Project Safe EVAC

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Project Safe EV-AC

• Train the Trainer
• EVacuation and ACcommodation of People with
  Disabilities

• http//evac.icdi.wvu.edu

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Train the Trainer

• Part of a three year development project that
• Addresses evacuation from buildings and other
  settings
• Disseminates materials that are Sound,
  Accessible, Free, and Effective and
• Targets specific audiences, including people with
  disabilities and emergency responders.

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Project Safe EV-AC

• Trainers should understand
• The importance of inclusive plans,
• Disability awareness and etiquette,
• How to develop and maintain an inclusive
  evacuation plan,
• How to identify accommodation needs and options,
• How to help others overcome fear and inertia,
• How to assist others with implementing an
  inclusive evacuation plan, and
• What useful resources are available.

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EV-AC Train the Trainer
1. Importance of Inclusive Plans
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1. EV-AC Train the Trainer

• There are nearly 50 million people with
  disabilities in the United States.
• Many evacuation plans do not address
  underrepresented populations.
• Interest in emergency evacuation planning has
  increased dramatically since the September 11
  terrorist attacks.
• History has taught us that planning is the key to
  successful evacuation so it is imperative that
  evacuation planning includes individuals from
  overlooked population.

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1. EV-AC Train the Trainer

• According to individuals surveyed in a December
  2001 Harris Poll
• 45 say no plans have been made to safely
  evacuate their workplaces,
• 58 say they have no plans to evacuate from their
  homes, and
• 52 say they do not know who to contact about
  emergency plans for their communities.
• Has this changed?

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1. EV-AC Train the Trainer

• According to individuals surveyed in a December
  2005 Harris Poll
• Personal preparedness for people with
  disabilities is on the rise,
• Emergency preparedness in the workplace is on the
  decline, and
• People with disabilities have yet to experience
  the comparable decrease in their anxiety levels
  about their own personal safety that the
  population without disabilities has experienced.

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EV-AC Train the Trainer
2. Disability Awareness and Etiquette
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2. EV-AC Train the Trainer

• Trainers must
• Know about disability issues,
• Understand the importance of using proper
  language, and
• Eliminate outdated myths and stereotypes about
  people with disabilities.

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2. Disability Awareness

• Individuals in the workplace or community with
  physical, mental, or medical care needs who may
  require assistance before, during, and/or after a
  disaster or emergency.

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2. Disability Awareness

• When writing or speaking about people with
  disabilities, it is important to put the person
  first.
• Group designations such as "the blind," "the
  retarded," or "the disabled" are inappropriate.
• Words like "normal person" imply that the person
  with a disability is not normal, whereas "person
  without a disability" is descriptive but not
  negative.
• Office of Disability Employment Policy,
• U.S. Department of Labor
• http//www.dol.gov/odep/pubs/fact/comucate.htm

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2. Disability Awareness

• Disability awareness ands etiquette relates to a
  variety impairments, limitations, conditions, and
  disabilities
• Mobility
• Sensory
• Cognitive
• Psychological
• Temporary

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2. Disability Awareness

• Mobility Impairment
• Motor and mobility impairment refers to
  conditions that result in limitations in motor
  movements such as walking, lifting, sitting,
  standing, typing, writing, gripping, and
  maintaining stamina.

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2. Disability Etiquette

• Mobility Impairments
• Do not make assumptions about limitations based
  on appearance or the use of assistive devices.
• Do not touch or lean on a wheelchair, move a
  persons walker or cane without being asked, or
  pet or distract a service animal without first
  asking the individual with the disability if it
  is okay.
• Ask whether a person needs assistance before you
  help.
• Sit down when speaking for more than a few
  minutes with a person who uses a wheelchair so
  you are at eye level.

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2. Disability Awareness

• Sensory Impairment
• Sensory impairment is any condition that affects
  vision, hearing, speech, or respiration.

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2. Disability Etiquette

• Vision Impairments
• Provide descriptive directions that do not
  require the person to rely on visual references.
• Verbally greet and identify yourself before
  extending your hand to greet a person who is
  blind.
• Offer your arm instead of taking the arm of a
  person who is blind or visually impaired when
  guiding the person.

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2. Disability Etiquette

• Vision Impairments
• Make verbal notes of steps or slopes, and point
  out opening doors or other obstacles.
• Do not pet or distract a guide dog.
• Provide written materials in an accessible format
  (e.g., large print, Braille, or accessible Web
  page).

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2. Disability Etiquette

• Hearing Impairments
• Pay attention to cues such as whether the person
  uses sign language, is reading lips, writing, or
  gesturing.
• Do not put hands in front of your face, or food
  or other items in your mouth when communicating
  with someone who is reading lips.
• Maintain eye contact and direct your
  communication to the person who is deaf when
  using a sign-language interpreter.

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2. Disability Etiquette

• Hearing Impairments
• Do not turn or walk away while talking.
• Speak using a normal tone of voice unless asked
  to raise your voice.
• Get the attention of a person who is deaf or hard
  of hearing before you start speaking by waiving
  your hand or tapping on the shoulder.
• Talk with the individual about preferred method
  of communication, e.g., sign-language interpreter
  or captioning.

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2. Disability Etiquette

• Speech Impairments
• Be patient and listen. Do not complete words or
  sentences for the individual.
• Be attentive in your mannerisms by maintaining
  conversational eye contact.
• Relax and communicate in your usual manner.

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2. Disability Etiquette

• Respiratory Impairments
• Be aware that products that are commonly used
  (e.g., air fresheners, cleaning products,
  markers) can trigger a reaction for someone who
  has a respiratory or chemical sensitivity.
• Encourage others to use fragrance-free products.
• Make a commitment to maintaining good ventilation
  and indoor air quality.

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2. Disability Awareness

• Cognitive Impairment
• Cognitive impairment refers to disturbances in
  brain functions, such as memory loss, problems
  with orientation, distractibility, perception
  problems, and difficulty thinking logically. Note
  that an individual with a cognitive impairment
  may have above-average intelligence, but may have
  difficulty receiving, expressing, or processing
  information.

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2. Disability Etiquette

• Cognitive Impairments
• Ask the person if he prefers verbal, written, or
  hands-on instruction, or a combination.
• Be patient, and allow the individual time to
  think and answer questions independently.
• Speak directly to the individual, rather than a
  companion, and use words and phrases according to
  his or her level of complexity.

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2. Disability Awareness

• Psychiatric Impairment
• Psychiatric impairment, also called "mental
  illness," refers collectively to all diagnosable
  mental disorders. Mental disorders are health
  conditions that are characterized by alterations
  in thinking, mood, or behavior (or some
  combination thereof) associated with distress
  and/or impaired functioning.

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2. Disability Etiquette

• Psychiatric Impairments
• Avoid stereotypes and assumptions about the
  individual and how she may interact with others.
• Respect personal space and do not touch the
  individual or his personal belongings.
• Provide support and assistance, as appropriate.
• Allow the individual time to think and answer
  questions independently.

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EV-AC Train the Trainer
3. Developing an Inclusive Evacuation Plan
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3. Three Step EV-AC Accommodation Process
Plan Development
Plan Implementation
Plan Maintenance
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Plan Development
Stage 1 Identify Accommodation Needs
Stage 2 Explore Accommodation Options
Stage 3 Choose Accommodations
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Plan Implementation
Stage 4 Implement Accommodations
Stage 5 Distribute Information
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Plan Maintenance
Stage 6 Plan for Changes
Stage 7 Monitor Existing Accommodations
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EV-AC Accommodation Process
I. Plan Development
II. Plan Implementation
III. Plan Maintenance
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I. Plan Development

• (1) Identify accommodation needs
• (2) Explore accommodation options
• (3) Choose accommodations

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I. Plan Development

• (1) Identify accommodation needs
• Have you developed and distributed a voluntary
  questionnaire?
• Have you performed a needs assessment?
• Meet one-on-one
• Consider etiquette
• Have emergency agency perform an on-site

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I. Plan Development

• (2) Explore accommodation options
• What barriers are identified?
• Is it necessary to modify the facility?
• Is it necessary to modify a policy?
• Is it necessary to use a product or piece of
  equipment?
• Is it necessary to modify or design a product?
• Is it necessary to obtain a service?

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I. Plan Development

• (3) Choose accommodations
• Respiratory impairment
• Speech impairment
• Vision impairment
• Hearing impairment
• Mobility impairment
• Cognitive impairment
• Psychiatric impairment

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I. Plan Development

• Respiratory Impairment
• Evacuation hood
• Respirator/mask

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I. Plan Development

• Speech Impairment
• Speech amplification device
• Speech enhancer
• Alpha-numeric pager
• Two-way instant messaging
• Pre-written notes

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I. Plan Development

• Vision Impairment
• One-on-one mobility instruction training with
  emergency responders
• Tape recorded drills for practice with a buddy
• Guide dog/mobility aid considerations
• Braille signage
• Tactile maps

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I. Plan Development

• Hearing Impairment
• Vibrating pager
• Flashlight to read lips
• Lighted fire strobes and other visual or
  vibrating alerting devices
• Wireless communication

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I. Plan Development

• Mobility Impairment
• Wheelchair evacuation
• Evacuation devices
• Area of rescue assistance
• Barrier free route of travel
• Wheelchair supplies

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I. Plan Development

• Cognitive Impairment
• Use a picture book of evacuation procedures
• Encourage social interaction with emergency
  responders
• Color code exit ways
• Implement buddy system
• Use a coach for training

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I. Plan Development

• Psychiatric Impairment
• Practice with a buddy or counselor
• Clarify emergency process in writing
• Implement backup exit procedures

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I. Plan Development

• Review typical events at each stage and prepare
  accordingly
• Earthquake If you are in a wheelchair, stay in
  it and go into a doorway.
• Flood If you have hypertension
• and need to take medication,
• have bottled water available.
• Snowstorm If you use a C-PAP
• for sleep apnea, have a backup
• battery.

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II. Plan Implementation

• (4) Implement accommodations
• (5) Distribute information

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II. Plan Implementation

• (4) Implement accommodations
• If assistive technology is purchased, has it been
  tested and has training completed?
• Has an evacuation drill been completed?
• Have buddy systems and areas of rescue assistance
  been tested?

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II. Plan Implementation

• (5) Distribute Information
• Have accessible documents been developed?
• Is the Web site accessible?
• What is the system for change and updates?

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III. Plan Maintenance

• (6) Plan for changes
• (7) Monitor accommodations

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III. Plan Maintenance

• (6) Plan for changes
• Is there a reporting system?
• What relationships need maintained?

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III. Plan Maintenance

• (7) Monitor accommodations
• Who is responsible?
• Is the individual with the disability informed?
• Has any change occurred with the individual?
• If a policy was modified, is the policy being
  enforced?
• If equipment was purchased, is it working?
• Is support being offered to the individual for
  sustaining the accommodations?

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3. Effective Process

• Goals
• Reduce loss of life.
• Reduce property damages.
• Ensure effective, efficient response.
• Lay the groundwork for improvements.

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EV-AC Train the Trainer
4. Overcoming Fear and Inertia
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4. EV-AC Train the Trainer

• In the Workplace
• In the Community
• In the Home

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4. EV-AC Train the Trainer

• In the Workplace
• Establish a Corporate Culture of Safety
• Address Employee Concerns
• Review, Practice, and Modify the Plan

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EV-AC Train the Trainer

• In the Community
• Establish Community Linkages
• Address Citizen Concerns
• Review, Practice, and Modify the Plan

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EV-AC Train the Trainer

• In the Home
• Establish a Personal Network
• Address Citizen Concerns

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International Center for Disability Information

• West Virginia University
• College of Human Resources Education
• Project Safe EV-AC
• http//evac.icdi.wvu.edu
• Beth.Loy_at_mail.wvu.edu

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Project Safe EV-AC

• Project Safe EV-AC is produced under U.S.
  Department of Education Grant Number H133G040318.
  The views expressed herein do not necessarily
  represent the positions or policies of the
  Department of Education. No official endorsement
  by the U.S. Department of Education of any
  product, commodity, service or enterprise
  mentioned in this publication is intended or
  should be inferred. This is a National Institute
  on Disability Rehabilitation and Research grant.