Knowledge Database

• Slide Presentation for the lecture of: Susan Wolf-FordhamUniversity of Massachusetts Medical School, USA

• Topic of lecture: Emergency Planning for and with Individuals with Disabilities: Stakeholder Education and Collaborative Inclusive Emergency Planning Models

• The lecture was given at Beit Issie Shapiro’s 6th International Conference on Disabilities - Israel

• Year: 2015

Emergency Planning for and With Individuals with Disabilities:

Stakeholder Education and Collaborative Inclusive Emergency Planning Models

Sue Wolf-Fordham, J.D.Nancy Shea, J.D., MPAE.K. Shriver Center, University of MA Medical School, USABeit Issie Shapiro 6th International Conference on DisabilitiesJuly 6-9, 2015, Tel Aviv, Israel

|

|

Americans with Disabilities Act (1990)

• Equal access to emergency services• Services delivered in the most integrated setting

appropriate to needs• “Reasonable modifications” required unless they would

fundamentally alter the nature of the program, service or activity, or impose undue financial or administrative burdens

• No charge for reasonable modifications• No ”one size fits all”

|

|

Access, Equity and Public Health

Issues: Inaccessible emergency warnings,

alerts Abandoned during evacuation Inaccessible/refused emergency shelter

servicesSeparated from vital supports: service

animals, adaptive equipment, family members, caregivers, social networks

Results:Lost access to health care and social

servicesMedical conditions worsened, or new

needs developed due to eventLost independence

C. Rooney, Photographer. Retrieved from:www.naccho.org/topics/HPDP/upload/HurricaneKatrinaReport.pdf

|

|

• 45 min., 1 hr., 90 min. in-person workshops• Audience: Adults with intellectual & developmental

disabilities, Traumatic Brain Injury• Focus: Likely participant experiences & taking key steps• Design: Collaboration with self-advocate who leads training• Related resources: “Jeopardy”- style game; Emergency

Smarts checklist; To go bag list• Over 1000 people in MA, RI, DE trained

Self-Advocate Education

|

|

How do cities, towns and counties share information about emergencies and disasters?

From Emergency Smarts

Parent Education

• 3 hr. in-person pilot training (N=39)• Audience: Parents of children w/ disabilities, SHCN• Design: Collaboration w/ parents & responders• Focus: “What if thinking and planning” & sharing “Need to

know” info• Evaluation: Significant knowledge gains and high satisfaction;

feasible to complete ¾ written plan during training• Translation for dissemination in Japan

Emergency Information Form

|

|

Inclusive Emergency Planning Meeting: Community Stakeholder Meeting (CSM)

• Responder training = 3 hr. in-person training• CSM= 3 hr. in-person planning meeting—learning by doing• Audience: Responders (defined broadly), disability community• Design: Strong stakeholder collaboration• Workbook: Guides local CSM process• Evaluation:

• 100% localities (N=21) id at least 5 gaps, 100% developed strategies to close gaps

• Significant increase in responder knowledge• 95% (N=70) of disability community participants reported

increased motivation to take additional preparedness steps

|

|

Lessons Learned

• Two cultures: Disability community and responders• Education: Awareness raising + facts + actionable

knowledge• Stakeholder engagement in program design enhances

usability and satisfaction• Project development itself builds inclusion and awareness• Inclusive emergency planning builds on disability

community strengths and enhances community resilience• Systems change as the ultimate goal: Equity for the

disability community and efficiency for responders

For More Information

Sue Wolf-Fordham, J.D.Susan.Wolf-Fordham@umassmed.edu

(774) 455-6542UMass Medical School

E.K. Shriver Center465 Medford St., Suite 500

Charlestown, MA 02129 USAhttp://shriver.umassmed.edu/community-resources/emergency-preparedness-and-response