Acknowledgement and Thanks

1. School of Education: Disaster Preparedness and Persons with Disabilities Schools & Communities Coming Together Project Acknowledgement and Thanks The Division of Educational Research & Service The University of Montana Missoula, MT 59812-6336 www.dersum.org 1-800-637-4833 Mike Fredrickson, DERS with thanks to: Amy Foster-Wolferman (DERS) & Bernadine Gantert (Disability Services) 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.

2. Introduction 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

3. Section 504 (Rehab Act) • Section 504 states: • “No otherwise qualified individual with a disability in the United States... shall, solely by reason of her or his disability, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program, service or activity receiving Federal financial assistance”……. Section 504 of the American with Disabilities Act, 1973 (current reference Wayne State College, 2006) www.wsc.edu

4. University of Montana • “The University of Montana is committed to the safety and security of its community. Members of the UM community must be prepared to protect the lives, property and educational framework that is The University of Montana” George Dennison, President Emergency Operations Plan, January 2006, Section 2, Page 5

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

6. Recommendations • General Responsibility of The University Of Montana • Know primary and secondary routes of evacuation and inform student with disabilities about the routes. Inform students that a two-way communications system is in place and encourage them to become knowledgeable about the two-way system. • Provide an opportunity for students with disabilities to let individual instructors know about any special accommodations that may need. • Know the designated area of rescue and have a means of communicating with emergency responders or 911 operators. Inform them that you have a person with a physical disability that needs to be evacuated (probably access to a cell phone)

7. Recommendations (cont) • Know the marshalling areas (rally points) and communicate the importance of evacuating to those points with your students. If other students are assisting a person with a physically disability emphasize the importance of going to that area so no one returns to the building to try and rescue the individual. • As part of pre-planning remind students that elevators are not to be used during emergency evacuations (exceptions?)

8. Specific Recommendations for persons who are blind or have low vision or are deaf or hard of hearing • In addition to the general instruction, blind/low vision and deaf/hard of hearing students should know what sights/sounds will occur in specific emergencies (flashing lights, sirens, etc.) • They should also know what specific directions faculty will give in emergencies (e.g. we have had a bomb threat please move quickly to the nearest exit or area of rescue (elevator would not be a good option in a bomb threat). • Again, the best plan is to have the student arrange to make him/herself safe in an emergency (peer assistance for example)

9. Persons with Physical Disabilities • Individuals in wheel chairs or those with limited mobility may be challenges by basement or second story or higher locations. In many cases elevators are not in use, or there is a recommendation not to use them. • A second challenge is to negotiate objects (chairs, tables, backpacks, etc) and other people in emergency situations. • A third challenge is the speed at which they can exit a structure.

10. Specific Recommendations for persons with physical disabilities • If a student has limited mobility it is recommended that the faculty member provide the opportunity for the student to visit with them in private and discuss evacuation. The discussion should include feedback from the student about their experience with evacuation and how they prefer to be evacuated. The best plan is the one where the student understands what and where he/she needs to do and go to be safe. • The student with limited mobility should be made aware that there is an area of rescue, and a communications system is in place. The area of rescue is close to an accessible exit stairway. • Acquisition of a cell phone would be a good suggestion. All students should be reminded not to use cell phones if the emergency is a bomb threat.

11. Specific Recommendations for persons with physical disabilities • A two person cradle evacuation for a person not in a chair but unable to negotiate steps. • Suggestions could include a four point (or four person) evacuation down stairs for a person in a wheel chair. • Since these are college students, it is appropriate for the student to acquire the volunteers. Ideally, faculty member responsibility is to ask the student if they have a plan in place for evacuation.

12. Specific Recommendations (cont) When faculty review their classroom environments they should consider the following • Are backpacks out of walkways and are the isles clear for an orderly evacuation? • Have I suggested to the student that they locate her/himself close to an exit? (This could facilitate a quicker evacuation)

13. SOE 3rd Floor Area of Rescue Intercoms on 2nd And 3rd Floors

14. 2nd Floor Area of Rescue Intercom

15. 1st floor alarm & intercom for area of rescue Is someone assigned to this in case of an emergency?

16. East end exit of the building Has exit ramps and automatic doors Is immediately below elevator and intercom Is immediately below area of rescue

17. Marshalling area (rally point) • Where is your marshalling area? • Where is the backup marshalling area if the primary one is not accessible or safe? • Note: Adams Field House may be a consideration (inside during inclement weather and reasonably close to primary (area of rescue exit)

18. Aspergers and seizure disorders • Students with Aspergers and seizure disorders attend college. Much like other disabilities (learning disabled and emotionally disturbed) they are hidden and not recognized easily. It is important in the pre-planning to let students know that they can schedule a meeting with you if they have any conditions or circumstances that may prevent them from safely evacuating the building. • You may have to be prepared to inform first responders that an individual needs help and is not in the area of rescue, but is located in the classroom hall or adjacent room (example)

19. Additional Information and Resources • The University of Montana’s Emergency Operations Plan, pages 13 and 14 • The University of Montana’s Telephone Directory (2006-07) pages 136-137 • Disability Services-Phone 2373 (Jim Marks & staff) • DERS-Phone 4973 (Rick van den Pol & staff)

20. Questions? Thank you!!