Shelter-in-Place - Communication

Communication is crucial when people need to shelter-in place. Some people have limitations that make it hard to understand important information. These limitations vary. Examples include hearing, vision, speech, thought processing, intellect and language limitations. Such problems make it difficult to process information in an emergency. Nevertheless, it is important to make sure these people get the information they need to stay safe in an emergency.

• Preparedness
• Response
• Recovery
• Mitigation
• Additional Resources

Preparedness

People with disabilities may require more time to prepare for an emergency. It is important to convey emergency plans well before an emergency so that they have plenty of time to get ready.

Create redundant systems. In an emergency, people may not be able to rely on their normal systems of communication.

• Enhanced or Reverse 911 can reach people when television or radio reports do not work. Planners can also create a calling tree to reach people with disabilities. These systems can increase the chances that everyone in a community receives important information.
• Teach responders how to share information with people with who have difficulties hearing, seeing, or understand what is being said.

Work with the media. A disability may add to the length of time a person needs to plan for an emergency. Planners can improve communications to people with disabilities by working closely with the media. Ensure that the same messages are put out in both audio and text format. Text should not be obstructed by closed-captioned scripts at the bottom of the screen. Visual images on the television should be accompanied by audio descriptions. Including sign language in the picture will aid communication.

Educate and reach out to the community. People should be told what information they will get in an emergency. They should also learn the proper response for different situations. Providing this information ahead of time will make sure those who need additional support are prepared. Planners may want to consider the following:

• Make the community aware of the types of information they will receive in an emergency. Community members should also learn what situations would result in what kind of a response. Providing this information ahead of time will give those who need extra support the chance to plan for it.
• Provide preparedness information ahead of time. Use print, radio, TV, and internet to give information and describe services. Use Braille, cassette, and large print to relay the message.
• The CDC has developed emergency preparedness messages for a variety of disasters. View http://emergency.cdc.gov/preparedness/ for more information on Sheltering-in-place at work or home, developing a family disaster plan, or creating an emergency kit.

Encourage people to be prepared. People are advised to keep enough supplies to support themselves for 72 hours. Planners should encourage people to learn resources are available and who provides them.

• Encourage those with disabilities to think through what a rescuer might need to know to assist them, and write it down. A hard copy of individual needs is useful for those who cannot verbalize their needs.
• Create a system for members of the community with disabilities to alert responders to their disabilities. A "reverse phone tree" is one example of such a system.
• Promote carrying call-down lists and written emergency plans. Place copies in several locations. Make sure plans are clear. Test call-down lists and emergency plans for thoroughness.
• Encourage people with disabilities to register with an agency that can help in an emergency.
• Promote the purchase of NOAA Weather Radios. These radios will help notify them of weather emergencies.

Partner with disability agencies. Many groups serve individuals with disabilities on a daily basis. These groups usually know where to find and how to communicate with those who have disabilities. Many have specialized staff that may provide extra help with the particular needs, wants, and feelings of people with disabilities. By talking with these groups early on, planners can:

• Be aware of people with communication limits
• Find different ways to communicate
• Increase the level of trust that various groups have in emergency communications

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Recovery

Safely sheltering-in-place requires communication. People must receive information on how to sustain themselves during an event. There must also be ways for people with disabilities to communicate with the community if they need help.

Inform early and often. A disability may add to the length of time a person needs to respond to an emergency. Planners can help by:

• Setting up emergency hotlines to include text telephone (TTY). Make sure the TTY gives the official information. This will reduce confusion and improve a person's response.
• Frequently repeating the most essential emergency information. Simple sentences will help those with cognitive impairments.
• Consider creating methods of communication that can be used if the power goes out. A central dispatching system to people outside of the area may be the best way to spread the word.
• Encourage neighbors to help those with disabilities in an emergency.

Work with different media sources. The media can be an important resource to help communicate with the public. Planners must work with TV, radio, and print sources to make sure that information is accurate, consistent, and timely. This will limit panic and inspire trust and confidence, especially for those who may need additional assistance. When giving emergency information or evacuation instructions:

• Give clear and concise instructions. The more direct the order, the more likely people are to follow it.
• Use a variety of media and accessible formats such as Braille, large-type, audio, and other languages, to share information. Repeating information will increase the changes that people hear and understand the message.
• Choose a person to serve as a central point-of-contact to address questions from the public. Consistency will help get the message across more clearly.

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Response

Safely sheltering-in-place requires communication. People must receive information on how to sustain themselves during an event. There must also be ways for people with disabilities to communicate with the community if they need help.

Inform early and often. A disability may add to the length of time a person needs to respond to an emergency. Planners can help by:

• Setting up emergency hotlines to include text telephone (TTY). Make sure the TTY gives the official information. This will reduce confusion and improve a person's response.
• Frequently repeating the most essential emergency information. Simple sentences will help those with cognitive impairments.
• Consider creating methods of communication that can be used if the power goes out. A central dispatching system to people outside of the area may be the best way to spread the word.
• Encourage neighbors to help those with disabilities in an emergency.

Work with different media sources. The media can be an important resource to help communicate with the public. Planners must work with TV, radio, and print sources to make sure that information is accurate, consistent, and timely. This will limit panic and inspire trust and confidence, especially for those who may need additional assistance. When giving emergency information or evacuation instructions:

• Give clear and concise instructions. The more direct the order, the more likely people are to follow it.
• Use a variety of media and accessible formats such as Braille, large-type, audio, and other languages, to share information. Repeating information will increase the changes that people hear and understand the message.
• Choose a person to serve as a central point-of-contact to address questions from the public. Consistency will help get the message across more clearly.

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Recovery

People will be eager to return to their normal activities after an emergency. Providing recovery information will help. Remember that some may need additional help going back to normal activities. Changes in their surroundings and routine may produce stress and confusion.

Provide psychological support and minimize financial cost. A disaster may cause psychological trauma. People with disabilities may require extra support in coping with new or changed surroundings. Some may need help telling their needs to emergency management and financial recovery services. Planners should find mental health professionals or organizations that can offer this support.

People with disabilities often need help paying for their care. Communications should not add to these costs. Planners should consider means of communication that are cheap. Existing methods, calling trees, and the media are some examples.

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Mitigation

Draft an After Action Report. After an emergency, planners may draft after action reports (AAR). The AAR may include information on the needed tasks and equipment, they may assess if needs were met, as well as critique emergency plans. Lessons learned will help write new plans. If the plan failed, the AAR will provide important means of ensuring future success.

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Additional Resources

• Assisting People with Disabilities in A Disaster, FEMA
  
  All individuals, advocacy groups, organizations, and institutions within the special needs service are encouraged to be proactive and develop emergency plans. The purpose of this course is to provide representatives of the special needs service and support system with the basic information and tools to develop their own emergency plans. This course is designed for people who work with the elderly and people with disabilities. It teaches how to collaborate with local Emergency Management throughout the phases of a disaster.
  
  Access this document at http://www.fema.gov/plan/prepare/specialplans.shtm
  
  
• Conference on Emergency Preparedness for People with Disabilities, National Organization on Disability (NOD)
  
  The goal of the conference was to exchange information and begin a dialogue between emergency response agencies regarding emergency preparedness for people with disabilities. By exchanging experiences and effective practices, regional leaders can enhance emergency preparedness programs for people with disabilities. They also seek to empower people with disabilities to take active roles in preparedness, response, and recovery activities. This site contains transcripts of the conference proceedings.
  
  Access this document at http://www.nod.org/epiconference2004/index.html
  
  
• Disaster Preparedness and People with Disabilities or Special Health Care Needs, Iowa's Early and Periodic Screening, Diagnosis, and Treatment Program (EPSDT)
  
  This article in Iowa's Early and Periodic Screening, Diagnosis, and Treatment Program (EPSDT) Care for Kids Newsletter lists tips for preparing for a disaster, such as creating a disaster plan, setting up a support network, and educating members of the network about the disaster plan.
  
  Access this document at http://www.iowaepsdt.org/EPSDTNews/2002/win02/disaster.htm
  
  
• Earthquake Tips for People with Disabilities, June Isaacson Kailes
  
  Recommendations include: establishing a personal support network; conducting an "Ability Self-Assessment"; collecting supplies to keep at all times; collecting disability-related supplies for emergency kits; maintaining a seven-day supply of essential medications; keeping important equipment and devices in consistent, convenient and secure places; and practicing assertiveness skills.
  
  Access this document at http://www.preparenow.org/eqtips.html
  
  
• Emergency Planning for People with Hearing Loss, Help for Hearing Loss
  
  This collection of articles provided by Help for Hearing Loss includes topics across the spectrum of preparing the hearing impaired community for a disaster. Other disabilities are marginally addressed regarding emergency preparedness needs.
  
  Access this document at http://www.hearinglossweb.com/Issues/EmergPlan/emerg_plan.htm#ok
  
  
• Emergency Tip Sheets for People with Disabilities, Independent Living Resource Center of San Francisco
  
  These 10 sheets offer tips for people with: cognitive disabilities, communication disabilities, disabilities and medical concerns, environmental or chemical sensitivities, hearing impairments, life-support systems, mobility concerns, psychiatric disabilities, visual disabilities, and service animals or pets. Information provided includes what people can do before, during and after disasters. The document also includes a checklist for individuals to use to prepare themselves.
  
  Access this document at http://www.prepare.org/disabilities/disabilities.htm
  
  
• How to Develop a Disaster Action Plan for Older, Distant Relatives, Jane Irene Kelly
  
  This document lists ten steps on how to prepare the geriatric population for a disaster.
  
  Access this document at http://www.aarp.org/bulletin/yourlife/Articles/0505_sidebar_11.html
  
  
• Orientation Manual for First Responders on the Evacuation of Persons with Disabilities, FEMA
  
  This manual provides information on identifying and locating those in a community with disabilities/special needs, how responders can assist various categories of disabilities, and functional tips for moving persons with various disabilities.
  
  Access this document at http://www.usfa.dhs.gov/downloads/pdf/publications/FA-235-508.pdf(PDF - 910 KB)
  
  
• Preparing for Disaster for People with Disabilities and other Special Needs, FEMA
  
  This checklist will help people with mobility problems start preparing an emergency plan. Included is a listing of a suggested disaster supplies kit, as well as information on an escape plan, a home hazard hunt, evacuation, and fire safety.
  
  Access this document at http://www.fema.gov/pdf/library/pfd_all.pdf (PDF - 731 KB)
  
  
• Report on Special Needs Assessment for Katrina Evacuees (SNAKE) Project, National Organization on Disability (NOD)
  
  Often during times of emergency evacuation, the conditions of those disabilities worsen due to either an over-emphasis of medicinal intervention or an under-utilization of specialized and trained caregivers. By providing populations with disabilities the proper care and equipment, expensive segregated areas (such as hospitals and nursing facilities) are often unnecessary both during and after an evacuation. Therefore, effective training of disaster workers would allow them to correctly identify evacuee limitations and to mitigate deterioration through appropriate supervision and evacuee placement.
  
  Access this document at http://www.nod.org/Resources/PDFs/katrina_snake_report.pdf (PDF - 125 KB)
  
  
• Special Needs Planning Considerations for Services and Support Providers, FEMA
  
  All individuals, advocacy groups, organizations, and institutions within the special needs service and support system are encouraged to be proactive and develop emergency plans. The purpose of this course is to provide representatives of the special needs service and support system with the basic information and tools to develop their own emergency plans. This course is designed for people who work with the elderly and people with disabilities, and teaches how to collaborate with local Emergency Management to better prepare for all phases of an emergency.
  
  Access this document at http://training.fema.gov/EMIWeb/IS/IS197SP.asp
  
  
• The Emergency Preparedness Initiative (EPI) Guide for Emergency Managers, Planners & Responders, National Organization on Disability (NOD)
  
  Communication during an emergency is vital. Besides ensuring that information is transmitted via multiple formats, planners can create products such as "phone trees," "reverse trees" and registries, that can effectively reach a given disabled population. Previously established systems, such as those devised for utility companies, can be adapted for emergency preparedness use.
  
  Access this document at http://www.nod.org/resources/PDFs/epiguide2005.pdf (PDF - 165 KB)
  
  
• The National Service Inclusion Project (NSIP) -- Emergency Preparation and People with Disabilities, Corporation for National and Community Service, the Institute for Community Inclusion at UMass Boston, and the Association of University Centers on Disabilities
  
  This article addresses alternative means of transportation for the disabled. It encourages public safety understanding and training so that these daily resources can be maximized in a disaster. The need for shelters to acquire accessible communication devices is also highlighted. Para-transit systems and vehicles that particularly service those with physical or other limitations and their usefulness in an emergency is also addressed.
  
  Access this document at http://www.serviceandinclusion.org/index.php?page=emergency
  
  
• Working Conference on Emergency Management and Individuals with Disabilities and the Elderly, U.S. Departments of Health and Human Services (HHS) and Homeland Security (DHS)
  
  As communication technology improves and new systems are created and implemented, new costs are created and passed on to the consumers, in this case those with disabilities. Financial concerns are great for many of those with disabilities, and extra expenses associated with communication devices could hinder their use among certain segments of the population. Whenever possible, free or low-cost alternatives, such as call-down lists, phone trees, neighborhood watch groups, etc, should be provided as alternatives to more costly technological devices that disseminate information. Partnerships between planners and Personal Emergency Response Systems (PERS) and TTY Networks could facilitate their implementation during an emergency response.
  
  Access this document at http://www.add-em-conf.com/presentations.htm
  
  

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