The document summarizes a lecture given by Susan Wolf-Fordham at the 6th International Conference on Disabilities in Israel in 2015. The lecture discussed stakeholder education and collaborative emergency planning models to ensure equal access to emergency services for individuals with disabilities as required by the Americans with Disabilities Act. It described training programs conducted in multiple US states for individuals with disabilities, their parents, and emergency responders. These programs aimed to raise awareness of disability access issues during emergencies and encourage inclusive emergency planning through stakeholder collaboration. Evaluations found the programs significantly increased knowledge and motivated further preparedness steps.

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. 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

4. | |
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”

5. | |
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

6. | |
• 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

7. | |
How do cities, towns and counties share information about
emergencies and disasters?
From Emergency Smarts

8. 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

9. Emergency Information Form

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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

11. | |
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

12. 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