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Knowledge Database
• Slide Presentation for the lecture of: Susan Wolf-Fordham
University of Massachusetts Medical School,...
Emergency Planning for and With
Individuals with Disabilities:
Stakeholder Education and Collaborative
Inclusive Emergency...
| |
Americans with Disabilities Act (1990)
• Equal access to emergency services
• Services delivered in the most integrate...
| |
Access, Equity and Public Health
Issues:
 Inaccessible emergency warnings,
alerts
 Abandoned during evacuation
Inac...
| |
• 45 min., 1 hr., 90 min. in-person workshops
• Audience: Adults with intellectual & developmental
disabilities, Traum...
| |
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: C...
Emergency Information Form
| |
Inclusive Emergency Planning Meeting:
Community Stakeholder Meeting (CSM)
• Responder training = 3 hr. in-person train...
| |
Lessons Learned
• Two cultures: Disability community and responders
• Education: Awareness raising + facts + actionabl...
For More Information
Sue Wolf-Fordham, J.D.
Susan.Wolf-Fordham@umassmed.edu
(774) 455-6542
UMass Medical School
E.K. Shriv...
Susan Wolf-Fordham: Emergency Planning for and with Individuals with Disabilities: Stakeholder Education and Collaborative...
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Susan Wolf-Fordham: Emergency Planning for and with Individuals with Disabilities: Stakeholder Education and Collaborative Inclusive Emergency Planning Models - Slide presentation

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Susan Wolf-Fordham: Emergency Planning for and with Individuals with Disabilities: Stakeholder Education and Collaborative Inclusive Emergency Planning Models - Slide presentation

  1. 1. Knowledge Database • Slide Presentation for the lecture of: Susan Wolf-Fordham University 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
  2. 2. 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., MPA E.K. Shriver Center, University of MA Medical School, USA Beit Issie Shapiro 6th International Conference on Disabilities July 6-9, 2015, Tel Aviv, Israel
  3. 3. | | 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”
  4. 4. | | Access, Equity and Public Health Issues:  Inaccessible emergency warnings, alerts  Abandoned during evacuation Inaccessible/refused emergency shelter services Separated from vital supports: service animals, adaptive equipment, family members, caregivers, social networks Results: Lost access to health care and social services Medical conditions worsened, or new needs developed due to event Lost independence C. Rooney, Photographer. Retrieved from:www.naccho.org/topics /HPDP/upload/HurricaneKa trinaReport.pdf
  5. 5. | | • 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
  6. 6. | | How do cities, towns and counties share information about emergencies and disasters? From Emergency Smarts
  7. 7. 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
  8. 8. Emergency Information Form
  9. 9. | | 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
  10. 10. | | 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
  11. 11. For More Information Sue Wolf-Fordham, J.D. Susan.Wolf-Fordham@umassmed.edu (774) 455-6542 UMass Medical School E.K. Shriver Center 465 Medford St., Suite 500 Charlestown, MA 02129 USA http://shriver.umassmed.edu/community- resources/emergency-preparedness-and-response

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