the user’s TTY. Because communication using a TTY could flow only in one direction at a time, TTY etiquette was developed. People who communicate using a TTY or TTY relay service, signal conversation turn-taking by saying or typing “go ahead” (GA) and signal the end of a conversation by saying or typing “stop keying” (SK).

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Safety videos in American Sign Language:�

Fire safety videos in American sign language
https://www.nfpa.org/Public-Education/By-topic/People-at-risk/People-with-disabilities/Videos-in-American-Sign-Language

Image from Pixabay

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Other Impairments and Multiple Impairments:

Temporary disabilities

Broken bones, illness, trauma, or surgery

Conditions that can cause a decline in endurance or cause pain:

Ex. heart or lungs diseases; neurological disease

Seizure disorders
People with multiple disabilities

http://www.nfpa.org/safety-information/for-consumers/populations/people-with-disabilities

Image from Pixabay

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School Emergency Management Planning for Students with Disabilities

Implement the Plan

Train Students and Staff

Practice

Document the Practice

Evaluate the Plan

Collaborate to make a plan

(change as needed)

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Summary:

Students with disabilities should participate and practice evacuation procedures to the same extent as peers⁽Maryland State Dept of Ed 2016)

Each student’s unique needs should be considered in the various potential emergencies that may arise in the school

Team should implement accommodations and modifications accordingly

PTs & PTAs can play an important role in recommending appropriate accommodations and equipment, assessing building structure, & train the student and staff on emergency procedures

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Summary:

Drop Drill Denial

Drill Revival

Support Survival

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Emergency Management Planning Could Save Lives

Summary:

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Summary:

Collaborate

Advocate

Disseminate

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Next Steps: Research:

Involvement

Barriers

Facilitators

Perceptions

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Next Steps: Research:

Research

Surveys
Interviews
Focus Groups

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Resource Showcase:

Image from Pixabay

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Planning Resources:

Personal Emergency Evacuation Plan: https://www.monash.edu/__data/assets/word_doc/0007/1397185/Personal-Emergency-Evacuation-Plan.docx
Make A Plan: https://www.ready.gov/make-a-plan
School personal emergency planning form: https://www.nfpa.org/-/media/Files/News-and-Research/Fire-statistics-and-reports/Fact-sheets/evacstudentdisabilities.ashx?la=en
Emergency Evacuation Planning Guide for People with Disabilities: https://www.nfpa.org/-/media/Files/Public-Education/By-topic/Disabilities/EvacuationGuidePDF.ashx?la=en

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Emergency Checklists:

National Fire Protection Association

https://www.nfpa.org/standard_items/search_results?searchStr=checklist

Many types of checklists; different languages

https://www.nfpa.org/Public-Education/By-topic/People-at-risk/People-with-disabilities

Red Cross

How to Prepare for Emergencies

Lists most common disasters across U.S. by area
Prepare by type of emergency
Prepare by type of need (children, schools, seniors, workplace, etc)

Home checklists
Disaster kits
Resources for schools: prepare for emergencies and disasters

https://www.redcross.org/get-help/how-to-prepare-for-emergencies/resources-for-schools.html

Example: Emergency preparedness checklist: https://www.redcross.org/content/dam/redcross/atg/Chapters/Division_1_-_Media/Denver/Denver_-_PDFs/EmergencyPreparednessChecklist.pdf

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National Fire Protection Agency:

E-newsletter to help decrease the worldwide burden of fire and other hazards on the quality of life for people with disabilities

https://www.nfpa.org/News-and-Research/Publications-and-media/Sign-up-for-NFPA-Network-newsletter

Educational materials for people with disabilities

https://www.nfpa.org/Public-Education/Fire-causes-and-risks/Specific-groups-at-risk/People-with-disabilities/Educational-materials
Escape planning, safety in workplace, safety in high rise buildings, etc

Home consideration
School considerations
Planning

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Sparky School House: teaches kids fire safety

Includes:

Music
Videos
Lessons
Great downloadables!

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Prepare for an Emergency Mobile Apps:

Red Cross Mobile Apps: https://www.redcross.org/get-help/how-to-prepare-for-emergencies/mobile-apps.html

First aid
Tornado
Hurricane
Earthquake
Flood
All inclusive app (more than 35 different severe weather and emergency alerts)

DialSafe Pro is a free app that teaches children how to use a phone and dial numbers through memory, lessons, and challenges (for iPhone & iPad)

Lets children practice answering questions that a 911 operator might ask in an emergency

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Books for Children:

Bridwell, Norman. Clifford the Firehouse Dog
Brown, Marc. Arthur’s Fire Drill
DeSimini, Lisa. Dot the Fire Dog
Disney- Mickey and Friends Disaster Preparedness Activity Book, free download (American Red Cross): https://www.redcross.org/content/dam/redcross/atg/PDF_s/Preparedness___Disaster_Recovery/General_Preparedness___Recovery/Home/MM_RedCross_ActivityBook-English.pdf
A Disaster Activity Book for Kids (National Hazard Mitigation Assoc): http://nhma.info/wp-content/uploads/2012/03/508_Disaster_Activity_Book_for_Kids_English_20170907.pdf

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Resources for Preparedness for Young Children:

Sesame Workshop:

Emergency Preparation https://www.sesamestreet.org/toolkits/ready
Support After An Emergency https://www.sesamestreet.org/toolkits/emergencies

Early Childhood Development in Emergencies:

https://www.unicef.org/documents/early-childhood-development-emergencies

Early Childhood Development Kit: A Treasure Box of Activities: https://www.unicef.org/supply/early-childhood-development-ecd-kit#:~:text=It%20is%20a%20'treasure%20box,to%20support%20children%20in%20crises.

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Preparedness Videos:

Super Smart Fire Safety Rules for Kids https://youtu.be/NdcvZq4EBbk?si=OALE4ruUTHoKD9Fj
Emergencies at Preschool and Child Care: https://youtu.be/8FeZSsD01Tk
Review & Update Your Emergency Plan: https://youtu.be/FNJ4nMCmcWw
Child Care Emergency Disaster Plan: https://youtu.be/-40fW0ZJMCo
Introduction to Emergency Planning (for kids): https://youtu.be/TbzvomQYJpE
Emergency Preparedness - Hazardous Materials: https://youtu.be/gTaxw5vjrTs
FEMA Addressing Special Needs in Emergencies: https://training.fema.gov/programs/emischool/el361toolkit/addressingspecialneeds.htm

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Resources for Schools:

Comprehensive School Safety Guide: https://www.nfpa.org/-/media/Files/Public-Education/By-topic/Schools/MinnesotaSchool-Safety-Guide.ashx
CDC Before, During, and After School Emergencies: https://www.cdc.gov/orr/school-preparedness/emergency_preparedness.html
CDC School Preparedness: https://www.cdc.gov/orr/school-preparedness/index.html
Integrating K–12 Students With Disabilities Into School Emergency Management Planning (READINESS AND EMERGENCY MANAGEMENT FOR SCHOOLS TECHNICAL ASSISTANCE CENTER): https://rems.ed.gov/docs/DisabilitiesFactSheet_508C.pdf

Emergency Preparedness for Students with Disabilities Tips and Checklist: https://rems.ed.gov/docs/Emergency%20Preparedness%20for%20Students%20With%20Disabilities%20Tips%20and%20Checklist.pdf

Protecting Students With Disabilities in an Emergency: 5 Key Strategies: https://www.edweek.org/leadership/protecting-students-with-disabilities-in-an-emergency-5-key-strategies/2022/07
Wisconsin Dept of Public Instruction: School Safety and Students with Disabilities: https://dpi.wi.gov/sspw/safe-schools/students-with-disabilities

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Example Plans: Emergency Plans for Students with Disabilities

EMERGENCY PLAN FOR STUDENTS WITH SPECIAL NEEDS FOR MARIN COUNTY SCHOOL DISTRICT: https://www.ssdmo.org/cool_tools/inclusive/Resources/emergency_plan.pdf
Minnesota Emergency Evacuation Plan: https://www.mnlowincidenceprojects.org/documents/pi/pi_EmergencyEvacPlan_form.pdf
A SPECIAL EDUCATION GUIDELINE FOR DEVELOPING EVACUATION PLANS: https://cdnsm5-ss2.sharpschool.com/UserFiles/Servers/Server_3022443/File/24.1%20SCRED%20Guideline%2024-Evac%20Plans.pdf
Emergency Planning for Students with Special Needs: https://crcog.org/wp-content/uploads/2017/12/Emergency-Planning-for-Students-with-Special-Needs.pdf
Emergency Planning for Students with Special and Functional Needs within the Context of School: https://tsba.net/wp-content/uploads/2018/04/Emergency-Planning-for-Students-with-Special-and-Functional-Needs-v1.0.pdf
Ability Hacker: School Emergency Plan: https://www.abilityhacker.com/wp-content/uploads/2019/08/SchoolEmergencyPlan-Sample-AbilityHacker.pdf
Creating an Emergency Plan in the IEP: resources, templates, training videos: https://undivided.io/resources/creating-an-emergency-plan-in-the-iep-1299

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More Great Resources:

Community Tool Kit: https://www.nfpa.org/Public-Education/Resources/Education-Programs/Community-tool-kits/Keeping-Your-Community-Safe-and-Sound
Finding an open shelter: http://www.redcross.org/get-help/disaster-relief-and-recovery/find-an-open-shelter
Contact loved ones/ register as safe: http://www.redcross.org/get-help/disaster-relief/contact-and-locate-loved-ones
Disability and Health Emergency Preparedness: https://www.cdc.gov/ncbddd/disabilityandhealth/emergencypreparedness.html
Autism Speaks: Emergency and Disaster Preparedness Guidebook: https://www.autismspeaks.org/emergency-and-disaster-preparedness-guidebook

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Final Thoughts:

Image from Pixabay

-There’s no “I” in together- team endeavor!!!!!!

-Students with disabilities should participate and practice evacuation procedures to the same extent as peers. Each student’s unique needs should be considered in the various potential emergencies that may arise in the school. The student’s school team should implement accommodations and modifications accordingly. OTs and PTs can play an important role in assessing the student’s physical abilities, recommending appropriate accommodations and equipment, assessing the building structure, and training the student and staff on emergency procedures. OTs and PTs should work with the Individualized Education Program (IEP) and 504 team members, including the family and building administration, to identify the need for a specific emergency plan for students with physical disabilities. OTs and PTs can identify a student’s physical needs, appropriate equipment, and provide staff training as part of that plan. Collaborate with additional planning partners such as the school registered nurse, school district safety officer, local fire marshal, and first responders. Together we can make a difference!

It’s about the fourth-grader who breaks her leg falling off the playground slide and the hockey player who crashes into the boards 15 seconds into his first college game and is paralyzed from the neck down.

It’s about the construction worker who’s nearly deaf from running a jackhammer and the person born with no arms.

It’s about the 30-year-old asthma sufferer and the 60-year-old office worker recuperating from bypass surgery.

It’s about each and every one of us at some point in our lives.

As a society, we have mistakenly adopted a mindset that divides us into two groups, “able bodied” and “disabled.” The fact is that we all will be part of the disabled community for some time in our lives. It is from that perspective that we need to think about and regulate our built environment and our programs. If we act from the perspective of what we would want when, rather than if, we become disabled, we truly will be able to make great progress for all people.

The National Fire Protection Association (NFPA) is a codes and standards development organization, not an enforcement agency. The purpose of this Guide is simply to help people with disabilities, employers, building owners and managers, and others look at some of the issues that are relevant to a person’s ability to evacuate a building in the event of an emergency. This document is not intended to be a method or tool for compliance, nor is it a substitute for compliance with any federal, state, or local laws, rules, or regulations. All proposed alternative methods or physical changes should be checked against appropriate codes and enforcing authorities should be consulted to ensure that all proper steps are taken and required approvals are obtained.

It is important to note that employers and building/facility owners and operators have certain legal responsibilities to prevent discrimination against people with disabilities in areas within their control, including but not limited to employment, transportation, housing, training, and access to goods, programs, and activities. Equal facilitation is required for any service provided. Employers and building/facility owners and operators are strongly encouraged to seek guidance

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References:

Lindsay, Sally, and Shaelynn Hsu. "Emergency and disaster preparedness among children and youth with disabilities and chronic conditions, their caregivers and service providers: a scoping review." Disability and Rehabilitation (2023): 1-17.
Bukvic, Olivera, et al. "A review on the role of functional limitations on evacuation performance using the International Classification of Functioning, Disability and Health." Fire Technology 57.2 (2021): 507-528.
Carlsson, G., et al. "A scoping review of public building accessibility." Disability and Health Journal (2021): 101227.
Hostetter, Haley, and M. Z. Naser. "Characterizing disability in fire evacuation: A progressive review." Journal of Building Engineering 53 (2022): 104573.
Stough, Laura M., et al. "Disasters, schools, and children: Disability at the intersection." International journal of disaster risk reduction 45 (2020): 101447.
Shah, Ashfaq Ahmad, et al. "Disaster risk management insight on school emergency preparedness–a case study of Khyber Pakhtunkhwa, Pakistan." International Journal of Disaster Risk Reduction 51 (2020): 101805.
Reed, Nicholas S., Lisa M. Meeks, and Bonnielin K. Swenor. "Disability and COVID-19: who counts depends on who is counted." The Lancet Public Health 5.8 (2020): e423.
Seddighi, Hamed, et al. "Representation of disasters in school textbooks for children with intellectual disabilities in Iran: a qualitative content analysis." International Journal of Disaster Risk Reduction 53 (2021): 101987.
Shah, Ashfaq Ahmad, et al. "Multidimensional six-stage model for flood emergency response in schools: A case study of Pakistan." Natural Hazards 105 (2021): 1977-2005.
Abukhalaf, Amer Hamad Issa, and Jason Von Meding. "Communication challenges in campus emergency planning: The case of hurricane dorian in florida." Natural Hazards 104.2 (2020): 1535-1565.
Ducy, Elizabeth McAdams, and Laura M. Stough. "Psychological effects of the 2017 California wildfires on children and youth with disabilities." Research in developmental disabilities 114 (2021): 103981.
Chen, Yung-Fang, et al. "Earthquake Response for Students with Different Severe Degrees of Disabilities: An Investigation of the Special Education Classes in Primary Schools in Taipei." International Journal of Environmental Research and Public Health 19.14 (2022): 8750.
Stough, Laura M., et al. "Disasters, schools, and children: Disability at the intersection." (2020).
The Role of the PT and PTA in Disaster Management. American Physical Therapy Association. 2020. Available at: https://www.apta.org/contentassets/fda282ffca6e46bfbc4c7f1919c58254/role-of-the-pt-and-pta-in-disaster-management.pdf
Nikolaraizi, Magda, et al. "Promoting accessible and inclusive education on disaster risk reduction: the case of students with sensory disabilities." International Journal of Inclusive Education (2021): 1-15.
Julia Sterman, Michelle Villeneuve; Enablers of Emergency Preparedness for People With Disabilities and Chronic Health Conditions: A Scoping Review. Am J Occup Ther August 2020, Vol. 74(4_Supplement_1), 7411510274p1. doi: https://doi.org/10.5014/ajot.2020.74S1-PO2401

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References:

Aedo, Ignacio, et al. "Personalized alert notifications and evacuation routes in indoor environments." Sensors 12.6 (2012): 7804-7827.
Baker, Mark Daniel, Lisa Renee Baker, and Lee Anne Flagg. "Preparing families of children with special health care needs for disasters: An education intervention." Social work in health care 51.5 (2012): 417-429.
Bethel, Jeffrey W., Amber N. Foreman, and Sloane C. Burke. "Disaster preparedness among medically vulnerable populations." American journal of preventive medicine 40.2 (2011): 139-143.
Bish, Douglas R. "Planning for a bus-based evacuation." OR spectrum 33.3 (2011): 629-654.
Boon, Helen J., et al. "School Disaster Planning for Children with Disabilities: A Critical Review of the Literature." International Journal of Special Education 26.3 (2011): 223-237.
Donahue, Donald A., et al. "The all needs approach to emergency response." Homeland security affairs 8.1 (2012).
E-ACCESS NEWSLETTER: Fire and life safety information for people with disabilities. National Fire Protection Association. Available at: http://www.nfpa.org/safety-information/for-consumers/populations/people-with-disabilities/e-access-newsletter. Accessed: February 25, 2016.
Emergency Evacuation for People With Disabilities. UC SanDiego. Available at: http://blink.ucsd.edu/safety/emergencies/preparedness/get-ready/disabilities.html. Accessed: February 25, 2016.
Emergency Evacuation Planning Guide For People with Disabilities. National Fire Protection Association. Available at: http://www.nfpa.org/safety-information/for-consumers/populations/people-with-disabilities. Accessed: February 25, 2016.

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References:

Evacuating Populations with Special Needs. U.S. Department of Transportation. Available at: http://www.ops.fhwa.dot.gov/publications/fhwahop09022/fhwahop09022.pdf. Accessed: February 25, 2016.
Flanagan, Barry E., et al. "A social vulnerability index for disaster management." Journal of Homeland Security and Emergency Management 8.1 (2011).
Foster, Mark, et al. "Personal disaster preparedness of dialysis patients in North Carolina." Clinical Journal of the American Society of Nephrology 6.10 (2011): 2478-2484.
Gershon, Robyn RM, et al. "The World Trade Center evacuation study: Factors associated with initiation and length of time for evacuation." Fire and Materials 36.5-6 (2012): 481-500.
Gershon, R. R., et al. "Emergency preparedness in a sample of persons with disabilities." American journal of disaster medicine 8.1 (2013): 35-47.
Individuals with Disabilities and Others with Access and Functional Needs. Ready. Department of Homeland Security. Available at: http://www.ready.gov/individuals-access-functional-needs. Accessed: February 25, 2016.
Kaisar, Evangelos I., Linda Hess, and Alicia Benazir Portal Palomo. "An emergency evacuation planning model for special needs populations using public transit systems." Journal of Public Transportation 15.2 (2012): 3.
Kohn, Sivan, et al. "Personal disaster preparedness: an integrative review of the literature." Disaster medicine and public health preparedness 6.03 (2012): 217-231.
Levac, Joëlle, Darene Toal-Sullivan, and Tracey L. OSullivan. "Household emergency preparedness: a literature review." Journal of community health 37.3 (2012): 725-733.
McClure, Laura A., et al. "Emergency evacuation readiness of full-time wheelchair users with spinal cord injury." Archives of physical medicine and rehabilitation 92.3 (2011): 491-498.

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References:

Murray, John S. "Disaster preparedness for children with special healthcare needs and disabilities." Journal for specialists in pediatric nursing 16.3 (2011): 226-232.
Nearly 1 in 5 People Have a Disability in the U.S., Census Bureau Reports. Available at: https://www.census.gov/newsroom/releases/archives/miscellaneous/cb12-134.html Accessed: February 25, 2016.
One in five Americans has a hearing loss. Available at: www.hopkinsmedicine.org/news/media/releases/one_in_five_americans_has_hearing_loss. Accessed: February 25, 2016.
Populations with Special Needs, Emergency Management. Available at: http://emc.ornl.gov/publications/PDF/Population_Special_Needs.pdf. Accessed: February 25, 2016.
Questions and Answers about Deafness and Hearing Impairments in the Workplace and the Americans with Disabilities Act. Available at: http://www.eeoc.gov/eeoc/publications/qa_deafness.cfm. Accessed: February 25, 2016.
Quick Statistics About Hearing. Available at: www.nidcd.nih.gov/health/statistics/Pages/quick.aspx. Accessed: February 25, 2016.
Renne, John L., and Thomas W. Sanchez. "Carless and special needs evacuation planning: a literature review." Journal of Planning Literature (2011): 0885412211412315.
Safety information. People with disabilities. National Fire Protection Association. Available at: http://www.nfpa.org/safety-information/for-consumers/populations/people-with-disabilities. Accessed: February 25, 2016.
Save the Children. Available at: http://www.savethechildren.org/atf/cf/%7B9def2ebe-10ae-432c-9bd0-df91d2eba74a%7D/CHILD_CARE-STANDARDS.PDF. Accessed: February 25, 2016.
Sullivan, Helen T., and Markku T. Häkkinen. "Preparedness and warning systems for populations with special needs: Ensuring everyone gets the message (and knows what to do)." Geotechnical and Geological Engineering 29.3 (2011): 225-236.
The Emergency Evacuation Plans for Students with Special Needs. Available at: http://region10projects.org/resources/trainings/emergency-evacuation-planning-for-students-with-special-needs. Accessed: February 25, 2016.
Washington Post, Kaiser Family Foundation, Harvard University Survey of Hurricane Katrina Evacuees (2005). Available at: http://www.kff.org/newsmedia/upload/7401.pdf. Accessed: February 25, 2016.

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References:

U.S. Department of Education, Office of Elementary and Secondary Education, Office of Safe and Healthy Students, Guide for Developing High-Quality School Emergency Operations Plans, Washington, DC, 2013. https://rems.ed.gov/docs/School_Guide_508C.pdf
Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center. US Department of Education. Available at: https://rems.ed.gov/AboutUs.aspx
Educators & Organizations. Educators & Organizations | Ready.gov. https://www.ready.gov/kids/educators-organizations. Accessed September 6, 2022.
JENNIFER v. LOS ANGELES UNIFIED SCHOOL DISTRICT. Court of Appeal, Second District, Division 6, California. JENNIFER C., etc., Plaintiff and Appellant, v. LOS ANGELES UNIFIED SCHOOL DISTRICT, Defendant and Respondent. No. B205903. Decided: December 08, 2008.
Stough LM, et al. "Disasters, schools, and children: Disability at the intersection." (2020).
The Role of the PT and PTA in Disaster Management. American Physical Therapy Association. 2020. Available at: https://www.apta.org/contentassets/fda282ffca6e46bfbc4c7f1919c58254/role-of-the-pt-and-pta-in-disaster-management.pdf
U.S. Department of Education. Office for Civil Rights, Free Appropriate Public Education for Students With Disabilities: Requirements Under Section 504 of the Rehabilitation Act of 1973. Washington, D.C., 2010.
Good GA. Emergency plans in schools: Individualized disaster planning for students with impaired vision. Journal of the South Pacific Educators in Vision Impairment. 2015;8(1):17-28.
Bukvic O, et al. "A review on the role of functional limitations on evacuation performance using the International Classification of Functioning, Disability and Health." Fire Technology 57.2 (2021): 507-528.
Carlsson G, et al. "A scoping review of public building accessibility." Disability and Health Journal (2021): 101227.
Hostetter H, and Naser MZ. "Characterizing disability in fire evacuation: A progressive review." Journal of Building Engineering 53 (2022): 104573.

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References:

Maryland State Department of Education, Division of Early Intervention/Special Education Services TA Bulletin: Transportation of Children with Disabilities January 2016.
Shelter-In-Place. Red Cross. Available at: https://www.redcross.org/content/dam/redcross/atg/PDF_s/Preparedness___Disaster_Recovery/Disaster_Preparedness/Terrorism/shelterinplace.pdf
Ready. US Department of Homeland Security. Available at: https://www.ready.gov/kit
Post-Disaster Reunification Resource Guide. Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center. US Department of Education. Available at: https://rems.ed.gov/docs/PostDisasterReunification_Resources_508C[1].pdf
Youth Emergency Preparedness Curriculum - Ready Kids. Ready. US Department of Homeland Security. Available at: https://www.ready.gov/collection/curriculum
How to Prepare for Emergencies. Red Cross. Available at: https://www.redcross.org/get-help/how-to-prepare-for-emergencies.html
Nikolaraizi M, et al. "Promoting accessible and inclusive education on disaster risk reduction: the case of students with sensory disabilities." International Journal of Inclusive Education (2021): 1-15.
California Law. Cal. Ed. Code § 56345(a)(9).
Online Courses for Comprehensive Emergency Management. Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center. US Department of Education. Available at: https://rems.ed.gov/trainings/courseshome.aspx
Schlessman A, and Moore D (developed in collaboration with Ohio’s State Fire Marshal). “Student Evacuation Plan.” 2005. Three Rivers Local School, Cleves, Ohio.

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References:

ADDITIONAL RESOURCES

Preparedness Essentials Preparedness Checklist. Red Cross. Available at: https://www.redcross.org/content/dam/redcross/get-help/pdfs/preparedness-essentials/EN_Preparedness-Essentials-Checklist.pdf
Emergency Plans for IEPs. Disability Rights California. Available at: https://www.disabilityrightsca.org/publications/emergency-plans-for-ieps#footnoteref1_jt9oufk
McKee M. Jurist: Legal News and Commentary. February 12, 2011.Federal Judge Rules LA Emergency Evacuation Program Discriminates Against Disabled People. Available at: https://www.jurist.org/news/2011/02/federal-judge-rules-la-emergency-evacuation-program-discriminates-against-disabled-people/
Camara J. ADA Compliance and Reasonable Accommodation in Crisis Management: A Suggested Action Plan for Employers. ALSB Journal of Employment and Labor Law 2009; 11 (1) 1-21.
County, Clackamas. "A Legal Framework: The Americans with Disabilities Act and Emergency Planning." Emergency 9 (2015): 29.

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��Extra Information: ��Strategies to Develop a Personalized Emergency Evacuation Checklist:

Image from Pixabay

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Begin Planning: COMPLETE A PERSONAL ASSESSMENT: Personal Care:

Make a list of the personal needs

Assistance needed and medical equipment needed

Think activities of daily living, routines, locations

Type of assistance needed for personal care
Personal care equipment

Ex. adaptive feeding

Medical equipment

Used for mobility
Electricity-Dependent Equipment

Back up power supply; how long will it last?

Image from Pixabay

Decide what you will be able to do for yourself and what assistance you may need before, during and after a disaster. This will be based on the environment after the disaster, your capabilities and your limitations.

To complete a personal assessment, make a list of your personal needs and your resources for meeting them in a disaster environment. Think about the following questions and note your answers in writing or record them on a tape cassette that you will share with your network. These answers should describe both your current capabilities and the assistance you will need. Base your plan on your lowest anticipated level of functioning.

Personal Care Do you regularly need assistance with personal care, such as bathing and grooming? Do you use adaptive equipment to help you get dressed?

Personal Care Equipment Do you use a shower chair, tub-transfer bench or other similar equipment?

Adaptive Feeding Devices Do you use special utensils that help you prepare or eat food independently?

Electricity-Dependent Equipment How will you continue to use equipment that runs on electricity, such as dialysis, electrical lifts, etc.? Do you have a safe back-up power supply and how long will it last?

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Begin Planning: COMPLETE A PERSONAL ASSESSMENT: Transportation:

How will you navigate ramps, around debris, curb, etc?
Do you need a specially equipped vehicle or accessible transportation?
Who will help you get medicine/medical supplies, etc?

Image from Pixabay

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Begin Planning: COMPLETE A PERSONAL ASSESSMENT: Evacuating:

Way finding, use of way, type of assistance needed
Building Evacuation

Do you need assistance to leave? (type of assistance, level of assistance)
Can you reach and activate an alarm?

Building Exits

Are there other exits (stairs, windows or ramps) if the elevator is not working or cannot be used?
Can you read emergency signs in print or Braille?
Do emergency alarms have audible and visible features (marking escape routes and exits) that will work even if electrical service is disrupted?

Getting Help

How will you call or send for help to leave the building?

Image from Pixabay

Will your hearing aids work if they get wet from emergency sprinklers?

Building Evacuation Do you need help to leave your home or office? Can you reach and activate an alarm? Will you be able to evacuate independently without relying on auditory cues (such as noise from a machine near the stairs – these cues may be absent if the electricity is off or alarms are sounding)?

Building Exits Are there other exits (stairs, windows or ramps) if the elevator is not working or cannot be used? Can you read emergency signs in print or Braille? Do emergency alarms have audible and visible features (marking escape routes and exits) that will work even if electrical service is disrupted?

Getting Help How will you call or summon for the help you will need to leave the building? Do you know the locations of text telephones and phones that have amplification? Will your hearing aids work if they get wet from emergency sprinklers? Have you determined how to communicate with emergency personnel if you don’t have an interpreter, your hearing aids aren’t working, or if you don’t have a word board or other augmentative communication device?

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Begin Planning: COMPLETE A PERSONAL ASSESSMENT: Evacuating*

Mobility Aids / Ramp Access

What will you do if you cannot find your mobility aids?
What will you do if ramps are inaccessible?

Service Animals/Pets

Will you be able to care for your animal during and after a disaster?
Do you have another caregiver for your animal if you are unable to meet its needs?
Do you have the appropriate licenses for your service animal in an emergency public shelter?

Image from Pixabay

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�Considerations for School Emergency Management Planning for Students with Disabilities

Image from Pixabay

Feel free to contact me:

Amy M Schlessman, PT, DPT, DHSc

amy.schlessman@tufts.edu

Students with disabilities should participate and practice evacuation procedures to the same extent as peers. Each student’s unique needs should be considered in the various potential emergencies that may arise in the school. The student’s school team should implement accommodations and modifications accordingly. OTs and PTs can play an important role in assessing the student’s physical abilities, recommending appropriate accommodations and equipment, assessing the building structure, and training the student and staff on emergency procedures. OTs and PTs should work with the Individualized Education Program (IEP) and 504 team members, including the family and building administration, to identify the need for a specific emergency plan for students with physical disabilities. OTs and PTs can identify a student’s physical needs, appropriate equipment, and provide staff training as part of that plan. Additional planning partners may include the school registered nurse, school district safety officer, local fire marshal, and first responders.