Acknowledgement and ThanksAcknowledgement and Thanks

School of Education: Disaster Preparedness and Persons with Disabilities

Schools & Schools & Communities Coming Communities Coming Together ProjectTogether Project

Mike Fredrickson, DERS Mike Fredrickson, DERS with thanks to:with thanks to:Amy Foster-Wolferman (DERS) & Amy Foster-Wolferman (DERS) & Bernadine Gantert (Disability Bernadine Gantert (Disability Services)Services)

The Division of Educational The Division of Educational Research & Service The University Research & Service The University of Montanaof MontanaMissoula, MT 59812-6336 Missoula, MT 59812-6336 www.dersum.org 1-800-637-4833

This presentation is supported by the Schools and Communities Coming Together Project at the Division of Educational Research and Service, The University of Montana and federal grants 2003CKWX0274 and 2004CKWX0377 from the Community Oriented Policing Services Office, U.S. Department of Justice. However, no official university or federal endorsement should be inferred.

IntroductionIntroduction

Executive Order 13347

President Bush issued an executive order on July 22, 2004, entitled “Individuals with Disabilities in Emergency Preparedness.” This executive order is intended “ to ensure that the Federal Government appropriately supports safety and security for individuals with disabilities in situations involving disasters, including earthquakes, tornadoes, fires, floods, hurricanes, and acts of terrorism.... and Federal agencies are to consider the needs of

individuals with disabilities in their emergency plans; to encourage this consideration in state, local, and tribal governments and private Organization emergency planning….”

Congressional Research Service (CRS) Report to Congress, July 21, 2005

Section 504 (Rehab Act)Section 504 (Rehab Act)

Section 504 states: Section 504 states: ““No otherwise qualified individual with a No otherwise qualified individual with a

disability in the United States... shall, solely disability in the United States... shall, solely by reason of her or his disability, be by reason of her or his disability, be excluded from participation in, be denied the excluded from participation in, be denied the benefits of, or be subjected to discrimination benefits of, or be subjected to discrimination under any program, service or activity under any program, service or activity receiving Federal financial assistance”…….receiving Federal financial assistance”…….

Section 504 of the American with Disabilities Act, 1973 (current reference Wayne State Section 504 of the American with Disabilities Act, 1973 (current reference Wayne State College, 2006)College, 2006)

www.wsc.eduwww.wsc.edu

University of MontanaUniversity of Montana

““The University of Montana is committed to The University of Montana is committed to the safety and security of its communitythe safety and security of its community. . Members of the UM community Members of the UM community mustmust be be prepared to protect the livesprepared to protect the lives, property and , property and educational framework that is The University educational framework that is The University of Montana”of Montana”

George Dennison, PresidentGeorge Dennison, President

Emergency Operations Plan, January 2006, Section 2, Page 5Emergency Operations Plan, January 2006, Section 2, Page 5

Evacuation of persons with Evacuation of persons with DisabilitiesDisabilities

OverviewOverview

Generally, three disabilities (physically disabled, Generally, three disabilities (physically disabled, blind/partially sighted, and deaf/hard of hearing) blind/partially sighted, and deaf/hard of hearing) are the most likely to become issues in case of are the most likely to become issues in case of an emergency. There may be, however, a need an emergency. There may be, however, a need to consider other disabilities to include students to consider other disabilities to include students with severe communications challenges such as with severe communications challenges such as Aspergers, or individuals with seizure disorders.Aspergers, or individuals with seizure disorders.

RecommendationsRecommendations General Responsibility of The University Of General Responsibility of The University Of

MontanaMontana

Know primary and secondary routes of evacuation Know primary and secondary routes of evacuation and inform student with disabilities about the and inform student with disabilities about the routes. Inform students that a two-way routes. Inform students that a two-way communications system is in place and encourage communications system is in place and encourage them to become knowledgeable about the two-way them to become knowledgeable about the two-way system. system.

Provide an opportunity for students with disabilities Provide an opportunity for students with disabilities to let individual instructors know about any special to let individual instructors know about any special accommodations that may need.accommodations that may need.

Know the designated area of rescue and have a Know the designated area of rescue and have a means of communicating with emergency means of communicating with emergency responders or 911 operators. Inform them that you responders or 911 operators. Inform them that you have a person with a physical disability that needs have a person with a physical disability that needs to be evacuated (probably access to a cell phone) to be evacuated (probably access to a cell phone)

Recommendations (cont)Recommendations (cont)

Know the marshalling areas (rally points) Know the marshalling areas (rally points) and communicate the importance of and communicate the importance of evacuating to those points with your evacuating to those points with your students. If other students are assisting a students. If other students are assisting a person with a physically disability person with a physically disability emphasize the importance of going to that emphasize the importance of going to that area so no one returns to the building to try area so no one returns to the building to try and rescue the individual. and rescue the individual.

As part of pre-planning remind students As part of pre-planning remind students that elevators are not to be used during that elevators are not to be used during emergency evacuations (exceptions?) emergency evacuations (exceptions?)

Specific Recommendations for persons Specific Recommendations for persons who are blind or have low vision or are who are blind or have low vision or are

deaf or hard of hearingdeaf or hard of hearing In addition to the general instruction, blind/low In addition to the general instruction, blind/low

vision and deaf/hard of hearing students should vision and deaf/hard of hearing students should know what sights/sounds will occur in specific know what sights/sounds will occur in specific emergencies (flashing lights, sirens, etc.)emergencies (flashing lights, sirens, etc.)

They should also know what specific directions They should also know what specific directions faculty will give in emergencies (e.g. we have had a faculty will give in emergencies (e.g. we have had a bomb threat please move quickly to the nearest exit bomb threat please move quickly to the nearest exit or area of rescue (elevator would not be a good or area of rescue (elevator would not be a good option in a bomb threat). option in a bomb threat).

Again, the best plan is to have the student arrange Again, the best plan is to have the student arrange to make him/herself safe in an emergency (peer to make him/herself safe in an emergency (peer assistance for example)assistance for example)

Persons with Physical Persons with Physical DisabilitiesDisabilities

Individuals in wheel chairs or those with Individuals in wheel chairs or those with limited mobility may be challenges by limited mobility may be challenges by basement or second story or higher locations. basement or second story or higher locations. In many cases elevators are not in use, or In many cases elevators are not in use, or there is a recommendation not to use them.there is a recommendation not to use them.

A second challenge is to negotiate objects A second challenge is to negotiate objects (chairs, tables, backpacks, etc) and other (chairs, tables, backpacks, etc) and other people in emergency situations. people in emergency situations.

A third challenge is the speed at which they A third challenge is the speed at which they can exit a structure. can exit a structure.

Specific Recommendations for persons Specific Recommendations for persons with physical disabilitieswith physical disabilities

If a student has limited mobility it is recommended that the If a student has limited mobility it is recommended that the faculty member provide the opportunity for the student to faculty member provide the opportunity for the student to visit with them in private and discuss evacuation. The visit with them in private and discuss evacuation. The discussion should include feedback from the student about discussion should include feedback from the student about their experience with evacuation and how they prefer to be their experience with evacuation and how they prefer to be evacuated. The evacuated. The bestbest plan is the one where the student plan is the one where the student understands what and where he/she needs to do and go to be understands what and where he/she needs to do and go to be safe. safe.

The student with limited mobility should be made The student with limited mobility should be made aware that there is an area of rescue, and a aware that there is an area of rescue, and a communications system is in place. The area of communications system is in place. The area of rescue is close to an accessible exit stairway. rescue is close to an accessible exit stairway.

Acquisition of a cell phone would be a good Acquisition of a cell phone would be a good suggestion. All students should be reminded not to suggestion. All students should be reminded not to use cell phones if the emergency is a bomb threat. use cell phones if the emergency is a bomb threat.

Specific Recommendations for Specific Recommendations for persons with physical disabilitiespersons with physical disabilities

A two person cradle evacuation for a person not in A two person cradle evacuation for a person not in a chair but unable to negotiate steps. a chair but unable to negotiate steps.

Suggestions could include a four point (or four Suggestions could include a four point (or four person) evacuation down stairs for a person in a person) evacuation down stairs for a person in a wheel chair.wheel chair.

Since these are college students, it is appropriate Since these are college students, it is appropriate for the student to acquire the volunteers. Ideally, for the student to acquire the volunteers. Ideally, faculty member responsibility is to ask the student faculty member responsibility is to ask the student if they have a plan in place for evacuation.if they have a plan in place for evacuation.

Specific Recommendations Specific Recommendations (cont)(cont)

When faculty review their classroom When faculty review their classroom environments they should consider the environments they should consider the following following

Are backpacks out of walkways and are the Are backpacks out of walkways and are the isles clear for an orderly evacuation?isles clear for an orderly evacuation?

Have I suggested to the student that they Have I suggested to the student that they locate her/himself close to an exit? (This could locate her/himself close to an exit? (This could facilitate a quicker evacuation)facilitate a quicker evacuation)

SOE 3SOE 3rdrd Floor Area of Rescue Floor Area of Rescue

Intercoms on 2nd And 3rd Floors

22ndnd Floor Area of Rescue Floor Area of Rescue

Intercom

11stst floor alarm & intercom for floor alarm & intercom for area of rescuearea of rescue

Is someone assigned to this in case of an emergency?

East end exit of the buildingEast end exit of the building

Has exit ramps and automatic doors

Is immediately below elevator and intercom

Is immediately below area of rescue

Marshalling area (rally point)Marshalling area (rally point)

Where is your marshalling area?Where is your marshalling area? Where is the backup marshalling Where is the backup marshalling

area if the primary one is not area if the primary one is not accessible or safe?accessible or safe?

Note: Adams Field House may be a Note: Adams Field House may be a consideration (inside during consideration (inside during inclement weather and reasonably inclement weather and reasonably close to primary (area of rescue exit) close to primary (area of rescue exit)

Aspergers and seizure Aspergers and seizure disordersdisorders

Students with Aspergers and seizure disorders Students with Aspergers and seizure disorders attend college. Much like other disabilities attend college. Much like other disabilities (learning disabled and emotionally disturbed) they (learning disabled and emotionally disturbed) they are hidden and not recognized easily. It is are hidden and not recognized easily. It is important in the pre-planning to let students know important in the pre-planning to let students know that they can schedule a meeting with you if they that they can schedule a meeting with you if they have have any conditions or circumstancesany conditions or circumstances that may that may prevent them from safely evacuating the building. prevent them from safely evacuating the building.

You may have to be prepared to inform first You may have to be prepared to inform first responders that an individual needs help and responders that an individual needs help and is is notnot in the area of rescue, but is located in the in the area of rescue, but is located in the classroom hall or adjacent room (example)classroom hall or adjacent room (example)

Additional Information and Additional Information and ResourcesResources

The University of Montana’s The University of Montana’s Emergency Emergency Operations PlanOperations Plan, pages 13 and 14 , pages 13 and 14

The University of Montana’s Telephone The University of Montana’s Telephone Directory (2006-07) pages 136-137Directory (2006-07) pages 136-137

Disability Services-Phone 2373 (Jim Marks & Disability Services-Phone 2373 (Jim Marks & staff)staff)

DERS-Phone 4973 (Rick van den Pol & staff)DERS-Phone 4973 (Rick van den Pol & staff)

Questions?Questions?

Thank you!!Thank you!!