Introduction

Module 3, “Inclusion of People with Disabilities in Emergency Planning,” is a comprehensive training module that focuses on integrating considerations for individuals with disabilities into emergency preparedness and response efforts. This module addresses the diverse needs of employees, customers, and visitors with disabilities. It covers a range of sub-modules, including emergency planning with disability inclusion, communication strategy planning for accessible emergency information, the development of individual plans for employees with disabilities, and training programs to empower employees with disabilities in utilising emergency plans. The training resources for this module include online training material consisting of PowerPoint presentations, manuals, self-assessment section quizzes, and practical VR/AR exercises. The aim of Module 3 is to equip participants with the knowledge and skills necessary to integrate disability inclusion into emergency planning effectively, fostering a proactive and empathetic approach towards understanding and addressing the unique needs of individuals with disabilities in emergencies.

Submodule 3.1 Understanding Different Disabilities

By the end of this submodule, you will have a comprehensive understanding of the various types of disabilities, the unique challenges associated with each, and the importance of empathy and inclusion in emergency preparedness. This submodule is significant as it equips participants with the skills to identify specific needs and create accommodating emergency response plans tailored to the diverse challenges faced by individuals with disabilities. Understanding the nuances of different disabilities is crucial for developing inclusive and effective emergency plans that cater to the specific needs of employees, customers, and visitors with disabilities.

Types of Disabilities and their specific challenges

There are two main models of disability: the medical model and the social model. The medical model focuses on an individual’s health condition, such as a disease, injury, or health problem, that causes the disability. This can affect the individual’s quality of life and may require medical intervention to identify and treat the disability or to improve functioning. On the other hand, the social model focuses on the barriers created by society. These barriers can be physical or related to attitudes and social features that do not accommodate the diverse abilities of the population. The social model takes into consideration the environment in which an individual with a disability lives and how it can impact their daily life. These two models have different perspectives on how health conditions and the environment interact. The medical model looks at the individual, while the social model focuses on the barriers created by society (European Commission, 2021).

 Biopsychosocial model — the basis for the ICF

The ICF is a classification system developed by the World Health Organisation that helps describe a person’s health, functioning, and disability. It is not a disability classification but a comprehensive one that includes body functions, structures, impairments, activities, limitations, participation, and restrictions. The model is based on a biopsychosocial model that integrates biological, psychological, and social factors. The ICF model is a useful tool for describing a person’s functioning and disability comprehensively and is valuable for professionals in healthcare, social work, education, and employment. A graphical representation of the model is shown below (WHO, 2002).

The International Classification of Functioning, Disability and Health (ICF) provides a standard language and conceptual basis for defining and measuring health and disability through its comprehensive framework. It integrates the major models of disability and recognises the role of environmental factors in creating disabilities. The ICF aims to serve various disciplines and sectors, providing a systematic coding scheme for health information systems and allowing for the comparison of data across countries, healthcare disciplines, services, and time. It is designed to apply to all people irrespective of health condition and in all physical, social, and cultural contexts, and it does not differentiate between different health conditions, placing all health conditions on an equal footing. The ICF also includes environmental factors, recognising their important role in people’s functioning. It provides a framework for describing human functioning. It can be applied across various sectors such as health, disability, rehabilitation, community care, insurance, social security, employment, education, economics, social policy, legislation, and environmental design and modification. The ICF is recognised as a valuable tool for developing collections of information on functioning and disability, offering a common definition of disability crucial for understanding and improving outcomes for people with disabilities and increasing the power of information through the ability to relate data from different sources. (Üstün, n.d., p. 1.5.7)

• Vision Impairments: Individuals with visual disabilities may struggle to navigate unfamiliar environments and access visual emergency information. It is essential to provide tactile or auditory emergency information and ensure the availability of Braille or large print materials. According to the World Health Organization (WHO), vision impairment is a significant public health concern, and accommodating individuals with visual disabilities in emergency planning is crucial for their safety and well-being (WHO, 2019).
• Hearing Impairments: Individuals who are deaf or hard of hearing may require alternative methods of receiving emergency alerts and instructions. Supplementing traditional alarms with systems that use text messages or push notifications to deliver emergency alerts is essential. The Americans with Disabilities Act (ADA) provides legal definitions and classifications of disabilities, including hearing impairments, emphasising the importance of accessible communication methods for individuals with hearing disabilities (Americans with Disabilities Act (ADA), 1990).
• Physical Disabilities: Individuals with mobility impairments may require assistance in evacuating and accessing emergency supplies. It is crucial to consider placing disabled individuals near accessible exits and the availability of safe areas or refuges for those who cannot evacuate quickly. The National Fire Protection Association (NFPA) provides guidelines for emergency evacuation planning for people with disabilities, emphasising the importance of accommodating individuals with physical disabilities in emergency preparedness (National Fire Protection Association (NFPA), 2016).
• Cognitive Disabilities: Individuals with cognitive disabilities may require clear and simple communication during emergencies. It is essential to provide easy-to-read emergency materials and consider specialised training to support individuals with cognitive disabilities. By offering accessible information and tailored communication strategies, organisations can ensure that individuals with cognitive disabilities are adequately prepared to respond to emergencies (Stough & Kang, 2015).

Understanding the specific challenges associated with different disabilities is crucial for developing effective emergency plans and ensuring the safety of all individuals in the workplace. By understanding and addressing the unique needs of employees with disabilities, we can foster a proactive and empathetic approach to emergency preparedness in the workplace.

Misconceptions and Stereotypes

Stereotypes can have a significant impact on people with disabilities. They can lead to misconceptions about their capabilities, independence, and contributions. These misunderstandings perpetuate a lack of understanding and empathy, which can result in social exclusion, discrimination, and the underestimation of the skills and potential of individuals with disabilities. Such stereotypes can create barriers to inclusion in various aspects of life, such as employment, education, and social interactions.

It is important to challenge and reframe these stereotypes to create a more inclusive and supportive environment for people with disabilities. We can combat the negative impact of these misconceptions by promoting accurate representations of people with disabilities, debunking myths, highlighting their diverse experiences and capabilities, emphasising their strengths and contributions, and advocating for equal opportunities and respect.

Reframing stereotypes can shift societal attitudes, promoting empathy, understanding, and inclusivity. Additionally, it can contribute to creating supportive policies, practices, and environments that can accommodate the needs of people with disabilities. By challenging stereotypes, we can work towards creating a society that values diversity, recognises the unique abilities of all individuals, and ensures equal access and opportunities for people with disabilities.

Empathy and Inclusion

When interacting with people who have disabilities, it is crucial to show empathy and understanding. Recognising and respecting the diverse experiences and perspectives of individuals with disabilities is essential in fostering a culture of inclusivity. One best practice is to prioritise active listening and open communication. Take the time to listen attentively to the needs and preferences of individuals with disabilities and communicate openly and respectfully. For example, if someone communicates differently due to a speech disability, be patient and give them the time they need to express themselves.

Additionally, it is vital to educate oneself and others about different types of disabilities and their potential impacts. Providing practical guidance, such as sensitivity training and disability awareness workshops, can help promote empathy and understanding among team members. Another best practice is to involve individuals with disabilities in decision-making processes and initiatives that affect them. Consulting with individuals with disabilities ensures their perspectives are considered and valued, leading to more inclusive outcomes.

Creating accessible environments and resources demonstrates a commitment to inclusivity. This includes providing accommodations such as wheelchair ramps, braille signage, and assistive technologies to ensure that individuals with disabilities can fully participate and contribute.

Create accommodating emergency response plans

Creating emergency response plans that accommodate individuals with disabilities requires careful consideration of their diverse needs.

To start, conduct a comprehensive accessibility audit of your facility to identify potential barriers to safe evacuation, such as narrow doorways or inaccessible exits. Once identified, make necessary modifications to ensure accessibility during emergencies, such as installing ramps, widening doorways, and providing auditory alerts for individuals with visual impairments and visual alerts for deaf persons. Additionally, ensure you stock adequate emergency evacuation chairs and mobility devices at strategic locations throughout the facility and regularly maintain and check them to ensure they are in good working order.

Implement clear and accessible communication systems, including visual and auditory alerts, to disseminate emergency information effectively to individuals with disabilities. Establish clear evacuation routes and practice evacuation drills regularly, considering the needs of individuals with disabilities. Designate safe areas or refuges for those who may require assistance during evacuation and provide guidance on shelter-in-place protocols when evacuation is not possible.

Conduct regular, inclusive emergency drills that include scenarios specific to assisting disabled individuals and gather feedback from participants, especially those with disabilities, to identify areas for improvement. Collaborate with local emergency services to enhance response efforts and ensure a coordinated approach during emergencies. Document emergency response plans in accessible formats and store them in easily retrievable locations, ensuring individuals with disabilities can access the information they need to respond effectively.

Finally, regularly review and update emergency response plans to reflect changes in the facility, staff, or emergency procedures, incorporating feedback from drills and exercises to improve accessibility and effectiveness continuously.

Disability Etiquette: A Guide to Inclusive Communication

In our diverse society, understanding and implementing disability etiquette is paramount to fostering inclusivity and respect for individuals with disabilities. Recognising the significance of disability etiquette is essential. Using people-first language, which prioritises the individual over their disability, cultivates a positive atmosphere of respect and dignity. It is crucial to avoid assumptions about a person based on their disability. Each individual is unique, and it is important to approach them with an open mind and treat them with the same level of respect afforded to everyone else.

Respecting personal space is a fundamental aspect of interacting with individuals with disabilities. It is imperative to seek permission before touching a person with a disability or their assistive devices and to extend common courtesies in all interactions.

When communicating with different disability groups, certain considerations can enhance the effectiveness of interactions. For individuals who are blind or have low vision, verbal greetings and offering to read written information aloud can facilitate communication. Similarly, for those who are deaf, deafened, or hard of hearing, understanding their preferred communication methods and ensuring accessibility to multimedia materials is key.

Practical tips for inclusive communication include seeking consent before providing assistance and presenting information clearly in formats that are accessible to all. Patience, understanding, and respect for individual preferences can significantly improve communication with individuals with disabilities. For further reading please visit https://www.algonquincollege.com/safety-security-services/files/2015/12/Inclusive-Workplace-Emergency-Response-planning-Revised-Nov-2015e-final.pdf and https://www.dorsetcouncil.gov.uk/documents/35024/284549/Disability+Etiquette+Guide.pdf/178a5b9f-c5a1-6c5a-7f92-4c00c6330fea

Embracing disability etiquette is pivotal in creating an inclusive and supportive environment for individuals with disabilities. By adhering to these guidelines and incorporating these tips into our interactions, we can foster a culture of respect, understanding, and effective communication in our communities. Remember, inclusivity begins with awareness and empathy.

Submodule 3.2 Emergency planning with disability inclusion

Every organisation is responsible for ensuring the safety of all individuals, including those with disabilities, in case of an emergency. An inclusive emergency plan not only fulfils legal requirements but also demonstrates the organisation’s commitment to the well-being of all employees, customers, and visitors. It is crucial to regularly review and practice these plans to maintain a safe and welcoming environment for everyone, especially those with disabilities. To help you create a safer facility for everyone during emergencies, we have prepared practical guidance that you can follow. By following this practical guidance, you will significantly enhance the safety and inclusivity of your organisation’s emergency planning. Remember, the goal is to create an environment accommodating everyone’s needs, building a culture of safety and preparedness that includes all employees, customers, and visitors.

Building Accessibility

Assessment and Modification

Begin with a comprehensive accessibility audit of your facility. This audit should examine all areas of the building to identify potential barriers to safe evacuation for individuals with disabilities. It is imperative to ensure that all emergency exits and routes are wheelchair-accessible. This may involve widening doorways, installing ramps, or removing obstructions that could impede mobility.

Next, the needs of those with sensory disabilities will be addressed. “Sensory disabilities” can involve any of the five senses, but for educational purposes, it generally refers to a disability related to hearing, vision, or both hearing and vision. Their needs will be addressed by installing audible alarms for vision-impaired individuals and visual alert systems for deaf people. It is essential that these alert systems are distinct and can be recognised by everyone, regardless of their sensory abilities. Audible alarms should have varying frequencies, loud enough to be heard by individuals with hearing impairments, and visual alarms should be bright and noticeable to assist those with limited vision.

Emergency Equipment

Your emergency preparedness must include stocking adequate emergency evacuation chairs and mobility devices. These tools are vital for safely evacuating individuals who use wheelchairs or have limited mobility. Place these devices at strategic locations throughout the facility, ensuring they are easily accessible in emergencies.

Regular maintenance of this equipment is also crucial; it must always be in good working order. Assign this responsibility to a designated team and schedule regular checks. This ensures functionality when needed and demonstrates your commitment to the safety of your employees and visitors.

Facility Layout

When designing or modifying your office layout, consider the placement of disabled individuals. This includes ensuring that their workspaces are near accessible exits and that they can evacuate as easily and quickly as possible. In multi-story buildings, consider locating individuals with disabilities on the ground floor when possible.

Additionally, identify and establish safe areas or refuges, particularly for those who cannot evacuate quickly or independently. These areas should be marked, easily accessible, and designed to protect individuals until assistance or rescue can be provided. They should also be equipped with communication devices so that those taking refuge can inform emergency services of their location and status.

Emergency Procedures

In emergency situations, such as fires, natural disasters, or hazardous incidents, having clear and effective emergency procedures is crucial to ensuring the safety of all individuals, including those with disabilities.

Two primary components of emergency procedures are evacuation and sheltering in place.

Evacuation procedures involve establishing clear and accessible evacuation routes to guide individuals to safety. When planning evacuation routes, it is essential to consider the diverse needs of individuals with disabilities (NFPA, 2016). For example, individuals with mobility impairments may require wider pathways or ramps, while those with visual impairments may need tactile or auditory cues to navigate safely. Organisations can ensure that all individuals, regardless of ability, can evacuate safely by incorporating universal design principles into evacuation route planning.

Regular practice of evacuations is vital to ensure that individuals are familiar with the procedures and can evacuate efficiently during an emergency (NFPA, 2016). During evacuation drills, it is important to consider the specific needs of individuals with disabilities and provide appropriate accommodations. For example, individuals who use wheelchairs may require assistance from designated evacuation buddies. The buddy system is a procedure in which two individuals, the “buddies”, operate together as a single unit so that they are able to monitor and help each other. As per Merriam-Webster, the first known use of the phrase “buddy system” goes back to 1942.

Those with sensory impairments may need alternative methods of receiving evacuation instructions, i.e. visual alerts or sensory assistance. Practising evacuations regularly allows individuals to become familiar with the procedures and reduces anxiety in the event of a real emergency. More details can be found in the “Training and Drills” section.

In some situations, evacuation may not be possible or advisable, such as during severe weather events or active shooter incidents. In these cases, sheltering in place may be the safest option. Organisations should designate safe areas within the facility where individuals can shelter in place until it is safe to evacuate or until emergency responders arrive. These safe areas should be equipped with necessary supplies, such as emergency kits, food, water, and medical supplies, to sustain individuals until help arrives (ADA, 1990).

Overall, effective emergency procedures, including clear evacuation routes and shelter-in-place protocols, are essential for ensuring the safety and well-being of all individuals during emergencies.

The Right to be Rescued

During Hurricane Katrina in 2005, the emergency response efforts in New Orleans, Louisiana, faced significant challenges in evacuating individuals with disabilities. “The Right to be Rescued” is a short documentary that tells the stories of people with disabilities affected by Hurricane Katrina. Released days before the 10th anniversary of the storm, our goal is to make emergency planners aware of the specific needs of people with disabilities and push them to alter their disaster plans to make sure those needs are met.

Training and Drills

Regular emergency drills are an important part of emergency preparedness plans as they help individuals become familiar with procedures and respond promptly and effectively in crisis situations. In the context of disability inclusion, these drills must be conducted inclusively, taking into account the diverse needs of individuals with disabilities. This involves including scenarios specific to assisting disabled individuals so that emergency responders and participants can practice appropriate responses and identify any potential challenges or barriers that may arise during an actual emergency.

Collecting feedback from participants, especially those with disabilities, is crucial for identifying areas that need improvement in emergency plans and training programs. Feedback can provide valuable insights into the effectiveness of current procedures and areas where additional support or accommodations may be needed. This feedback loop allows emergency planners and trainers to refine their approaches, address any shortcomings, and ensure that emergency plans are continuously updated and improved to meet better the needs of all individuals, including those with disabilities.

Incorporating feedback into the improvement process ensures that emergency plans remain relevant and effective over time. By actively seeking input from participants and stakeholders, emergency planners can identify areas for enhancement and implement changes accordingly. This iterative approach fosters a culture of continuous improvement, where emergency preparedness efforts are continuously refined based on real-world feedback and experiences.

Collaboration with Local Emergency Services

Collaboration with local emergency services is a critical aspect of effective emergency planning, particularly when it comes to ensuring the inclusion of individuals with disabilities. Local emergency services possess specialised expertise and resources that can significantly enhance the preparedness and response capabilities of organisations, especially in addressing the unique needs of individuals with disabilities.

One key reason for collaboration with local emergency services is their role in providing guidance and support during emergency situations. Emergency responders are trained to handle a wide range of crises and can offer valuable insights into developing inclusive emergency plans that consider the needs of individuals with disabilities. By working closely with local emergency services, organisations can tap into this expertise and ensure that their emergency plans are comprehensive and effective.

Furthermore, local emergency services can assist organisations in conducting training exercises and drills that incorporate realistic scenarios involving individuals with disabilities. This hands-on experience allows emergency responders and participants to practice their skills in a controlled environment and identify areas for improvement. By collaborating with local emergency services in these training efforts, organisations can enhance their readiness to respond to emergencies and ensure that individuals with disabilities are adequately supported.

Examples of best practices in collaboration with local emergency services include:

• Joint training exercises: Organisations can work with local fire departments, police departments, and emergency medical services to conduct joint training exercises focused on inclusive emergency response. These exercises can simulate various emergency scenarios and allow participants to practice coordination and communication with emergency responders.
• Community outreach and education: Local emergency services can partner with organisations to provide community outreach and education initiatives to raise awareness about emergency preparedness, particularly among individuals with disabilities. These initiatives may include workshops, seminars, and informational sessions tailored to the specific needs of different disability communities.
• Resource sharing: Organisations can collaborate with local emergency services to share resources and information related to emergency planning and response. This may include sharing best practices, guidelines, and templates for developing inclusive emergency plans, as well as coordinating the dissemination of emergency alerts and notifications to individuals with disabilities.

In summary, collaboration with local emergency services is essential for enhancing the inclusivity and effectiveness of emergency planning efforts. By leveraging the expertise and resources of emergency responders, organisations can ensure that their emergency plans are comprehensive, realistic, and responsive to the needs of individuals with disabilities.

The PRODIGY Self-Assessment Tool

The Workplace Emergency Preparedness Self-Assessment Tool is designed to help you ensuring the safety and well-being of all employees, including those with disabilities by identifying gaps in your current emergency planning and training processes. Here’s why you should use this resource:

Why Use the Self-Assessment Tool?

• Identify and Address Gaps with a comprehensive evaluation and targeted recommendations
• Promote Inclusivity and Compliance and strengthen your companies Legal, Ethical and Social Responsibility
• Empower Your Workforce with tailored training and enhanced preparedness

Submodule 3.3 Communication Strategy Planning/Accessible Emergency Information and Warnings

Effective communication is a cornerstone of any emergency plan, especially when it involves the safety of individuals with disabilities. In order to ensure that your emergency information and warnings are accessible to everyone, a strategic approach is needed. Below is practical guidance on developing a robust communication strategy for emergency situations.

Developing a Multimodal Communication Plan

It is essential to have a communication plan that utilises multiple methods to disseminate information quickly and effectively. This plan should include visual and auditory, and tactile communication methods to cater to the needs of all individuals, including those with disabilities. For example, visual alerts could be displayed on screens, auditory messages broadcast over a PA system, and tactile alerts provided through vibrating devices.

Creating and Distributing Accessible Emergency Materials

All emergency materials should be produced in formats accessible to individuals with visual, auditory, or cognitive disabilities. This includes having evacuation maps and emergency procedures available in Braille, large print, and easy-to-read formats, as well as providing audio recordings of the same information. Additionally, consider creating videos with sign language interpretation and closed captions for online content.

Implementing a Clear Alert System

Your alert system should be clear and recognisable to everyone. Auditory alerts should include distinct sounds that differ from everyday noises and are accompanied by voice instructions. Visual alerts can include strobe lights or flashing LED displays distinct from other lighting. For individuals who are deaf or hard of hearing, supplement traditional alarms with systems that use text messages or push notifications to deliver emergency alerts.

Training Staff on Emergency Communication

Staff should be thoroughly trained on the emergency communication plan and understand how to assist individuals with disabilities in accessing the necessary information. This includes knowing how to guide someone with a visual impairment to a safe location or communicate with someone who is deaf in a loud environment.

Testing and Updating the Plan

Regularly test your communication system to ensure it works effectively. This can be done through drills and simulations. After each test, collect feedback, particularly from individuals with disabilities, to identify areas for improvement. Update the plan and systems as necessary to ensure they remain effective and accessible.

Submodule 3.4 Individual Plans and Training for Employees with Disabilities

Individual plans and specialised training are essential to your emergency preparedness program to provide a safe and supportive environment for employees with disabilities. The following guidance will help you craft personalised emergency response procedures and ensure that your staff has the knowledge and skills to execute them.

Creating Personal Emergency Evacuation Plans (PEEPs)

Assessment and Plan Development

It is important to work directly with employees who have disabilities to understand their unique needs during an emergency. Personal Emergency Evacuation Plans (PEEPs) should be developed for each individual, detailing the specific assistance required during an evacuation. These plans should address various types of emergencies, such as fires, natural disasters, and active shooter scenarios.

Communication and Documentation

Ensure all staff members are informed of PEEPs while protecting privacy. Keep PEEPs in an accessible and easily retrievable location.

Training for Emergency Response Teams and Buddies

Buddy System Implementation

Establish a buddy system where volunteers are trained to assist colleagues with disabilities during an evacuation. Ensure that buddies are familiar with the PEEPs of their partners and can provide the necessary support.

Specialised Training Sessions

Make sure that your training sessions are customised to address the specific needs highlighted in the Personal Emergency Evacuation Plans (PEEPs). It is recommended to include practical exercises that simulate the experience of providing assistance to individuals with disabilities. Additionally, you should involve employees with disabilities and their buddies in regular emergency drills to practice the execution of the PEEPs. These drills can serve as an opportunity to identify any challenges and refine the plans as necessary.

Feedback Mechanism

Establish a feedback mechanism after the drill to gather insights from employees with disabilities and their buddies on the effectiveness of the PEEPs. Use this feedback to continuously improve the plans and training.

Awareness Programs

It is recommended that mandatory disability awareness programs be organised for all staff in order to promote an inclusive culture and reduce stigma. These programs should include information on different types of disabilities, appropriate ways to offer assistance, as well as sensitivity training.

Regular updates on new developments or changes in emergency procedures and PEEPs should also be provided to staff. This will ensure that they are always informed and prepared to respond appropriately in an emergency situation.

Summary of key points

• Understanding the nuances of different disabilities is crucial for developing inclusive and effective emergency plans that cater to the specific needs of individuals with disabilities.
• Misconceptions and stereotypes about disabilities can perpetuate social exclusion and discrimination, highlighting the importance of challenging and reframing these stereotypes to create a more inclusive environment.
• Showing empathy and understanding when interacting with people with disabilities is essential for fostering inclusivity and creating a supportive culture.
• Creating accommodating emergency response plans involves conducting accessibility audits, ensuring accessible communication systems, practising evacuation drills, and gathering feedback for continuous improvement.
• Collaboration with local emergency services, involving joint training exercises, community outreach, and resource sharing, is critical for enhancing the inclusivity and effectiveness of emergency planning efforts.
• Effective emergency communication strategies include developing multimodal communication plans, creating accessible emergency materials, implementing clear alert systems, and training staff on emergency communication.
• Personalised emergency evacuation plans (PEEPs) and specialised training for employees with disabilities are essential components of emergency preparedness programs, involving assessment, plan development, buddy system implementation, and awareness programs.

Useful links

Useful web links for further reading or watching related to the content of the module. 3-5 links to open papers, books, YouTube videos, etc.

Case Study

The Clinton County Health Department case study highlights the significance of inclusive emergency response plans for individuals with intellectual disabilities. By engaging in partnerships, focusing on mainstream inclusion, and conducting inclusive drills, the health department successfully improved its emergency preparedness and response activities, ensuring that individuals with intellectual disabilities are not left behind during public health emergencies.

Self- Assessment

Conclusion

The “Inclusion of People With Disabilities in Emergency Planning” training course is an essential program designed to provide individuals and companies with the necessary knowledge and skills to integrate disability inclusion into emergency preparedness and response efforts effectively. The course covers a range of key objectives, including incorporating individuals with disabilities into emergency response plans, educating people with disabilities on how to handle emergency situations, and reducing the likelihood of incidents in the workplace.

The training emphasises the importance of creating individualised emergency plans for employees with disabilities, developing personalised training programs, and fostering a proactive and empathetic attitude towards addressing their unique needs.

Overall, the training aims to promote a culture of continuous improvement in emergency preparedness, ensuring that emergency plans remain relevant, effective, and inclusive over time.

Bibliography

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Üstün, D. T., n.d. THE ICF: AN OVERVIEW, s.l.: https://www.cdc.gov/nchs/data/icd/icfoverview_finalforwho10sept.pdf

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Presentation

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