In an age of increased emphasis on school safety and security, evacuation drills are vital. Such drills, however, can place unrealistic social, behavioral and emotional demands on students with disabilities, but they need to be part of the drills in order to survive an emergency. So how can schools prepare to keep ALL students safe?
Most schools today have a comprehensive school safety plan, including lockdown plans for an active shooter and other situations, but few have effective plans in place to address the complex needs of students with disabilities. There is no national model for such school-based crisis preparedness. As a result, most schools are not fully prepared to support students with autism, sensory disabilities, medical and mobility disabilities, and other unique challenges in emergency situations.
In Marin County, in Northern California, educators have taken this issue on with a comprehensive plan they believe addresses the needs of ALL students by starting with the most vulnerable. The 36-page plan, developed in 2010, recognizes that there is no “one-size-fits-all” approach to planning, and takes a detailed approach to the planning process. For example, a child with a social or emotional disability may have a hard time understanding what is happening – they may not follow the rules and may resist direction. For these students, the plan recommends “regulated sensory input.” Also, a child with health-related disabilities may need to access medication or special equipment. A child with autism may need a lot of rehearsal with the drill itself.
Many schools rely on an approach that requires students with disabilities simply to wait for help – called “shelter in place.” Advocates at Wrightslaw, the online advocacy website, urge that schools preplan for disaster, including natural disaster, fires, active school shooters, terrorism and even the unplanned release of chemicals in school. They underscore that “sheltering in place and waiting for EMS to arrive” is not a comprehensive solution, not only because it leaves students in harm’s way but also because it can be terrifying.
Even with a school-wide plan, some parents and advocates suggest that students with complex disabilities have an individualized emergency plan. Such plans provide explicit instructions and support for each student during a school emergency. In general, a plan should ensure full integration, practice drills, staff training and an evaluation process to identify obstacles before they arise.
There are core “drill skills” that all students need to be safe in a school crisis: they need to maintain silence, follow directions very quickly, maintain a position/location, manage feelings of stress/frustration without acting out, and manage changes to schedule.
Some researchers have suggested that an Individual Lockdown Plan (ILP) should be part of the IEP process because it addresses potentially life-saving skills and supports the student’s needs. One tool to teach these skills for students who require communication and behavior supports is a “social story” that includes pictures of appropriate school personnel and locations and walks students through the expectations of any school crisis.
The research on ‘what works’ in the area of school-based crisis planning and response is minimal, so there is little in the way of proven best practices. Most plans are based on what is known in other areas of crisis response. The literature on crisis management show four phases:
- Mitigation and prevention, which address what school and staff can do to reduce or eliminate the risk;
- Preparedness, which focuses on the planning for the worst-case scenario;
- The response, which encompasses the steps to take in crisis;
- The recovery, which deals with how to restore the learning and teaching environment after a crisis and get back to learning.
All school districts in New Jersey are required to have a school safety and security plan. Each plan must be designed locally with the help of law enforcement, emergency management, public health officials and all other key stakeholders, and should be reviewed and updated every year. The plans and procedures must provide for:
- The protection of the health, safety, security and welfare of the school population;
- The prevention of, intervention in, response to, and recovery from emergency and crisis situations;
- The establishment and maintenance of a climate of civility;
- Supportive services for staff, students, and their families.
Across the board, there has been little offered in the area of supporting students with disabilities.
In 2015, the New Jersey School Security Task Force issued its report with a list of 42 practical recommendations to improve the safety and security of New Jersey’s school children, school staff, and school buildings. The report did not address the unique needs of students with disabilities in any way. The NJDOE’s 20-page list of minimum requirements for school safety and security, which was issued in 2011, does make mention of the need for schools to “establish procedures for assisting special needs populations, both students and staff,” but offers no further details.
Is Your School Ready?
In spite of the lack of clear direction and guidance in this area, school safety experts agree that schools must give special consideration to the unique needs of staff and students with disabilities when developing the crisis plan. Procedures for evacuation and relocation will need to consider the student’s developmental, motor, communication and sensory limitations. For example, a student who uses a wheelchair or walker may not be able to get down the steps of a building without help. Students with hearing disabilities may not be able to communicate verbally, to read lips, or to hear fire alarms or other emergency signals. Visual or reading disabilities might make it impossible for some students to read signs or cross an unfamiliar road or pathway. Even a fallen tree can obstruct the evacuation route and necessitate an alternative path or even an alternative shelter location.
But the risk is not over when the crisis ends. The response of law enforcement can be a matter of life and death, too. Therefore, it is vital that schools work in collaboration with law enforcement and first responders, educating them on how best to support and protect students and staff with disabilities.
Resources:
Practical Information on Crisis Planning: A Guide for Schools and Communities (2007), guidebook produced by the US Department of Education
https://www2.ed.gov/admins/lead/safety/emergencyplan/crisisplanning.pdf
Emergency Plan for Students with Special Needs For Marin County School District (2010)
http://www.marinschools.org/SafeSchools/Documents/EmergencyServices/MCOESpecialNeeds.pdf
The New Jersey Office of School Preparedness and Emergency Planning provides technical assistance about school safety, security, and preparedness.
Call 609-588-2323.
New Jersey Center for School Safety: A network of communications and up-to-date training for New Jersey school resource officers, probation officers, school administrators, and educators.
http://www.njsafeandsecure.org/
Safe Schools Best Practices Guide (2013), produced by the Council of Educational Facilities Planners International
http://media.cefpi.org/SafeSchoolsGuide.pdf
New Jersey School Security Task Force Report and Recommendations (2015)
http://www.state.nj.us/education/schools/security/TaskForceReport.pdf
NJDOE School Safety and Security Plans: Minimum Requirements (2011)
http://www.state.nj.us/education/schools/security/req/req.pdf
This article first appeared in the Spring, 2018 issue of People & Families Magazine, a publication of the New Jersey Council on Developmental Disabilities.
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