Introduction

Module “Μanagement of Emergency Incidents” provides a comprehensive overview of key concepts related to incident management, emergency response, business continuity, and crisis management. It delves into EU policies and legislation concerning emergency preparedness, with a specific focus on disability inclusion. The module further explores preparedness, response, and recovery strategies in emergency situations, emphasizing prevention and mitigation measures.

This module equips learners with comprehensive knowledge and skills for effectively dealing with emergencies. It is designed for individuals aiming to excel in emergency management, disaster response, and crisis mitigation roles across various sectors and organizations.

Module “Μanagement of Emergency Incidents” aims to:

• equip participants with a comprehensive understanding of emergency incident management,
• explore key concepts and relevant policies to build a foundation for effective crisis management,
• develop skills in incident command and control,
• explore the components of effective recovery planning,
• emphasize the importance of comprehensive emergency preparedness plans.

It delves into strategies, principles, and practices essential for minimizing the impact of disasters and emergencies. Through a mix of theoretical knowledge and practical exercises, trainees will learn how to plan for emergencies, respond effectively, and facilitate recovery efforts

Submodule 1.1 Introduction to key concepts: Definitions of Incident Management, Emergency Response, Business Continuity, Crisis Management

Understanding the fundamental concepts of incident management, emergency response, business continuity, and crisis management is crucial for effective preparation and response to unforeseen events. These elements are the bedrock upon which organizations can build resilient strategies to mitigate, prepare for, respond to, and recover from incidents and emergencies. This Submodule elaborates on each of these key concepts, their operational significance, and how they interlink to form a comprehensive emergency management strategy.

INCIDENT MANAGEMENT

Incident management refers to the systematic process by which organizations manage the life cycle of incidents. An incident is any event that disrupts, or could disrupt, an organization's operations, services, or functions. These can range from minor IT service disruptions to major industrial accidents. The primary goal of incident management is to restore normal operations as quickly as possible with the least impact on business operations or the stakeholders.

Components of Incident Management:

1. Identification and logging – Every incident must be identified and recorded promptly. This ensures that every situation is acknowledged and assessed.
2. Categorization and prioritization – Incidents are categorized and prioritized based on their impact and urgency. This helps in allocating the appropriate resources and responses.
3. Response – Appropriate measures are taken to address the incident, involving the deployment of resources to mitigate effects and restore normal operations.
4. Resolution and recovery – Actions are undertaken to resolve the incident and recover any affected services or operations to their normal state.
5. Analysis – Post-incident analysis is crucial for learning and future preparedness. This involves understanding what happened, why it happened, and how similar incidents can be prevented or mitigated in the future.

Effective incident management not only aims to restore normalcy but also minimizes negative impact on the business and its stakeholders, thus preserving the organization's reputation and customer trust.

EMERGENCY RESPONSE

Emergency response is a coordinated effort to address immediate impacts of an incident and stabilize the situation. It encompasses the actions taken in the prompt aftermath of an incident to mitigate its effects and prevent further harm. It focuses on the safety and well-being of individuals and the protection of assets. This concept may be broader and can encompass natural disasters, security breaches, health emergencies, and more. The focus here is on immediate action – saving lives, protecting property, and preserving the environment.

Effective emergency response requires a well-coordinated effort that often involves first responders (e.g. police, fire, or medical personnel), emergency management professionals, and organizational crisis management teams. It relies on thorough planning and training, as well as clear communication channels among all stakeholders involved.

Key phases of Emergency Response:

1. Preparation – Developing emergency plans, conducting drills, and ensuring that necessary resources and personnel are ready to act.
2. Alert and activation – Recognizing an emergency and activating the necessary resources and response teams.
3. Response – The tactical execution of emergency plans, including the deployment of first responders, evacuation procedures, and emergency medical actions.
4. Stabilization – Reducing or stopping the effects of the emergency to prevent further damage or casualties.

Emergency response requires rapid actions and decisions, often under stressful conditions. It demands a high level of coordination among internal and external teams, including local authorities and emergency services.

BUSINESS CONTINUITY

Business continuity involves planning and preparation to ensure that an organization can continue to operate in case of serious incidents or disasters, and is able to return to an operational state within a reasonably short period. It refers to the strategic and tactical capability of an organization to plan for and respond to incidents and business disruptions, in order to continue business operations at an acceptable predefined level. It's not just about disaster recovery but ensuring that the entire business can continue running.

A Business Continuity Plan (BCP) outlines the procedures and instructions an organization must follow in the face of disaster, covering business processes, assets, human resources, business partners, and more. The aim is to minimize economic loss and damage to an organization’s reputation, ensuring the continuation of business operations and services to customers.

Elements of Business Continuity Planning:

• Business Impact Analysis (BIA) – Identifies the effects of disruption on business functions and processes.
• Risk assessment – Determines the risks that can affect the business and the likelihood of their occurrence.
• Strategy development – Formulating strategies to mitigate risks, including the identification of critical functions, resources, and capabilities needed to support them.
• Plan development – Writing the business continuity plan that outlines actions to take before, during, and after an event to maintain or quickly resume operations.
• Training and testing – Regular training and testing of the Business Continuity Plan to ensure its effectiveness and make improvements.

The goal of business continuity is not just to help a business survive after a crisis but to thrive during any disruption.

CRISIS MANAGEMENT

Crisis management is the process by which an organization deals with a disruptive and unexpected event that threatens to harm the organization or its stakeholders. It involves identifying a threat to an organization and responding effectively to mitigate the impact. Unlike incident management, which may deal with more routine disruptions, crisis management is typically reserved for significant, unforeseen events that require strategic, high-level decision-making to address complex challenges.

Stages of Crisis Management:

1. Pre-crisis – Prevention and preparation measures, including preparing for threats through comprehensive risk assessment, developing a crisis management plan that includes communication strategies and recovery plans.
2. Crisis response – Actual management of the crisis, executing the crisis management plans, and maintaining clear lines of communication both internally and externally.
3. Post-crisis – Review and evaluation of the response to improve future crisis management plans and to resolve any ongoing issues caused by the crisis.

Crisis management requires leadership, quick decision-making, and effective communication to all stakeholders involved. Effective crisis management can help an organization navigate through a crisis, minimize damage, and recover more quickly.

THE INTERCONNECTIVITY OF CONCEPTS

While these concepts can be defined individually, in practice, they are deeply interconnected. Incident management and emergency response are often operational facets of broader business continuity and crisis management strategies. Effective business continuity plans rely on efficient incident management and emergency response protocols to minimize disruptions. Similarly, crisis management plans cannot be effectively executed without a solid foundation in incident management and business continuity.

The integration of these concepts forms the backbone of an organization's resilience strategy, enabling it to withstand and rebound from disruptions. Organizations that understand and implement these principles effectively can not only survive unforeseen events and better protect their interests, stakeholders, and communities against a wide array of incidents and crises but also thrive in their aftermath.

CONCLUSION

The ability to manage emergencies and crises is no longer an optional skill but a necessary component of successful management in any organization. By understanding and implementing key concepts like incident management, emergency response, business continuity, and crisis management, organizations can protect their interests, stakeholders, and communities. They can prepare for, respond to, manage, and recover from disruptions of all types, ensuring continuity and resilience in the face of adversity. This comprehensive approach not only safeguards an organization’s assets and stakeholders but also enhances its capability to operate under various conditions, thus emerge stronger, more resilient, and better prepared for future challenges.

Submodule 1.2 EU Policies and Legislation related to emergency preparedness and disability inclusion

In recent years, the European Union (EU) has made significant steps in developing policies and legislation to promote emergency preparedness and enhance the inclusion of persons with disabilities in emergency incidents management efforts. This Submodule delves into the key initiatives, regulations, and strategies established by the EU to ensure that companies and organizations prioritize the safety and well-being of all individuals, including those with disabilities, during emergencies.

UNDERSTANDING EU POLICIES AND LEGISLATION

The European Union has demonstrated a strong commitment to promoting safety, accessibility, and inclusion for all individuals, including those with disabilities, in emergency preparedness and response efforts. Through a comprehensive framework of policies and legislation, the EU aims to ensure that companies and organizations prioritize the protection and well-being of every individual, regardless of their abilities. Below there is an overview of key EU policies and legislation related to emergency preparedness and disability inclusion, highlighting their significance in fostering a more resilient and inclusive society.

Framework Directive on Safety and Health at Work

The Framework Directive on Safety and Health at Work (Directive 89/391/EEC – OSH "Framework Directive") lays down general principles to protect the health and safety of workers in the EU, including during emergencies. Companies and organizations must adhere to these principles, which include risk assessment, prevention, and training, to ensure the safety of all employees, including those with disabilities.

According to this Directive, employers and employees have specific duties.

The employer is required to:

• Assess all hazards to workers' safety and health, including the selection of work equipment, chemical substances, and workplace layout.
• Implement measures to enhance worker protection integrated into all levels of the organization.
• Consider workers' health and safety capabilities when assigning tasks and involve them in discussions on new technologies.
• Appoint workers to handle activities related to occupational risk protection and prevention.
• Take necessary actions for first aid, fire response, and worker evacuation during emergencies.
• Maintain records of occupational accidents and submit reports to authorities.
• Engage workers in safety and health discussions and ensure they receive adequate training.

The worker is required to:

• Properly use machinery, tools, substances, and personal protective gear.
• Promptly alert the employer to any immediate hazards or protection deficiencies.
• Collaborate with the employer to meet health and safety requirements and maintain a safe working environment.

What is more, workers should undergo health surveillance in accordance with national protocols. Special measures must be taken to safeguard vulnerable groups from hazards that are particularly relevant to them.

EU Civil Protection Mechanism

The European Union Civil Protection Mechanism facilitates cooperation among EU Member States in responding to emergencies, including natural disasters and humanitarian crises. It promotes the sharing of resources, expertise, and best practices, ensuring a coordinated and effective response to emergencies that may affect individuals with disabilities.

European Disability Strategy 2010-2020 and beyond

The European Disability Strategy aims to promote the full participation of persons with disabilities in society, including in emergency preparedness and response. It emphasizes the importance of accessibility, non-discrimination, and equal opportunities for persons with disabilities, ensuring their inclusion in all aspects of emergency management.

Strategy for the Rights of Persons with Disabilities 2021-2030

The European Commission's "Strategy for the Rights of Persons with Disabilities 2021-2030" builds upon the previous disability strategy and sets out new actions to further promote the rights and inclusion of persons with disabilities. This strategy includes specific measures to ensure that emergency preparedness and response efforts are inclusive and accessible to persons with disabilities.

Flagship initiatives of the Strategy are:

• AccessibleEU – An online knowledge base offering insights and good practices on accessibility across various sectors.
• European Disability Card – On 6 September 2023, the European Commission made a proposal to create a standardized European Disability Card applicable across all EU countries, facilitating access to appropriate assistance for individuals with disabilities travelling or relocating within the European Union.
• Guidance recommending improvements on independent living and inclusion in the community. It is aimed at enabling individuals with disabilities to live in accessible, supportive community housing or continue living independently at home.
• Establishment of a framework for social services of excellence for persons with disabilities, scheduled for implementation by 2024 to establish standards for high-quality social services for persons with disabilities.
• Introduction of a comprehensive Disability Employment Package to improve labour market outcomes for persons with disabilities, launched in 2022.
• Disability Platform: An initiative uniting national authorities responsible for Convention implementation, disability organizations, and the Commission to support strategy implementation and foster collaboration and knowledge exchange.
• Renewed HR strategy for the European Commission, including actions and measures to promote diversity and inclusion of individuals with disabilities.

INCORPORATING DISABILITY INCLUSION IN EMERGENCY PREPAREDNESS

It is essential for ensuring that all individuals, including those with disabilities, have equal access to safety, support, and resources during times of crisis. Recognizing the unique challenges faced by persons with disabilities in emergencies, organizations must prioritize accessibility, communication, and support mechanisms to effectively meet their needs.

• Accessibility standards and guidelines

Companies and organizations must comply with accessibility standards and guidelines, such as the European Accessibility Act and the Web Content Accessibility Guidelines (WCAG), to ensure that their facilities, products, and services are accessible to persons with disabilities, even during emergencies.

• Inclusive emergency planning and training

Effective emergency preparedness requires companies and organizations to develop inclusive emergency plans and provide training to employees, including specific guidance on supporting persons with disabilities during emergencies. This may involve conducting accessibility audits, establishing communication protocols, and offering disability awareness training.

• Coordination with disability organizations

Collaboration with disability organizations and advocacy groups is essential for ensuring that emergency preparedness efforts adequately address the needs and concerns of persons with disabilities. Companies and organizations should engage with these stakeholders to gather input, share information, and identify opportunities for improvement.

IMPLEMENTING EU POLICIES AND LEGISLATION

Implementing EU policies and legislation related to emergency preparedness and disability inclusion is crucial for ensuring the safety, accessibility, and inclusion of all individuals in times of crisis. Companies and organizations play a pivotal role in translating these policies into practical actions and strategies that address the diverse needs of their employees, customers, and communities.

• Compliance and monitoring

Companies and organizations must ensure compliance with relevant EU policies and legislation related to emergency preparedness and disability inclusion. This may involve conducting regular assessments, audits, and reviews to monitor adherence to accessibility standards and evaluate the effectiveness of emergency plans.

• Continuous improvement and innovation

Continuous improvement and innovation are key to enhancing emergency preparedness and disability inclusion efforts. Organizations should remain proactive in identifying and implementing new technologies, practices, and strategies to better meet the needs of persons with disabilities during emergencies.

Public awareness and engagement

Raising public awareness about the importance of disability inclusion in emergency preparedness is essential for fostering a culture of inclusivity and promoting positive attitudes towards persons with disabilities. Companies can play a vital role in this by actively engaging with their stakeholders, customers, and communities.

CONCLUSION

The EU's policies and legislation related to emergency preparedness and disability inclusion provide a robust framework for companies and organizations to ensure the safety, accessibility, and inclusion of all individuals during emergencies. By adhering to these policies, incorporating disability inclusion in emergency planning and response efforts, and continuously improving their practices, companies and organizations can contribute to building more resilient and inclusive communities.

Submodule 1.3 Prevention and Mitigation

There are 5 primary phases of Emergency Incidents Management that control the way organization respond to emergency situations:

1. Prevention
2. Mitigation
3. Preparedness
4. Response
5. Recovery

This Submodule focuses on Prevention and Mitigation only. It explores the various aspects of prevention and mitigation strategies, focusing on how organizations can effectively implement these to manage risks.

UNDERSTANDING PREVENTION AND MITIGATION

Prevention and mitigation are critical phases in the management of emergency incidents, focusing on proactive measures designed to prevent emergencies from occurring, or lessening their impact if they do occur. These concepts are essential for minimizing the risk to life, property, and the environment and are fundamental in building resilience within organizations. Effective management in these areas can significantly enhance an organization's capacity to withstand or to recover quickly, safeguard its assets, and ensure the continuity of operations.

Prevention involves actions or measures taken to avoid an incident or to reduce the likelihood of an incident occurring. Mitigation, on the other hand, refers to steps taken to reduce the adverse impacts of an incident once it has occurred or is inevitable. The strategic importance of prevention and mitigation lies in their potential to protect the organization's value by minimizing operational disruptions and losses, protecting employee well-being, and preserving organizational reputation.

DEVELOPING A PREVENTION AND MITIGATION FRAMEWORK

A structured approach is crucial for implementing effective prevention and mitigation strategies. The framework typically involves several key components:

Risk assessment and analysis

Organizations must first identify and assess the risks they face. This involves:

• Identifying hazards – Recognizing potential sources of emergencies, such as natural disasters, technological failures, or human factors.
• Vulnerability analysis – Determining how susceptible the organization is to these hazards.
• Impact analysis – Understanding the potential consequences of these hazards on operations.

Designing prevention strategies

Based on the risk assessment, organizations can develop targeted prevention strategies, including:

• Physical security enhancements – Upgrading facilities to withstand various hazards, such as installing fire suppression systems or reinforcing structures against earthquakes.
• Cybersecurity measures – Implementing advanced cybersecurity protocols to prevent data breaches and cyber attacks.
• Process improvements – Modifying operational processes to eliminate risks or reduce their likelihood, such as changing the layout of a factory floor to enhance safety.

Moreover, adhere to all relevant laws, policies, and regulations that govern safety and environmental standards. Ensuring compliance helps in preventing incidents that could arise from regulatory violations.

Implementing mitigation measures

Mitigation measures are designed to lessen the impact of an incident once it has occurred. These include:

• Business Continuity Planning (BCP) – Developing and maintaining plans that enable continuous operation or rapid recovery.
• Redundancy – Building redundancy into critical systems and processes, such as having backup power supplies or alternative data centres.
• Resource allocation – Ensure that adequate resources, including finances, equipment, and personnel, are available to handle potential threats.
• Communication systems – Develop and maintain effective communication systems that can deliver timely and accurate information before, during, and after an incident.
• Insurance – Securing comprehensive insurance coverage to mitigate financial losses resulting from various emergencies.

IMPLEMENTING PREVENTION AND MITIGATION

Effective implementation of prevention and mitigation strategies requires a coordinated approach that involves multiple company departments and management levels.

Training and education

Training and educating staff are central to the effective implementation of prevention and mitigation strategies. This involves:

• Regular drills – Conducting regular emergency drills to ensure employees know how to react in different scenarios.
• Workshops and seminars – Engage employees through workshops and seminars that educate them about risks and the required preventive actions to enhance their ability to prevent and respond to incidents.
• Awareness programs – Initiating programs that promote awareness of potential risks and the importance of prevention and mitigation measures.
• Specialized training – Providing targeted training for emergency response teams and key personnel involved in implementing prevention and mitigation measures.

Technological integration

Leveraging technology can significantly enhance an organization's ability to prevent and mitigate emergencies. Technologies to consider include:

• Monitoring systems – Implementing real-time monitoring systems that can detect and alert personnel to issues before they escalate.
• Data analytics – Using data analytics to predict potential failures and respond proactively.
• Communication tools – Employing robust communication tools to ensure effective dissemination of information during an emergency.

Policy development

Creating policies that support prevention and mitigation activities is essential for establishing a robust framework for prevention and mitigation within organizations. This process involves:

• Drafting policies – Creating clear, actionable policies that outline specific practices and procedures for risk management, and are tailored to the unique needs and vulnerabilities of the organization.
• Regulatory compliance – Ensuring that all policies meet legal and regulatory requirements.
• Safety standards – Integrating industry-specific safety standards into policy documents to enhance the overall safety culture within the organization.
• Policy review and updates – Establishing a regular review cycle for policies to ensure they remain relevant and effective in the face of evolving risks and changing organizational structures, as well as keeping up to date with changes in laws and regulations and modifying policies accordingly.

Integrated planning

Integrated planning is pivotal for aligning prevention and mitigation efforts across various departments and functions within an organization. Effective integrated planning involves:

• Holistic approach – Developing plans that encompass all aspects of the organization, from IT and human resources to finance and operations, ensuring that all potential impacts are considered and addressed.
• Scalability and flexibility – Creating plans that are scalable and flexible, allowing for adjustments in response to changing risk landscapes or unexpected events.
• Simulation and testing – Regularly testing the plans through simulations and drills to identify weaknesses and areas for improvement, thereby enhancing the organization’s preparedness and response capabilities.

Monitoring and evaluation

Continuous monitoring and evaluation are crucial for assessing the effectiveness of prevention and mitigation strategies, identifying gaps, making necessary adjustments, and improving the overall resilience of the system. Key aspects include:

• Performance indicators – Developing key performance indicators (KPIs) that measure the effectiveness of implemented strategies in real-time to quickly identify areas where the strategies may not be performing as expected.
• Regular audits: Conducting regular audits and assessments, internal or external, to evaluate compliance with policies and the effectiveness of plans in place.
• Feedback mechanisms – Implementing feedback mechanisms that allow employees and stakeholders to report on the effectiveness of mitigation measures and to suggest improvements.
• Incident analysis – Performing detailed analyses of any incidents that occur despite preventative measures, to understand what happened, why the existing measures failed, and how similar incidents can be prevented in the future.
• Continuous improvement – Using the data gathered from monitoring and evaluation activities to drive continuous improvement in prevention and mitigation strategies.

CONCLUSION

Prevention and mitigation are essential components of comprehensive risk management within companies and organizations that help reduce the likelihood and impact of incidents. By understanding and implementing these strategies, organizations can not only prevent incidents but also minimize their impacts, thereby ensuring business continuity, protecting assets, and maintaining workforce safety and confidence. Effective prevention and mitigation require ongoing commitment, strategic planning, and the integration of technology, all of which are essential for building a resilient organization.

PRACTICAL EXERCISE

“Risk Assessment and Mitigation Plan Development”

Objective: To work on a development of a comprehensive risk assessment and mitigation plan for a company.

Instructions:

• Form groups: Divide your team into small groups (3-5 members each).
• Risk identification: Each group should identify at least fifteen potential risks that could impact their company. These can include natural disasters (e.g., floods, earthquakes), technological risks (e.g., cyber-attacks, equipment failure), and human-related risks (e.g., workplace accidents, health emergencies).
• Risk assessment: For each identified risk, assess the likelihood and potential impact. Use a risk matrix to categorize the risks (e.g., low, medium, high).
• Mitigation strategies: Develop at least two mitigation strategies for each identified risk. These strategies should aim to reduce either the likelihood or the impact (or both) of the risk. Consider both structural (e.g., building modifications, technology upgrades) and non-structural measures (e.g., policies, training programs).
• Presentation: Each group will present their risk assessment and mitigation plan to the whole team. The presentation should include the identified risks, the assessment process, and the proposed mitigation strategies.
• Discussion: Engage in a discussion about the different risks and mitigation strategies presented. Discuss the feasibility, cost-effectiveness, and potential challenges of implementing these strategies.
• Deliverables: A written risk assessment and mitigation plan document, and a presentation.

Submodule 1.4 Preparedness, Response and Recovery in Emergency Situations

In the corporate world, the ability to effectively manage emergencies is not just about safeguarding assets but also about ensuring business continuity, maintaining workforce morale, and preserving stakeholder trust. Preparedness, response, and recovery constitute the core phases of emergency management in any organization. This Submodule explores these phases in detail, emphasizing the structured approaches and strategic actions that companies and organizations can undertake to handle emergency situations effectively.

PREPAREDNESS

Preparedness involves establishing the necessary arrangements and procedures in advance to ensure that an organization can respond effectively to an emergency. This phase is fundamental in minimizing the potential disruption caused by hazards and in ensuring a swift, organized response.

Risk assessment and business impact analysis

A thorough risk assessment is the first step in a preparedness strategy. Organizations must identify potential emergency scenarios and evaluate their likelihood and impact. This involves:

• Identifying threats – From natural disasters to cyber-attacks, identifying what threatens business operations is crucial.
• Assessing vulnerability – Determining how susceptible the organization is to these threats.
• Impact analysis – Understanding how different scenarios could affect the business operations, financial stability, and corporate reputation.

Emergency planning and procedures

Developing emergency plans is a cornerstone of the preparedness phase.

These plans should:

• Be comprehensive – Cover all aspects of potential emergencies, including evacuation procedures, safety measures, and communication strategies.
• Include employee training – Ensure that all employees are trained on emergency procedures and their specific roles during an incident.
• Be regularly reviewed – Update plans regularly to reflect new threats, business changes, and operational lessons learned from drills or actual events.

Resource management

Ensuring that resources necessary to handle emergencies are available, maintained, and effectively managed is vital. This includes:

• Emergency supplies – Such as first aid kits, emergency lighting, backup power sources, and water.
• Technology and equipment – Critical for communication and information management during an emergency.
• Financial resources – Reserved specifically for emergency use.

Communication strategies

Effective communication before, during, and after an emergency is essential for managing the situation. This entails:

• Internal communication – Ensuring that all employees know what to do in an emergency.
• External communication – Managing communication with external stakeholders, including emergency services, first responders, media, customers, and suppliers.

Collaboration and coordination with external resources:

Building collaborations and partnerships is pivotal for extending an organization's capabilities in emergency preparedness and response. Effective collaboration and coordination involves:

• Stakeholder engagement – Identifying and engaging with all relevant stakeholders, including local government agencies, community organizations, industry peers, and suppliers to share responsibilities and resources.
• Knowledge sharing – Establishing platforms for sharing best practices, lessons learned, and research findings related to emergency preparedness which can be facilitated through conferences, joint training sessions, and collaborative research projects.
• Joint response and emergency plans – Developing joint plans with emergency services, local emergency response agencies, other businesses, and organizations that provide assistance to individuals with disabilities to ensure a coordinated response to incidents.
• Mutual aid agreements – Forming mutual aid agreements that allow for the sharing of resources such as personnel, equipment, and information during emergencies.

RESPONSE

The response phase focuses on immediate actions taken to manage the emergency effectively, minimizing impacts on health, safety, and the environment. During this phase, rapid deployment of emergency response teams and activation of emergency protocols are needed to address the immediate hazards. It is essential that all responding personnel have clear roles and communication lines to coordinate efforts seamlessly and efficiently. Moreover, continuous assessment during the response helps to adapt strategies as the situation evolves, ensuring the most effective mitigation of risks and protection of all involved.

Incident Command System (ICS)

Implementing an Incident Command System helps streamline both tactical operations and organizational roles in response to emergencies, facilitating:

• Quick mobilization – Mobilization of resources and teams based on pre-defined roles and responsibilities.
• Efficient decision-making – Making decisions through a clear, predefined chain of command.

Emergency Operations Centre (EOC)

An EOC is a central command and control facility responsible for carrying out emergency management functions at a strategic level, providing:

• Real-time information sharing – Ensuring that decision-makers have access to up-to-date information.
• Resource coordination – Managing resource allocation effectively during the emergency.

Safety and health management

During an emergency, prioritizing the safety and health of all personnel involved is critical. This includes:

• Protective measures – Implementing and monitoring safety measures to protect employees, emergency responders, and the public.
• Health services – Providing immediate medical or psychological assistance to those affected.

RECOVERY

Recovery focuses on the stabilization of the organization post-emergency and the restoration of normal operations. During this phase, it's crucial to re-evaluate and reinforce infrastructure and processes that have been weakened or disrupted. Engaging with external experts and consultants can provide additional insights and resources to support effective recovery and rebuilding efforts. Furthermore, recovery is an opportune time to implement upgrades and improvements that not only restore but enhance operational capacity and resilience against future emergencies.

Business Continuity Plan (BCP)

Business Continuity Planning ensures that the organization can continue operating during and after an emergency, involving:

• Critical functions – Identifying and prioritizing critical business functions and processes.
• Temporary solutions – Implementing interim solutions to continue essential operations.

Damage assessment

Conducting a thorough assessment of the physical and virtual damages incurred during the emergency helps in:

• Quantifying damages – Understanding the extent and financial impact of the damage.
• Prioritizing repairs – Focusing recovery efforts where they are needed most.

Psychological support and employee engagement

Post-emergency psychological support and employee engagement are vital components of the recovery phase, as they address the emotional impact that emergencies can have on individuals and teams. This involves:

• Prioritizing mental well-being – Supporting the psychological well-being of employees is essential for restoring normalcy and morale.
• Counselling services – Creating safe spaces for employees to express their concerns, providing services and offering resources for coping with stress and trauma.
• Mental health services – Offering financial support and assistance in access to psychologists and therapists.
• Re-engaging employees – Personnel re-engaging in the workplace entails fostering open communication channels, encouraging collaboration on recovery efforts, and recognizing their contributions to rebuilding the organization.

Review and lessons learned

Every emergency provides valuable lessons that can enhance future preparedness and response efforts. This involves:

• Debriefings and evaluations – Gathering input from all participants on what worked well and what did not.
• Actionable improvements – Implementing changes based on lessons learned to strengthen future emergency responses.

CONCLUSION

Preparedness, response, and recovery are not isolated efforts but interconnected phases that build upon each other to create a resilient organization capable of handling emergencies effectively. Through meticulous planning, robust response strategies, and focused recovery actions, organizations can ensure they not only survive but thrive in the face of adversities.

PRACTICAL EXERCISE

“Emergency Response and Recovery Simulation”

Objective: To simulate an emergency situation and practice the response and recovery phases.

Instructions:

• Scenario development: The instructor will create a detailed emergency scenario relevant to your organization (e.g., a fire outbreak in an office building, a cyber-attack on a company’s IT infrastructure, a natural disaster affecting business operations).
• Assign roles: Assign different roles to employees, such as Incident Commander, Operations Chief, Public Information Officer, Safety Officer, and specific team members responsible for various tasks (e.g., evacuation, communication, medical response).
• Simulation execution:
• Phase 1 - Response: Simulate the immediate response actions. Participants must execute the emergency response plan, including evacuation procedures, communication protocols, and initial damage control measures. Emphasize the use of the Incident Command System (ICS) and proper coordination among roles.
• Phase 2 - Recovery: Transition to the recovery phase. Participants must assess the damage, develop a recovery plan, and prioritize actions to restore operations. This may include coordinating with external agencies, addressing the psychological well-being of employees, and restoring IT systems.
• Debriefing session: After the simulation, conduct a debriefing session where each role/player reflects on their actions, decisions, and the effectiveness of the response and recovery efforts. Discuss what went well, what challenges were faced, and what could be improved.
• Deliverables: A report on the response and recovery actions, and a group presentation summarizing the simulation experience and key takeaways.

Summary of key points

• Incident Management involves coordinated actions to address and mitigate the impacts of unexpected events, ensuring minimal disruption to operations.
• Emergency Response encompasses the immediate measures taken to address and mitigate the effects of emergencies, safeguarding lives, property, and the environment.
• Business Continuity refers to the strategic planning and execution of measures to ensure the uninterrupted operation of critical business functions during and after disruptions or disasters.
• Crisis Management involves the strategic coordination of efforts to effectively navigate and mitigate the impacts of events or situations of high importance threatening the organization's reputation, operations, or viability.
• Prevention involves proactively identifying and addressing risks to minimize the likelihood of incidents occurring.
• Mitigation entails implementing measures to reduce the severity or impact of incidents that cannot be entirely prevented.
• Preparedness encompasses the planning, training, and resource allocation necessary to effectively respond to and manage emergencies.
• Response involves the immediate actions taken to address an emergency and mitigate its consequences.
• Recovery focuses on restoring operations and organization’s community functionality to pre-incident levels or better, following an emergency or disaster.

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

Selected case studies should illustrate the theoretical content described in the units of the given module, or allow participants to critically assess and/or resolve the situation in the given case using the theoretical material of the module. Cases should originate from different European countries.

Suggested structure for a case study:

Self- Assesment

Conclusion

The ability to manage emergencies and crises is no longer an optional skill but a necessary component of successful management in any organization. By understanding and implementing key concepts like incident management, emergency response, business continuity, and crisis management, organizations can protect their interests, stakeholders, and communities. They can prepare for, respond to, manage, and recover from disruptions of all types, ensuring continuity and resilience in the face of adversity. This comprehensive approach not only safeguards an organization’s assets and stakeholders but also enhances its capability to operate under various conditions, thus emerge stronger, more resilient, and better prepared for future challenges.

The EU's policies and legislation related to emergency preparedness and disability inclusion provide a robust framework for companies and organizations to ensure the safety, accessibility, and inclusion of all individuals during emergencies. By adhering to these policies, incorporating disability inclusion in emergency planning and response efforts, and continuously improving their practices, companies and organizations can contribute to building more resilient and inclusive communities.

Prevention and mitigation are essential components of comprehensive risk management within companies and organizations that help reduce the likelihood and impact of incidents. By understanding and implementing these strategies, organizations can not only prevent incidents but also minimize their impacts, thereby ensuring business continuity, protecting assets, and maintaining workforce safety and confidence. Effective prevention and mitigation require ongoing commitment, strategic planning, and the integration of technology, all of which are essential for building a resilient organization.

Preparedness, response, and recovery are not isolated efforts but interconnected phases that build upon each other to create a resilient organization capable of handling emergencies effectively. Through meticulous planning, robust response strategies, and focused recovery actions, organizations can ensure they not only survive but thrive in the face of adversities.

Bibliography

List of references to the sources of information used in the text of the units. Approx.10 – 15 references per module (or we can agree about a different number). Following Harvard referencing style.

1. (n.d.). Emergency management. Retrieved from https://app.croneri.co.uk/topics/emergency-management/indepth;
2. Engage for Success. (n.d.). 10 tips for managers in emergencies. Retrieved from https://engageforsuccess.org/crisis-and-change/10-tips-for-managers-in-emergencies-engage-for-success/;
3. European Agency for Safety and Health at Work. (3.05.2021). OSH framework directive. Retrieved from https://osha.europa.eu/en/legislation/directives/the-osh-framework-directive/1;
4. European Commission. (n.d.). European Union employment and social affairs. Retrieved from https://ec.europa.eu/social/main.jsp?catId=1484&langId=en;
5. European Commission. (n.d.). Social protection and social inclusion. Retrieved from https://ec.europa.eu/social/main.jsp?catId=1139;
6. European Commission. (n.d.). Health and safety at work. Retrieved from https://ec.europa.eu/social/main.jsp?catId=1612&langId=en;
7. European Commission. (n.d.). Social investment. Retrieved from https://ec.europa.eu/social/main.jsp?catId=1597&langId=en;
8. European Platform for Rehabilitation. (9.02.2023). European Disability Strategy 2021-2030. Retrieved from https://knowledge.epr.equass.be/article/533-european-disability-strategy-2021-2030#:~:text=The%20Strategy%20for%20the%20Rights,and%20access%20to%20society%20and;
9. Federal Emergency Management Agency. (2007). After action reports. Retrieved from https://training.fema.gov/programs/emischool/el361toolkit/assets/after_actionreports.pdf;
10. Government of Poland. (n.d.). Union Civil Protection Mechanism. Retrieved from https://www.gov.pl/web/mswia-en/union-civil-protection-mechanism#:~:text=The%20EU%20Civil%20Protection%20Mechanism,1313%2F13%2FEU);
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13. gov. (9.07.2023). Incident management. Retrieved from https://www.ready.gov/business/resources/incident-management;
14. gov. (9.07.2023). Emergency plans. Retrieved from https://www.ready.gov/business/emergency-plans;
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16. (17.01.2024). Incident management vs. incident response explained. Retrieved from https://www.techtarget.com/searchsecurity/tip/Incident-management-vs-incident-response-explained.

Presentation

Congratulations on completing Module 1 of the PRODIGY Training Course. Don't forget to share your achievement with your friends!

Introduction

Emergency planning is crucial for ensuring the safety and resilience of the companies during crises. Planning is not only about responding to emergencies but also preventing them through thoughtful preparation.

This module delves deeper into essential components of effective emergency planning as risk assessment and mitigation strategies, emergency response roles and responsibilities, communication and coordination protocols, and post-emergency evaluation and feedback. Through a holistic approach, this module aims to equip participants with the knowledge and skills necessary for developing and implementing robust emergency plans.

Before we start you need to be able to determine what an emergency is and the appropriate level of response. An emergency is defined as any event that could result in the loss or disruption of an organization's operations, services, or functions (anteagroup, 2022). In addition, an emergency is an event that can endanger or threaten to endanger life (Goverment of WA, n.d.). Coordinated management is therefore required to safeguard life and business operations.

Emergency management involves both understanding the likelihood of an emergency occurring and its potential consequences. Effective emergency management means that plans are in place for all identified emergency scenarios so that the response is comprehensive. It is therefore clear that preparation for emergencies cannot be left to the last minute (Goverment of WA, n.d.).

By extension, emergency preparedness planning should seek and achieve the following elements:

1. Risk Assessment,
2. Business Continuity,
3. Cooperation and collaboration with local or national emergency preparedness authorities to protect life(Pathway Health Service, 2017),
4. Inclusive Emergency Planning. When planning for workplace emergencies, it is important to consider people with accessibility or functional needs who may be at greatest risk during or after an emergency or disaster. For example, this may include people with disabilities(Everbridge, n.d.).

Emergency Planning is therefore crucial for ensuring the safety and resilience of the companies during crises. Planning is not only about responding to emergencies but also preventing them through thoughtful preparation.

There are many best practices for emergency planning that emergency managers can follow to prepare their organisation. This section delves into the key components of effective emergency planning which can be summarised as:

• Risk Assessment & Mitigation Strategies
• Defining of Emergency Response Roles and Responsibilities
• Establishment of Communication and Coordination Protocols
• Post-emergency evaluation and feedback

Through a holistic approach, this module provides an overview and analysis of best practices for developing and implementing robust emergency plans.

Submodule 2.1 Risk Assessment and Mitigation Strategies

Risk Assessment is an integral part of Risk Management. This section presents the importance of risk assessment in the field of strategic emergency planning and its place in the overall risk management methodology as well as suggested mitigation strategies.

Risk management approach

Risk Management is an ongoing process and is based on the foundations of the ISO 31000:2018 standard. It includes a preliminary analysis of the context of potential risks, their criticality and impact and possible preventive and corrective actions.

Risk is the chance of something happening that will have an impact on project objectives and risk management can be described as the culture, processes and structures that are directed towards realizing potential opportunities whilst managing an adverse effect. Risk is defined as an event or a condition that has a potential to affect the achievement of the plan negatively.

The risk management methodology consists of the following main elements:

• Identify: identification of a risk (threats or opportunities) and documentation of the risks registered by the person responsible for registering the risks.  In this context, all activities and factors of the plan (internal or external) that may adversely affect the plan are analysed. Identify the hazards associated with possible emergency scenarios.
• Assess: Analysis of the risks associated with possible emergency scenarios. The primary objective is to document the net effect of all identified threats by assessing:

  • Likelihood of threats and opportunities (risks);
  • Impact of each risk;
  • Prioritisation based on scales.

• Response: preparation and implementation of management responses to mitigate threats and maximise opportunities. Implement control measures, including emergency response plans.
• Monitor and review: monitor and review the performance of the risk management actions (effectiveness of the emergency response plan). At this point new risks are always possible to occur. It is recommended to continuously identify potential risks and report them to the respective risk manager. The risk manager shall then keep the Risk Register updated by following the above steps.
• Communicate: providing regular reports to management at specified intervals.

It is understood that in the field of strategic emergency planning there is a link between risk identification and risk assessment.

Risk assessment involves assessing the likelihood and potential impact of various hazards or risks, allowing decision-makers to prioritise their resources and focus on mitigating the most significant threats. On the other hand, risk identification involves identifying and understanding specific risks present in an environment or system, allowing targeted measures to be implemented.

This inseparable link between risk assessment and risk identification is a powerful synergy that leads to integrated emergency planning (TheSafetyMaster, n.d.).

A risk assessment ideally captures every risk faced by a particular role, team, job or department. If it is a small organisation and company, it may be possible to assess the risks of the whole team as a single unit.

Most of the time it is difficult to identify potential emergencies. For an effective emergency response plan, it is recommended to search the company's employee history and incident records, as well as any other issue that could be a factor during an emergency (SafetyLine, n.d.).

Risk Identification

As part of the workplace emergency preparedness planning processes, a number of threats that could pose a challenge are listed as an example:

• Fire: In the event of a fire, employees may need to evacuate the building to ensure their safety and prevent injury or loss of life.
• Chemical Spills/Leaks: If there's a spill or leak of hazardous chemicals, evacuation may be necessary to protect employees from exposure and potential health risks.
• Gas Leaks: Leaks of natural gas or other gases can pose a significant risk of explosion or suffocation, necessitating evacuation to ensure employee safety.
• Biological Contamination: Instances of biological contamination, such as the release of a harmful pathogen or biohazardous material, may require evacuation to prevent the spread of illness or infection.
• Radiation Exposure: In facilities where radiation sources are present, such as nuclear power plants or medical facilities, a radiation leak or exposure event may prompt the need for evacuation to minimize radiation exposure to employees.
• Structural Damage: Severe structural damage to the building caused by events like earthquakes, explosions, or severe storms may necessitate evacuation to prevent collapse or further hazards.
• Terrorist Threats: In the event of a credible terrorist threat, such as a bomb threat or active shooter situation, evacuation may be necessary to protect employees from harm.
• Severe Weather: Extreme weather events such as hurricanes, tornadoes, or severe storms can pose risks to employee safety, prompting the need for evacuation to seek shelter in a safer location.
• Floods: Rising water levels due to heavy rainfall, storm surges, or burst pipes can lead to flooding within the workplace, requiring evacuation to higher ground or safer areas.
• Explosions: The occurrence of explosions due to gas leaks, chemical reactions, or other causes may necessitate immediate evacuation to prevent injuries or fatalities.
• Utility Failures: Failures in essential utilities such as water, gas, or electricity can create unsafe conditions in the workplace, prompting the need for evacuation.

All risks that can be discovered during the risk identification process should be registered under a Risk Registry where each risk is thoroughly analysed and evaluated.

Every time a new risk has been identified, the Risk Manager should be notified in order to follow the standard procedure of risk registration.

Notification of a new risk should include the following elements:

• Description of the new risk or potential event,
• Probability of risk occurrence,
• Impact that this risk will cause.

Risk Assessment

A risk assessment is a process used to identify potential hazards and analyse what could happen if a disaster or hazard occurs. There are numerous hazards to consider, and each hazard could have many possible scenarios happening within or because of it.

When conducting a risk assessment, emphasis is placed on identifying vulnerabilities or weaknesses that could make the business more vulnerable to losses from a risk. For example, a building with inadequate or no fire suppression system could burn to the ground, as opposed to one with a properly designed and fully installed building.

In general, the vulnerabilities of an organisation contribute to the severity of the damage when an incident occurs and can be summarised as follows:

• safety,
• deficiencies in building construction,
• process systems,
• security,
• protection systems and
• loss prevention programmes(Ready.gov, 2024).

The most common emergency risk assessment tools used in emergency management

Hazard Identification and Risk Assessment (HIRA)

HIRA, or Hazard Identification and Risk Assessment, is a thorough and structured method used to identify all conceivable risks that may impact your company or organization. It involves evaluating their potential impact and vulnerabilities. Through HIRA, you can analyse the frequency, severity, duration, and scope of each risk, along with the exposure, susceptibility, and ability to adapt of the affected population and assets. Additionally, HIRA aids in evaluating current risk mitigation strategies and pinpointing areas for enhancement and potential improvements.

*Likelihood (L): 1 – Rare, 2 – Unlikely, 3 – Possible, 4 – Likely, 5 - Almost Certain

**Severity (S): 1 – Insignificant, 2 – Minor, 3 – Moderate, 4 – Major, 5 – Catastrophic

Business Impact Analysis (BIA)

BIA, or Business Impact Analysis, is a tool designed to concentrate on how a disruption or emergency might affect the essential operations and procedures of an organization. BIA aids in evaluating the operational, financial, legal, reputational, and regulatory consequences of different risks. It also assists in determining recovery time objectives and the resources necessary to resume regular operations. Moreover, BIA facilitates the identification of dependencies and interdependencies among functions and processes, allowing for their prioritization based on significance and immediacy.

Useful external resource: Business Continuity Planning For Small to Medium Sized Businesses

Scenario Analysis

Scenario analysis serves as a tool to delve into potential outcomes and ramifications of diverse events or circumstances that may arise in the future. Its purpose is to aid in anticipating and readying for an array of uncertainties and obstacles, while also assessing the effectiveness and durability of your plans and strategies. Furthermore, scenario analysis assists in pinpointing the catalysts and signals of change, along with opportunities and risks to your community or organization(LinkedIn community, 2023).

SWOT Analysis

The SWOT analysis is a planning technique used to evaluate the strengths, weaknesses, opportunities, and threats of an organization or system. It provides a structured approach to assess the current state and future possibilities, aiding in informed decision-making and strategy development.

This technique is designed for use in the preliminary stages of decision-making processes and can be used as a tool for evaluation of the strategic position of an organization. It is intended to specify the objectives of the business venture or project and identify the internal and external factors that are favourable and unfavourable to achieving those objectives.

Some questions to consider when creating a SWOT analysis are listed in the table below:

Table 1: SWOT Analysis Example

Risk Matrix

As mentioned above, risk is typically considered as measure of the adverse impact and the likelihood of an event occurring. Based on this methodology risk is considered as a product of the likelihood of an undesirable event taking place and its potential impact on various categories. Such assessment and categorization is typically used in prioritizing the remedial actions necessary to address the identified risks. The risk criteria adopted are as follows:

Table 2: Likelihood Evaluation Matrix

Table 3: Impact Evaluation Matrix

According to the above risk criteria, the risk heat map generated is the following:

Table 4: Risk Heat Map

Risk Response

For each identified risk, a response must be identified. It is the responsibility of the company management along with the risk manager to select a risk response for each identified risk.

The possible risk responses are:

• Avoid, eliminate the threat by eliminating the cause.
• Mitigate, identify ways to reduce the probability or the impact of the risk.
• Transfer, make another party responsible for the risk.
• Accept, nothing will be done.

Which risk response is the most appropriate for your business?

Determining the most appropriate risk response for your business depends on a number of factors, including the nature of the risks, the resources available and the organisation's specific objectives and priorities.

A key element of effective risk mitigation and integrated risk management involves identifying the types of risks your business faces. Prior to initiating any planning, it is vital to conduct a thorough threat assessment to identify and rank risks.

As highlighted above, risk assessment serves as a fundamental tool for businesses to maneuver through the complex field of potential threats. By identifying and prioritizing the operational risks facing your business, you can optimize the allocation of mitigation resources by focusing on the most critical areas(AlertMedia, 2024).

Risk Mitigation

The impact of risks of emergencies can be reduced by focusing on mitigation. Where there is a likelihood of significant impacts, then the creation of a mitigation strategy should be a priority. There are many mitigation strategies that can reduce the damage to your business from a disaster and facilitate its recovery(Ready.gov, 2024).

Risk Mitigation vs. Risk Prevention

In summary, “risk mitigation is the practice of diminishing the impact of an event, while risk prevention focuses on avoiding those events entirely”.

There are several similarities between risk mitigation and risk prevention activities, as both aim to safeguard an organisation, its staff and its business activities. Typically, they are used in parallel to create multiple layers of security.

While prevention is an important aspect of emergency preparedness, it is impractical to consistently prevent all emergencies. Therefore, it is equally important to strategize on how to minimize the impact when unforeseen events occur. This is where risk mitigation becomes essential(AlertMedia, 2024).

Mitigation and preparedness are implemented before an emergency occurs. Conversely, response and recovery are by definition only possible after a catastrophic event(Jane A. Bullock, 2012).

An example of risk mitigation

The example of fire: a risk that should be mitigated.

Every type of business, such as business offices, faces a significant risk of fire, which requires a comprehensive response plan. Such a plan should include preventative measures to reduce the likelihood of a fire occurring, as well as effective fire response protocols to ensure safe evacuation during a fire crisis(AlertMedia, 2024).

Mitigation Strategies to take into consideration

• Review current fire prevention regulations, national standards and best practices to identify mitigation opportunities and compliance requirements.
• Consult with your insurance carrier to explore advisory services to customize protection for new or renovated facilities, which may result in reduced premiums for highly protected properties.
• Choose a building location away from areas prone to flooding, storms, significant seismic activity or near hazardous facilities to minimize risk.
• Ensure that building construction complies with fire protection and life safety requirements as outlined in applicable building codes.
• Implement uninterruptible power supply (UPS) systems and emergency backup generators for critical equipment to mitigate business interruptions.
• Develop a business continuity plan that includes recovery strategies to effectively manage risks(Ready.gov, 2024).

Submodule 2.2 Emergency response roles and responsibilities

Who has responsibilities in relation to emergency response?

Top management have a duty to ensure, as far as reasonably practicable, that employees and other persons are not put at risk by the work they undertake. In addition, employers are required to draw up emergency plans when establishing and implementing a safety management system for the operation of the undertaking(Goverment of WA, n.d.).

Define clear emergency roles and responsibilities

It is important to establish lines of communication and cooperation to define roles and responsibilities in advance. In addition, training and exercises allow emergency managers to test their plans, identify areas for improvement and ensure that staff are familiar with their roles and responsibilities(Command Solutions Ltd, 2023).

Individuals within the company who will implement your procedures in the event of an incident or emergency should be designated. It should be ensured that all relevant members of staff, regardless of their normal role, understand what to do in the event of an emergency, for example:

• the location of exits
• how to use emergency equipment
• how to raise the alarm
• who to take instructions from(HSE, n.d.)
• concerning assistance to disabled persons.

With regard specifically to evacuation, the assignment of roles and responsibilities is key to ensuring a smooth and efficient evacuation process. These roles could include fire safety officers, who are responsible for checking the premises to ensure that everyone has been evacuated, and designated first aid officers, who can provide immediate care if needed(Quinn, 2023).

In a company setting, emergency response roles and responsibilities may be tailored to suit the organization's structure, industry, and specific risks. Here's a breakdown of typical roles and their responsibilities within a company's emergency response framework:

Table 5: Typical roles and their responsibilities

An emergency response team typically includes various roles, with the incident commander being essential. It's crucial to maintain updated contact details for each member to ensure constant availability. 24/7 availability ensures continuous coverage for critical roles, with personnel rotating as necessary.

Table 6: Most Common Emergency Response Team Roles (AlertMedia, 2023)

During an evacuation, coordination of all individuals is required for a successful outcome. A sense of shared responsibility helps ensure that all individuals are better prepared for emergencies. In the context of emergency response, the ability to coordinate between different individuals is particularly important when responsibility and response capacity needs to be extended to wider jurisdictional boundaries during a crisis(A.M. Guerrero, 2023).

Submodule 2.3 Communication and coordination protocols

In emergency situations, effective communication is crucial for ensuring safety and minimizing damage. It's essential to have a clear, concise, and well-practiced communication plan that utilizes multiple channels to reach all individuals involved. This plan should include instructions for emergencies, which are easily accessible and understandable for both employees and visitors.

During an emergency, the ability to communicate quickly and accurately can prevent confusion, injuries, and even fatalities. A multi-channel approach ensures redundancy, so if one system fails, others can take over. After the immediate threat has passed, ongoing communication is key to recovery and maintaining trust among stakeholders.

A robust communication strategy not only protects individuals but also safeguards the organization's assets. By clearly outlining the necessary actions, such as shutdown procedures, employees can act swiftly to protect property and reduce the overall impact of the emergency.

Finally, transparent communication post-emergency helps in the recovery process, reinforcing the organization's commitment to safety and resilience. It's a testament to the organization's preparedness and ability to handle crises, ultimately strengthening its reputation and stakeholder relationships(Gladwish, 2023).

Creating a communication plan tailored to your company is a vital step in emergency management. A well-crafted communication plan serves as the backbone of emergency response efforts, ensuring that all parties involved are informed and prepared to act promptly. This plan should be comprehensive, addressing the unique needs and characteristics of your people.

Start by identifying the most effective ways to gather information. This could include establishing a network of contacts within different departments who can provide updates, utilizing technology such as emergency notification systems that can send real-time alerts, and setting up dedicated communication channels like hotlines or mobile apps. Additionally, consider the various methods for disseminating information, which may range from email and social media to public address systems and face-to-face meetings, depending on the urgency and nature of the information.

Next, determine the key individuals or teams responsible for disseminating this information, ensuring they are trained and prepared to do so efficiently. The channels used to spread messages should be varied and accessible, including social media, local radio, community message boards, and emergency alert systems.

It's essential to ensure that the tools and methods used are inclusive, catering to the diverse needs of all company staff and other stakeholders, including those with disabilities or language barriers. Regular drills and updates to the plan can help maintain its effectiveness and adaptability to changing circumstances(Everbridge, n.d.).

Ultimately, the goal is to facilitate easy evacuation procedures and accurate information dissemination, which are paramount for the safety and well-being of all stakeholders during an emergency.

Best Practices for Creating an Effective Emergency Communication (EC) Plan

• The EC plan must be clearly aligned with the specific objectives and tailored to the needs of identified key stakeholders.
• Gaining management support is crucial for the implementation and effectiveness of the EC plan.
• A comprehensive approach to emergency scenarios should be incorporated, covering natural disasters, security threats, and other potential crises.
• Utilizing a mix of communication channels ensures redundancy and reliability, with electronic and non-electronic methods complementing each other.
• Regular updates and tests of the EC plan are necessary to maintain its relevance and effectiveness in actual emergency situations.
• Training and drills for all potential users of the EC plan will ensure familiarity and efficiency during an actual emergency.
• A backup communication system, such as a landline call tree, is essential to maintain communication in case of digital network failures.
• Continuous evaluation and improvement of the EC plan will help in adapting to new threats and incorporating technological advancements.

Key Takeaways for an Emergency Communications Plan

• Inclusion of all relevant stakeholders: Ensure that the EC plan clearly identifies all external parties, such as law enforcement, fire departments, medical personnel, and regulatory agencies, that need to be involved in emergency response efforts.
• Diverse communication methods: The plan should outline various communication modes to be utilized during a crisis, including phone calls, text messages, emails, and potentially social media, to ensure messages reach all necessary parties quickly and efficiently.
• Crisis containment strategies: Detail provisions for containing the crisis effectively, with the primary goals of minimizing human injury and preventing damage to enterprise assets.
• Detailed evacuation procedures: Include comprehensive staff evacuation guidelines, specifying communication methods, routes, and protocols to ensure staff safety during an emergency.
• Designation of safe areas: Identify and communicate safe locations for staff to convene if the crisis poses a direct threat to their safety, ensuring these locations are accessible and equipped to handle the needs of the staff during the emergency.

Incorporating routine checks of crisis communication protocols, like call trees, is a crucial element of any emergency communication strategy. It ensures that all individuals involved can be reached quickly and effectively during an emergency, maintaining a streamlined and reliable communication process. This practice is essential for verifying the functionality and efficiency of the emergency response system(Awati, n.d.).

Submodule 2.4 Post-emergency evaluation and feedback

In the context of strategic emergency planning, there is need of post-emergency evaluation to determine and implement corrective actions.

Evaluation of the Emergency Preparedness Response Efforts

 Having a predefined evaluation plan ensures a systematic approach to gathering critical data and insights post-incident. Secondly, stakeholder involvement is crucial for a holistic view of the emergency and its implications. This inclusive approach not only enriches the evaluation with diverse perspectives but also promotes a shared responsibility for safety. It is essential to integrate inclusivity and equity into the assessment to ensure that all organisation members have their needs met. Lastly, the evaluation should result in actionable recommendations that address identified root causes and enhance emergency response strategies. These recommendations must be integrated into the organization's safety protocols and training programs, ensuring continuous improvement and readiness for future emergencies.

A post-emergency evaluation process includes the importance of a systematic analysis of data to identify strengths and weaknesses in emergency preparedness and response. Utilizing methodologies such as root cause analysis, gap analysis, or SWOT analysis can provide objective insights into the emergency's causes, consequences, and lessons.

Reporting findings in a clear and concise manner ensures that stakeholders and authorities are well-informed of the key issues, actions, and outcomes. Finally, implementing changes with a focus on urgency, feasibility, and impact, while assigning clear responsibilities and monitoring progress, is crucial for enhancing workplace safety and resilience.

This structured approach to evaluation and improvement can significantly contribute to a more effective emergency management system. A thorough and comprehensive post-emergency evaluation is a proactive step towards a safer and more resilient workplace(LinkedIn community, 2023).

An After-Action Report (AAR) serves as a comprehensive tool to analyse the effectiveness of the response, highlighting what strategies worked and pinpointing areas that require improvement. By asking targeted questions about the appropriateness of response strategies, the timeliness and coordination of communication, and the overall strengths and weaknesses of the response, stakeholders can develop a clear understanding of the response efforts. Identifying gaps and addressing them is crucial for enhancing the company's capacity to handle future emergencies.

The debriefing aims to document:

• Opportunities identified during operations to enhance future responses.
• Strategies to bolster coordination and communication among stakeholders.
• Insights contributing to the efficacy of future operational procedures and activities(BritishColumbia, 2024)

The key takeaways from such evaluations should focus on learning from both the successes and failures of the response. This knowledge should be documented and communicated effectively to support other communities in building their resilience. By doing so, the collective wisdom gained from individual experiences can contribute to a more prepared and responsive staff in the face of disasters.

Table 7: Typical questions to consider when setting up an AAR

In summary, post-emergency assessments are vital to strengthen emergency management strategies. They serve as a reflective process to understand the effectiveness of response efforts, identify areas for improvement, and establish knowledge that can help mitigate the impact of future emergencies. The inclusion of different perspectives, in particular those of affected groups, is essential for a holistic assessment. This not only helps in the healing and rebuilding process, but also ensures that the lessons learned are comprehensive and inclusive(SBCC, n.d.).

Summary of key points

• Emergency Planning is crucial for ensuring the safety and resilience of companies during crises, including both response to and prevention of emergencies.
• Risk Assessment is based on Likelihood and Impact Assessment
• Top management holds the responsibility to ensure employee safety and establish emergency plans.
• Clear roles and responsibilities are essential for effective emergency response.
• Coordination among individuals is crucial during evacuations and wider crisis situations.
• A multi-channel communication plan ensures redundancy and timely information dissemination.
• Tailored communication plans, inclusive of diverse communication methods, are necessary for effective emergency management.
• It is essential to integrate inclusivity and equity into the assessment to ensure that all organization members have their needs met.
• A post-emergency evaluation process includes a systematic analysis of data to identify strengths and weaknesses in emergency preparedness and response.

Useful links

Case Study

Self- Assessment

Conclusion

In conclusion, effective emergency management and preparedness are paramount for safeguarding both life and business operations. Coordinated management is necessary to address these challenges comprehensively. Emergency planning involves understanding the likelihood and consequences of potential emergencies, emphasizing the importance of proactive preparation rather than last-minute responses. Risk assessment helps prioritize resources and focus on mitigating significant threats. Mitigation strategies aim to reduce the impact of emergencies, with responses including avoidance, mitigation, transfer, or acceptance of risks. While risk prevention is essential, it's equally crucial to strategize on minimizing impacts when emergencies occur, making risk mitigation indispensable. Effective emergency management hinges on risk assessment, clear delineation of roles and responsibilities, robust communication protocols, and comprehensive post-emergency evaluation. Module 2 provides a comprehensive framework for organizations to navigate emergencies efficiently and safeguard the well-being of their stakeholders.

Bibliography

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Quinn, A., 2023. Effective Emergency Planning: A Five-Step Guide to Ensuring Safety & Compliance. [Online]
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[Accessed 22 April 2024].

Presentation

Congratulations on completing Module 2 of the PRODIGY Training Course. Don't forget to share your achievement with your friends!

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

ALGONQUIN COLLEGE | Accessible Office, 2015. Inclusive Workplace Emergency Response, s.l.: https://www.algonquincollege.com/safety-security-services/files/2015/12/Inclusive-Workplace-Emergency-Response-planning-Revised-Nov-2015e-final.pdf

Americans with Disabilities Act (ADA), 1990. Title III: Public Accommodations and Services Operated by Private Entities, s.l.: https://www.access-board.gov/about/law/ada.html#title-iii---public-accommodations-and-services-operated-by-private-entities

Clinton County, NY Public Health Department, 2015. Inclusive Health Case Study: Emergency Response Plan, s.l.: https://ihc.brightspotcdn.com/63/28/f6a95d384fe08dbf81fbb701a53e/phab-clinton-county-ny-inclusive-health-case-study-emergency-response-plan-2015.pdf

DORSET Country Council, 2011. User Involvement Tool Kit, s.l.: https://www.dorsetcouncil.gov.uk/documents/35024/284549/Disability+Etiquette+Guide.pdf/178a5b9f-c5a1-6c5a-7f92-4c00c6330fea

European Comission, 2021. Disability statistics introduced, s.l.: https://ec.europa.eu/eurostat/statistics-explained/index.php?title=Disability_statistics_introduced#Disability_models

European Commission, 2018. A Clean Planet for all - A European strategic long-term vision for a prosperous, modern, competitive and climate neutral economy, s.l.: https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A52018DC0773

Gostin, L. O., Teret, S. P. & Vernick, J. S., 2007. Disability Rights in Katrina's Wake: Leveraging Law to Affirm the Human Rights of People with Disabilities in Disasters, s.l.: The Journal of Law, Medicine & Ethics.

National Fire Protection Association (NFPA), 2016. Emergency Evacuation Planning Guide for People with Disabilities, s.l.: https://www.in.gov/health/files/Emergency_Evacuation_Planning_Guide_for_People_with_Disabilities.pdf

Shakespeare, T., 2013. The Social Model of Disability, s.l.: Routledge.

Stough, L. & Kang, D., 2015. The Sendai Framework for Disaster Risk Reduction and Persons with Disabilities, s.l.: Review of Disability Studies: An International Journal.

Thomas, C., 2004. Disability and Impairment. In C. Barnes, G. Mercer. & T. Shakespeare (Eds.), Exploring Disability: A Sociological Introduction, s.l.: Polity Press.

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

WHO, 2002. Towards a Common Language for Functioning, Disability and Health, s.l.: WHO.

WHO, 2019. World Report on Vision, s.l.: https://www.who.int/publications/i/item/9789241516570

Presentation

Congratulations on completing Module 3 of the PRODIGY Training Course. Don't forget to share your achievement with your friends!

Introduction

Module 4, "Assisting People with Disabilities in Emergency Situations," addresses the crucial aspect of providing effective support to individuals with disabilities during emergencies. It aims to empower participants with the knowledge and skills needed to assist people with disabilities effectively in emergency situations, to enhance participants' ability to provide comprehensive support and ensure the safety and well-being of individuals with disabilities during emergencies, to ensure that emergency evacuation procedures in companies are accessible and accommodating for people with disabilities, to increase awareness and understanding among employees in the company in the area of needs and challenges faced by people with disabilities during emergencies, to setting the most typical barriers to transportation accessibility in companies environment.

Submodule 4.1 Provision of assistance to people with disabilities during emergencies

Examples of the most common emergency situations that can occur in the workplace:

Providing assistance to people with disabilities in emergency situations that may arise in the workplace should be stated in the evacuation plan. This should consider the individual needs and abilities of each affected person. For some people with disabilities, it may be convenient to develop personal evacuation plans that consider their individual needs and abilities. These plans should be regularly updated and shared with the relevant individuals and rescue teams. It is also important that other employees are equipped with the necessary knowledge and skills to provide quick and effective assistance in the emergency situation.

For effective evacuation, it is important to have a clear priority evacuation plan and facilities that allow people affected to be removed from the building quickly and safely. People with more severe disabilities, such as those who cannot leave the building on their own, should be evacuated first. The determination of priority evacuation should be based on the individual needs of those affected and stated in the evacuation plan.

Subsequently, the evacuation plan must be checked regularly with trainings. It is recommended to conduct evacuation trainings and emergency simulations on a regular basis.  The frequency of exercise can be quarterly, mid-yearly, or once a year, depending on the size and complexity of the organization, regulatory requirements, and operational risks. All staff and persons responsible for carrying out evacuations and providing assistance should be involved in the training.

Steps to provide assistance to people with disabilities during emergency situations

1. Disability risk assessment

Risk assessment is a key element in ensuring and maintaining occupational health and safety. This involves several sub-processes:

• Risk Searching
• Taking action
• Keeping documentation
• Risk communication
• Monitoring and control

Risk management makes it possible to identify and evaluate potentially dangerous factors that may be present in the workplace. To put it simply, it is a detailed survey of the entire workplace, on the basis of which risks that could threaten workers are revealed. Therefore, if such risks are detected, it is absolutely necessary to assess their seriousness and then take measures to eliminate them. It is important to approach the identification and assessment of risks in the workplace where people with disabilities are with the utmost care and caution, as even those that may not be a risk to healthy people can be potentially dangerous risks to such disabled people.

Risk management must take into account the organisation of work and any changes or modifications to the working environment and work equipment. The aim is to minimise or completely eliminate risks and discrimination against people with disabilities. Individual differences between affected workers should also be considered, individual assessments should be carried out, and find the kind of assistance they will need in the event of an emergency. This may include the need for personal assistance, special evacuation equipment, or adapting evacuation plans. It is not possible to think that all those affected are the same. It's quite the opposite. Each affected person requires different measures and adaptations to the workplace. Therefore, it is important to:

• evaluate and identify a group of workers who may be more at risk than others
• separately assess potential security risks that only apply to people with disabilities
• take into account the type and extent of the disability and the working environment
• personally consult the affected employees directly about working conditions and risks - they know what they need
• consult risk management for the disabled with experts in occupational health and safety and workplace ergonomics, doctors, health professionals and specialists in employing disabled and otherwise handicapped people
• adapt the work of people with disabilities (adaptation of working hours, workplace, equipment, workflow, etc.), not the other way around

2. Adjust the work environment

Adapt the staircase - provide the upper edges of the stairs with a light paint or tactile strips for the blind. Ensure that in the event of an emergency, the audible signals for the blind and the light signals for the deaf also work. Have the door opening adjusted ideally so that it is automatic to the sensor. The modification of handles, bells, and entry mechanisms to ensure accessibility for people who use wheelchairs is also definitely beneficial. Make the floor coverings non-slip and make sure they are on the same level - barrier-free.

Place disabled workers in jobs that are easily accessible - ideally on the ground floor. If possible, also offer them to work from home. Adjust work tools and other devices to accommodate the individual's disability. For example, get a Braille keyboard for the blind, a hands-free phone kit for the disabled, and for deaf a textphone - a device for converting the spoken word from the phone into text form.

For people who suffer from musculoskeletal problems in the upper body, install voice recognition software on your computer. For those who suffer from visual impairments, get an enlarger program (ZoomText, MAGic, etc.).

3. Adjust working conditions

Adjust the working hours of people with disabilities so that it has a positive effect on their work performance. Delegate certain responsibilities, such as driving a car or operating a technical device or machine, to employees without disabilities. Respect and acknowledge absences from work due to rehabilitation and other medical treatments. If your employee has had an accident at work and has become a person with a disability, organise their return to work.

4. Provide safety signs

Make markings in matte colours, not glossy ones. Inscriptions should be in a contrasting colour against the background. Instead, use graphic and pictograms, as they are easier and quicker for those affected to understand. Provide Braille safety signs on doorknobs, doors, and other locations. Use tactile signs for the blind, or at least capital letters that are easier for the visually impaired. This applies to any notifications, warnings, and other important information. Also think about what you can do to help visually disabled employees in their work - for example, choose colour-contrasting furniture or use knurling on the floor.

5. Be prepared for emergencies

Provide important safety measures in case of a sudden emergency such as a fire. Place disabled workers in places that are easily accessible and can be evacuated more quickly (ground floor, basement). Have special equipment ready - for example, an evacuation chair for the disabled. Designate employees to ensure the evacuation of disabled workers in the event of an emergency. Provide important additions to existing alarm equipment - such as flashing flashlights, visual or vibration mechanisms.

6. Communicate and educate those affected

Provide disabled employees with all information related to occupational health and safety and fire protection. Hand them all the necessary materials in a form that will be acceptable to them. Give training in spoken form for the blind and written for the deaf - for example, through e-learning training via the Internet or virtual reality. Tailor simplified training to them individually. Communicate with them regularly and educate them. Ask them what works for them and what doesn't work for them in terms of safety. Take an interest in their work!

7. Occupational health and safety training for people with disabilities

OSH training for disabled or handicapped workers is always a completely individual matter. In most cases, the training must be adapted to each individual separately with regard to their health complications. A blind, deaf or disabled employee will receive different OSH training.

Take measures that will not put people with disabilities at a disadvantage in education in the field of occupational health and safety, as well as fire protection. Provide them with individual educational materials, a reader or an interpreter, using simple and understandable language that will be accessible to them.

Also, don't forget that in many cases, both healthy and disabled employees work together. Therefore, familiarize ordinary employees, as well as managers, with all the specific information that concerns those affected. Give them the training they need to know how to help and treat people with disabilities. In the same way, you must never forget that it is necessary to train those who will take care of the evacuation of disabled people in the event of a critical situation (fire, accident, etc.).

8. Health and Safety Training Requirements

So, what are the requirements for occupational health and safety training for disabled employees? It is always necessary to consider the specific disability of the worker, the conditions of the workplace and, of course, risk prevention, which must be elaborated before the preparation of the training curriculum itself. It is therefore necessary to familiarize the affected employee with all the risks that occur in the workplace and that he or she may encounter, from entering the building, through movement around the workplace to leaving the workplace. In short, wherever a disabled person could fall, trip or come into contact with a machine or device that poses a risk of injury. In general, it is recommended to consult a professionally qualified person in risk prevention, i.e. a specialist in occupational health and safety and fire protection.

How to communicate with people with disabilities

The following steps apply to communication with persons with reduced mobility, especially in an emergency situation:

• treat the affected person the same as anyone else,
• speak directly to the person in a wheelchair and not to an accompanying person; maintain eye contact (unless you are pushing a person in a wheelchair),
• maintain a normal tone of voice (do not speak quietly or raise your voice too much),
• not to push for help at all costs or to help without being asked,
• not to force help at all costs or to help without being asked,
• not to underestimate the person in any way,
• avoid inappropriate words.

In the context of evacuation, handling the disabled is often more problematic than communication. If it is necessary to manipulate the disabled person (putting in or lifting out of the wheelchair), it is necessary firstly to start communicating with the person that we are going to handle. It is also necessary to ask how we will proceed in this case. Each affected person has their own system of how to proceed and we should follow their instructions. When handling, we consider possible muscle weakness (legs, hands, etc.) and try to prevent injury. If possible, we try to evacuate people on their own means or accompany them with them.

People with sensory disabilities and dementia

In the case of people with sensory disabilities (deafness and blindness) and intellectual disabilities, the most serious problem during evacuation is the communication barrier with these people. It is important to consider proper communication with the affected person. It can be crucial for a successful evacuation.

Communication with the visually disabled person should be initiated by addressing them with eye contact so that the visually impaired person knows that we want to communicate with them. If it is necessary to manipulate the affected person in any way, it is necessary to warn them first. Then we describe to them the activity we intend to perform. In this way, we convey information such as: "now I will put on a protective mask for you", etc.

Other necessary steps when communicating with a blind person:

• never separate a blind person from a guide dog,
• offer help, don't impose it,
• when accompanied, point out obstacles and stairs.

Communication with a hearing disabled person should always take place in such a way that it is possible to read words for the deaf person. It is therefore advisable to articulate clearly, not shout and speak more slowly. However, lip-reading may not always be an adequate method of conveying information. It is therefore necessary to use methods of gesture and facial expressions. When providing information, it is advisable to make sure that the person has fully understood our message. Alternatively, try to repeat the message.

When communicating with people with intellectual disabilities, it is crucial not to underestimate the person, to try not to limit communication and to adapt to the possibilities of the disabled person. It is necessary to speak clearly, to use short sentences and to speak slowly. It is important to maintain a friendly interest and avoid sudden and unexpected movements. In addition, it is necessary to:

• avoid technical expressions, irony, lengthy phrases, etc.,
• in case of misunderstanding, use non-verbal communication (pointing to the places where to go, to the people we are talking about),
• take care of the peace of the affected (do not leave them alone, calm them down),
• use the help of a caregiver as an assistant when moving.

Submodule 4.2 Transportation challenges

The types of barriers affecting the evacuation of people with disabilities

The types of barriers affecting the evacuation of people with disabilities are as follows:

1. Physical barriers – these are mainly related to ensuring the accessibility of buildings, which includes wide entrances and exits that allow the movement of trolleys and other equipment. Ramps or lifting platforms located in places with height differences, such as stairs or entrances to buildings, are also an important element. These devices allow wheelchair users easy and safe access to entrances and exits that might otherwise be inaccessible to them.

Examples of possible physical barriers that limit the movement of people with disabilities:

• Stairs without an evacuation lift or stairs without a ramp
• Obstacles on the evacuation route – cabinets, tables, ashtrays or other objects located in the paths leading to emergency exits
• Handrails strong and high enough on stairs and in places with height differences to prevent falls and dangerous situations
• Terrain irregularities – uneven surfaces, slopes
• Narrow doors and corridors – obstruct passage and slow down the evacuation process
• Insufficient marking of emergency exits – makes evacuation more difficult
• Insufficient lighting in an emergency situation – makes orientation difficult
• Lack of availability of emergency equipment –if fire extinguishers or other emergency items are inaccessible or difficult to reach for people with disabilities, or they have not received training on how to use them, they cannot intervene adequately in the event of an emergency
• Inadequate equipment for the evacuation of people with disabilities

Examples of equipment for the evacuation of people with disabilities

• Stretchers, lifters
• air mattresses, evacuation beds
• Special trolleys, evacuation chairs, stair climbers
• Different ramps

2. Communication barriers - refer to difficulties in communicating and sharing information during evacuation procedures. These barriers can arise for several reasons and may include:

• Lack of information – people with disabilities may have insufficient information about evacuation procedures, emergency exits, or safety instructions, making it impossible for them to respond adequately in the event of an emergency
• Communication difficulties – those with certain types of disabilities, such as severe hearing or visual disabilities, may have communication issues, which can make it difficult to receive evacuation instructions or communicate with others during an evacuation
• Lack of availability of communication aids – if special communication aids such as devices with voice output, text messages, or tactical signals for visually impaired people are not available in the workplace, it can make it difficult to communicate during evacuation
• Stress and panic – in the event of an emergency, stress and panic levels can increase, which can make it difficult for people with disabilities to communicate and receive evacuation instructions

In order to eliminate communication barriers, emergency instructions should be:

• Clear, explicit
• Simple
• Understandable
• Provided in a way that verifies that the person with the disability understands it. It is possible to use images, symbols, scales
• For the hearing disabled, it is possible to use visual alarm devices such as light or tactical indicators
• For the visually disabled, it is possible to use voice devices that provide audio instructions in case of emergency

It is important to emphasize that communication barriers are not static and can change depending on the specific situations and needs of the individual person. Therefore, it is important to regularly update, train and adjust the measures for communication during evacuation in accordance with the latest information and technology. To effectively ensure communication during the evacuation of affected people, it is essential to integrate possible communication barriers into the overall evacuation and emergency management plan. This includes identifying specific communication needs related to people with disabilities included in evacuation plans and then training staff on this issue.

3. Sensory barriers – refer to limitations or obstacles that can make it difficult or impossible to effectively evacuate people with various types of sensory disabilities, such as vision, hearing, or touch.

These barriers may include inadequate warnings and orientation signs, unavailability of information for people with sensory disabilities, and lack of navigation during evacuation.

How to reduce or eliminate sensory barriers:

• Establish early warning systems or alarm equipment that use different sensory channels (sound, light, vibration) for people with limited hearing or vision
• Clearly mark escape routes, including emergency lighting for the visually impaired – contrasting colours and textures, tactical lines, embossed signs placed on the floor as guidance lines to emergency exits, signs in Braille, voice navigation through speakers,
• Use audio navigation systems, voice instructions from evacuation personnel
• Appropriate marking of escape routes for the hearing impaired – use of visual signs with text and symbols (arrows) at an easily visible height and well-lighted, tactile signs on doors or walls, special devices placed on the door to induce vibrations to warn of an approaching emergency exit.
• Use smartphones, navigation apps, and communication aids to enable people with various types of sensory disabilities to communicate and navigate effectively during evacuation

Again, it is important to emphasize that sensory barriers are not static and can change depending on the specific situations and needs of the individual. Therefore, it is important to regularly update and adjust sensory barrier measures in line with the latest information and technology. To effectively ensure the safe evacuation of affected people, it is essential to integrate sensory barriers into the overall evacuation plan and emergency management.

4. Movement barriers – when evacuating disabled people, there are restrictions that can slow down or prevent the movement of people with different types of mobility disabilities in emergency situations.

The following picture shows how much space, or what dimensions there is, a healthy person carrying luggage, a disabled person with crutches and in a wheelchair. Dimensions are given in centimetres (cm).

The following picture shows the dimensions of a disabled person with a stick, with crutches, with a walker and in a wheelchair (dimensions are given in cm).

The following illustration shows the dimensions of a disabled person in a wheelchair with a service staff, two disabled people in a wheelchair, a disabled person with a cane for the blind, and a person with a stroller.

Speed of movement of people

Obviously, people with disabilities will move slower than healthy people during evacuation. Below is a table that compares the speed of movement of a person with a disability to the speed of movement of a healthy person. When evacuating, it is necessary to take this information into account.

5. Psychosocial barriers – refer to emotional and social factors that can affect an individual's ability to respond to emergencies and evacuate effectively. These barriers can include fear, anxiety, and panic caused by stressful situations, a lack of trust in the information provided, and a lack of support and understanding from others and rescue teams.

Many affected individuals may experience heightened anxiety and fear in emergency situations, which can lead to decisions based on emotions that can be dangerous or ineffective. It is important to provide support resources and strategies for managing stress and anxiety, as well as psychological support that can help people maintain calm and clear-thinking during evacuations.

Some individuals may have distrust of authorities and offices, and may fear that the information they receive is not reliable or complete. It is important to ensure transparency and clarity in providing information, as well as to actively communicate with those affected, taking into account their needs and concerns.

Finally, the lack of support and understanding from other people and rescue teams should be highlighted. Many affected people may feel isolated or neglected during the evacuation, which can lead to feelings of helplessness and injustice. It is important to ensure that adequate support and assistance is provided to those affected during evacuation, including special and individual needs.

Evacuation procedures

Evacuation of people can be simultaneous (uncontrolled) or gradual (controlled). Each form of evacuation has its advantages and disadvantages.

Simultaneous evacuation

The simultaneous evacuation is simpler, it places fewer demands on the technical systems used for evacuation (unified information calling for evacuation is sufficient), on the training of personnel and people in the building. Due to the accumulation of a large number of people on escape routes, queues usually form and a number of communication openings leading to staircases remain open, which is the cause of more intensive devaluation of escape routes, especially by smoke gases.

The simultaneous evacuation is therefore disorganized and in a short time the vast majority of evacuees accumulate on key escape routes, increasing the density of people and thus overloading the evacuation routes. The idea of the emergence of a continuous flow of people passing through the exit is therefore highly idealized.

Gradual evacuation

Gradual evacuation is more complex, placing higher demands on the technical systems used for evacuation and on the training of personnel. Gradual evacuation is usually organized in such a way that people are evacuated first on the floor where the fire is developing, then from the floor above the fire and then from the other floors of the building, while the evacuation of people on the next floor begins just before the evacuation of people from the previous floor is completed. The possibility of queues due to the accumulation of a large number of people is minimized and at the same time the possibility of smoke in the escape routes due to the opening of a large number of communication openings is reduced.

Priority in the evacuation of disabled persons

In the event of an emergency, people with disabilities should be evacuated first. Priority for the evacuation of those affected is essential:

• to ensure their safety;
• to ensure that there is enough other staff to help evacuate those affected
• to ensure the subsequent smoothness of evacuation
• there are no blockages during evacuation

Evacuation plan including people with disabilities

The evacuation plan that is developed at the workplace should clearly set out the procedures for evacuating those affected in the event of an emergency. This plan should be part of the overall building safety plan and should be reviewed and updated regularly. From the perspective of people with disabilities, it should take into account:

• Individual needs: Each affected person may have different needs and abilities, so it is important to consider each person's individual situation when planning an evacuation and to factor these into the evacuation plan.
• Establish an evacuation team: It is advisable to have a dedicated evacuation team that is responsible for assisting those affected during the evacuation. This team should be trained and ready to provide the necessary assistance.
• Alternative means of evacuation: Where possible, alternative means of evacuation should be available for those affected, such as lifting platforms, stretchers, or special evacuation ladders.
• Continuous Training: Those affected should be regularly trained in evacuation procedures to prepare for any emergency

Evacuation via stairs

The most common challenge during the evacuation of individuals with disabilities, especially those with physical disabilities, is overcoming stairs.

• In the case of evacuation via stairs, it is important to have assistants available who can help individuals with disabilities move
• To overcome stairs during emergency evacuation, the following aids can be utilized for individuals with physical disabilities:

Title	Maximum Load, Maximum Stair Slope	Example
Evacuation Chair (on wheels, tracked, electric)	160 kg 39ᵒ
Stair climber	130 kg 35°
Stair climber - chair	120 kg 40°
Portable or Folding Access Ramps	300 kg (2 m) / 250 kg (3 m)
Folding Access Ram	500 kg
Roll a ramp „bridge“	450 kg
Lifter	100 kg
Liftining stretchers	100 kg
Folding Evacuation Bed	160 kg

Elevator and evacuation elevator

There are several reasons why in the event of an emergency situation in the workplace, a regular elevator should not be used:

1. High risk of power outage - if there is a complete power outage, the elevator may become stuck, for example, between floors, trapping you inside. Such a situation completely eliminates attempts at a safe evacuation and complicates access for rescue teams.
2. System malfunction during emergencies - elevators are complex devices that may be prone to malfunctions, even under normal circumstances. In an emergency situation, the risk of malfunction may be even higher, which could lead to entrapment or other dangerous situations.
3. Elevator overload - during an emergency situation, the elevator may be fully occupied by people trying to exit the building, which could lead to elevator overload and failure

For these reasons, it is usually recommended to use stairs in the event of an emergency situation and to avoid using the elevator.

However, there is an exception, which is evacuation elevators designed specifically to ensure safe evacuation of individuals in the event of a fire or other emergency situation. They differ from regular elevators in several ways:

• Fire resistance - evacuation elevators are designed to withstand fire for a certain period (usually 30 or 60 minutes). This includes fire resistance of the shaft, cabin, and all elevator components
• Emergency power supply - evacuation elevators are equipped with a backup power source that ensures their operation even in the event of a power outage
• Overpressure ventilation - the cabin of the evacuation elevator is equipped with overpressure ventilation, which prevents smoke and fumes from entering the cabin
• Control - evacuation elevators are equipped with special controls that allow firefighters to operate the elevator from the outside and evacuate people from a burning building
• Capacity - evacuation elevators are typically larger than regular elevators to accommodate more people at once

Submodule 4.3 Employment inclusion (disabled and non-disabled personnel) to effectively respond and assist each other in emergencies

Appropriate placement of workplace for disabled individuals

When considering the placement of a workplace for a disabled individual, we consider 3 levels:

1. Within the building
2. Within the room
3. Considering the movement of a person with disabilities in the building

1. Within the building - the workplace for a disabled individual should be located in an office or other room that is closest to the evacuation exit or evacuation route from the building. The workplace for a disabled individual should be located in an accessible part of the building, preferably on the ground floor or in a location with barrier-free access.

To ensure accessibility (in case of need arising from the presence or expected presence of a person with disabilities with limited orientation and mobility), aids such as handrails, ramps, or stair climbers should be available.

2.Within the room - the workplace for a person with disabilities should be located in a position that allows the easiest escape from the room

Appropriate placement of a workplace for a disabled person is crucial to ensure their comfort, efficiency, and safety while working. Ideally, the placement of the workplace for a disabled individual should be carefully considered and adapted to the individual needs and abilities of the person. Communication with the disabled individual and regular assessment of the working environment can help ensure that the workplace is optimal and safe for them.

Here are the factors to consider when determining the placement of a workplace for a disabled individual:

• Barrier-free access: The workplace should be located in a space with barrier-free access, meaning it should be easy and safe for the disabled individual to reach it without any obstacles.
• Ergonomics: The workplace should be designed with ergonomics in mind, meaning it should be comfortable and efficient for use by the disabled individual. This includes proper adjustment of the desk height, chair, and monitor to minimize fatigue and discomfort.
• Adequate space: The workplace should provide enough space for the movement of the disabled individual and handling of necessary materials and equipment. Overcrowded or cramped spaces can hinder movement and increase the risk of accidents.
• Proximity to necessary resources: The workplace should be located close to necessary resources such as electrical outlets, printers, storage spaces, and other equipment essential for performing the work.
• Quality of lighting: Quality lighting is important for comfort and productivity. The workplace should be located near a window or well-lit area to ensure optimal visibility.
• Accessibility of assistive technology: The workplace should be equipped with assistive technology that facilitates the work and communication of the disabled individual, such as special keyboards, mice, or accessibility software (headsets for the hearing impaired, speech recognition software).

Hygienic recommendations for individuals with disabilities in the offices

Hygienic regulations for individuals with disabilities in the office generally do not differ from regular hygiene regulations. However, there are several specific areas that require increased attention:

Hygiene:

• Disabled workers should have access to enough space and tools for thorough hand washing, including disinfection.
• If necessary, touchless soap dispensers and paper towels should be available.
• Toilets should be equipped with an adequate amount of toilet paper and hygiene supplies.

Health Protection:

• The office environment should be clean and dust-free to minimize the risk of allergies and respiratory diseases.
• temperature and humidity in the office should be regulated to suit the comfort of all workers.

1. Considering the movement of a person with disabilities in the building - in the event of evacuation necessity, it is good to have an idea of where a person with disabilities may be located within the building. One of the rooms that a person with disabilities must certainly visit during working hours is the restroom.

Issues regarding the placement of restroom facilities

Restroom facilities for individuals with disabilities should be located near the room utilized by the disabled individual. This is an ideal solution for new buildings designed to accommodate or be visited by individuals with disabilities.

However, concerning evacuation, the priority remains for the room where the disabled individual works or otherwise utilizes to be as close to the evacuation exit as possible. If there is a debate over whether to prioritize the proximity of the restroom facilities (i.e., placing the workstation or service area for individuals with disabilities further from the evacuation exit and closer to the restroom facilities), it is advisable in any case to choose the option where the room utilized by the disabled individual is closest to the evacuation exit. This debate is likely to occur frequently in buildings whose construction was not initially planned to accommodate individuals with disabilities.

Further recommendations regarding the placement of restroom facilities for individuals with disabilities:

• Barrier-free access: Restroom facilities should be designed with barrier-free access in mind, meaning they should be easily accessible and usable for individuals with various types of disabilities, including those in wheelchairs, with visual or hearing impairments, or with other mobility limitations.
• Adequate space: Restroom facilities should provide sufficient space for the movement and manipulation of disabled individuals, including those with assistive devices such as wheelchairs or walkers. Spaces should be spacious and easily accessible.
• Aids and adaptations: If necessary, restroom facilities should be equipped with special aids and adaptations that facilitate use for individuals with disabilities. This may include handrails, support bars, wide doors, automatic sensors, or other modifications.
• It is also important to ensure that restroom facilities are easily identifiable and accessible in case of emergency.

Possible division of roles during the evacuation of a work team, including a person with disabilities

It is important for these roles to be clearly defined, and for all team members to be well-informed about their duties and responsibilities during evacuation. Additionally, it is crucial to organize backup either within the roles of the team or with other employees.

Regular training and exercises can help ensure that the team is prepared to respond to various situations and that the evacuation proceeds as efficiently and safely as possible.

Effective response to one of the most common risk situations in the workplace: fire

Fires can arise from various causes, including electrical faults, faulty equipment, careless handling of fire or flammable substances, and can have serious consequences for employees, property, and business operations.

It is important to remember that individual safety always takes precedence over attempting to extinguish a fire. If the situation is unclear or dangerous, it is better to evacuate immediately and contact a professional fire service.

Attempting to extinguish a fire is appropriate only under certain conditions. Here are situations when it is safe and appropriate to attempt to extinguish a fire:

• Initial stages of the fire - if it is a small fire in its early stage, which is not yet extensive and does not tend to spread rapidly, you can try to extinguish the fire using a suitable fire extinguishing device, such as a fire extinguisher
• Safe distance and escape route - if you are at a safe distance from the fire and have a secure escape route in case the situation worsens, you can try to extinguish the fire
• Personal safety - firefighting should only be attempted if it does not endanger your own safety. If the fire is too large, spreading rapidly, or too intense, it is better to evacuate immediately and contact a professional fire service
• Knowledge and ability to use firefighting equipment - if you have knowledge and ability to use firefighting equipment, you can try to extinguish the fire. If you do not know how to use the firefighting equipment, it is better not to attempt and instead apply a safe evacuation procedure

Utilizing fire extinguishers by people with disabilities

Teaching the operation of fire extinguishers to individuals with disabilities requires a sensitive and individualized approach that takes into account their specific needs and abilities. Here are several steps and strategies that can be useful in teaching individuals with disabilities:

1. Start with an individual assessment of the abilities and needs of each person with a disability. Determine their physical limitations, their mobility and object manipulation abilities, and the type of communication that suits them best.
2. Use visual aids and demonstrations to explain the process of using a fire extinguisher. If possible, perform a demonstration directly in front of them to show them the correct procedure.
3. If necessary, use special tools or adaptations to facilitate the manipulation of the fire extinguisher for individuals with disabilities. This may include handles for better grip, enlarged instruction labels, or other modifications that cater to specific needs.
4. Provide individuals with disabilities with enough time for hands-on practice with the fire extinguisher. Repetitive practice helps reinforce learned skills and increases confidence in their use.
5. Repeat the important steps and principles of using the fire extinguisher and emphasize their importance. Individuals with disabilities may have memory problems or difficulty concentrating, so repetition is key to solidifying learning.
6. Provide positive reinforcement and encouragement to individuals with disabilities during their learning process. Support and encouragement can increase their motivation and confidence in using fire extinguishers.
7. In some cases, it may be necessary to provide individual assistance to a person with a disability in using the fire extinguisher. Ensure that assistance is provided sensitively and respects the individual's needs and preferences.
8. After learning how to operate a fire extinguisher, it is important to provide continuous support and supervision to ensure that individuals with disabilities maintain their skills and are prepared for potential emergency situations.

How to use fire extinguisher?

Most common types of fire extinguishers and their use in various situations:

Fires involving electrical installations, which are one of the most common causes of fires in office buildings, cannot be extinguished with a conductive extinguishing agent, i.e., water. To extinguish them, it is necessary to use a CO2 fire extinguisher.

How to safely check if there is a fire in the next room?

• If the smoke or burning smell comes from another room, test the doors before opening them. Touch the doors with the back of your hand. Do not open the doors if they give you a very warm feeling when you touch them and if you see smoke coming from underneath. Opening the door will cause the fire to grow.
• If the temperature is normal, open the door slowly, and if there is still smoke, try to move by crawling on the ground to the extent of your ability.
• During the fire, heavy smoke and poisonous gases accumulate in the ceiling, so crouch down on the floor and crawl to a safe location.
• Never move away from the wall when you are indoors. Remember that if you move away from the wall in a place with intense smoke, your risk of getting lost is higher. Memorize the location of the exit doors and the items on the exit/evacuation way that you specified on your Disaster Plan. Continue without leaving the wall, and it will direct you to the exit door.
• If the fire is in the direction of escape, and if you need to open the door and evaluate the size of the fire inside, do not open it completely but only slightly to observe the fire’s size. If the fire is not big (life threatening), open the door slightly and move to the nearest exit by leaning on the wall and crouching down, to the extent of your ability.
• In a place with dense smoke, breathe by covering your mouth and nose with a piece of wet wipe or cloth, if possible.
• If you cannot get out of the building, stay in a position beside a window where you can be seen from outside, and ask for help. Do not take shelter in places such as cupboards or tables.
• If you have a chance, cover door openings and ventilation holes with a damp cloth to prevent outside smoke from entering.

Submodule 4.4 Emergency Preparedness Kits for people with disabilities

Disasters and emergencies can happen anytime anywhere, and you may not find an opportunity to search for or get the supplies you need. Therefore, it is important to prepare a disaster and emergency kit containing special needs and essential life support materials depending on your disability and keep your bag in easy-to-access locations for you.

Recommended content

These materials are the recommended content. Je důležité pravidelně aktualizovat obsah evakuačního zavazadla a zohlednit individuální potřeby a požadavky každé postižené osoby.

Recommendations how to take care of the emergency kit:

• Check all items in the disaster and emergency kit periodically and renew if necessary (Renewing water, food and batteries regarding their expiration dates and changing the clothes appropriate to the season)
• Keep copies of important documents and belongings that water or liquids might damage in waterproof bags
• When preparing the disaster and emergency kit, make sure it has an appropriate shape and weight, which makes it easy to carry.
• If the devices and equipment used are of such a size that they cannot be put into the kit, keep them in a close place and always make sure they stand side by side with the bag
• Keep your disaster and emergency kit next to or attached to your walker, wheelchair or electric wheelchair

Further recommendations connected to the use of assistive devices:

• If you are using a tool or device, make sure you have a written document that explains how it works, and if necessary, have contact information of the places it can be obtained from
• If you are using an electric wheelchair, also keep a lightweight manual chair in an easily accessible place nearby in case of an emergency. Apart from its size and weight, also make sure that it is portable and foldable

The guide/assistive animals and their emergency kit

The guide/assistant animals and dogs are not only companions in daily life, but also in an emergency. They can help to safely escape from the danger and to guide the physically disabled individual during evacuation. If you have a guide/ assistant animal, you should prepare disaster and emergency kit according to the care needs of your animal as well.

The following list has the basic items that you must have in your kit to meet the needs of your guide/assistant animal or pet in an emergency. As evacuation may be necessary, make sure that your disaster and emergency kit is accessible and easy to carry.

Emergency kit contents for animals: Sufficient bottled water, animal food, spoon, a collar and leash, a harness, a blanket and toys, plastic bags, paper towels, bags, sterile gloves, a copy of the report card (ownership information, identity information, veterinary documents), manual tin-opener, medications the animal uses, vitamins, newspapers, a muzzle, masks (against dust and smoke), food and water can, etc.

Recommendations how to take care of the emergency kit for gude/assistive animals

• Do not forget to check and renew the items that need changing every 6 months.

Remember that pets and guide animals may be confused, scared, or in­jured during or after an emergency situation.

Summary of key points

• Common workplace emergencies include fire, health incidents, violent incidents, natural disasters, and technical failures
• Evacuation plans should consider individual needs of people with disabilities and prioritize their safety
• Risk assessment is crucial for identifying and mitigating potential dangers in the workplace
• Communication with people with disabilities during emergencies requires calm behaviour, clear instructions and understanding of their needs
• Training and regular simulations are essential for all staff to effectively handle emergency situations
• Evacuation barriers for people with disabilities include physical, communication, sensory, movement, and psychosocial barriers
• Physical barriers involve obstacles like stairs without lifts, narrow corridors, and insufficient lighting, while equipment like stretchers and ramps can aid in evacuation
• Sensory barriers involve challenges for individuals with sensory disabilities, requiring early warning systems and clear markings
• Movement barriers, such as slower evacuation speeds for disabled individuals, should be considered, along with psychosocial barriers like fear and anxiety, requiring support resources and prioritized evacuation procedures
• Workplace placement for disabled individuals involves considerations at three levels: within the building, within the room, and considering movement within the building during emergencies
• Workplace accessibility is crucial, with factors such as proximity to evacuation routes, ergonomic design, adequate space, and access to necessary resources being essential
• Restroom facilities for disabled individuals should be strategically located, prioritizing proximity to the workplace and ensuring barrier-free access
• During evacuations, roles should be defined and could be settled this way: evacuation leader, person responsible for disabled colleagues, communication coordinator, physical support provider, and backup assistant
• Attempting to extinguish fires is only advisable under certain conditions, such as in the initial stages of the fire, when personal safety is not compromised, and when equipped with the knowledge and ability to use firefighting equipment
• The disaster and emergency kit should include medical supplies, communication tools, lighting, personal hygiene items, food and water, clothing, important documents, assistance aids, backup power sources, basic guides, and tools to meet specific needs
• It is important to regularly check and renew items, keep important documents in waterproof bags, ensure the kit's shape and weight are manageable, and keep it accessible alongside mobility devices
• Assistive devices should have written instructions for device operation, keep a manual wheelchair accessible for electric wheelchair users, and ensure devices are portable and foldable
• If you have an assistive dog, prepare a kit for them containing water, food, collar and leash, harness, blanket, toys, medications, and veterinary documents, and periodically check and renew its contents

Useful links

https://www.dokumentacebozp.cz/aktuality/efektivnejsi-rizeni-firmy-a-management-rizik-bozp/

(More effective company management and occupational safety and health risk management in Czech Republic, an article by an exeprt company which provides servises for comapnies regarding the topic)

https://www.bezport.cz/rady-doporuceni/pripravte-se#K6

(Preparatory measures for emergencies and crisis situations placed on BEZPORT portal which is a public security portal in the Karlovy Vary Region, Czech Republic which aims to provide the public and experts with credible and up-to-date information in the field of preparation and resolution of emergencies and crisis situations)

https://www.zakonyprolidi.cz/cs/2007-361

(Government Decree Laying Down the Conditions for the Protection of Health at Work in the Czech Republic)

https://www.nzip.cz/clanek/886-sjednocena-organizace-nevidomych-a-slabozrakych-cr-z-s-sons-cr-z-s

(United Organization of the Blind and Visually Impaired of the Czech Republic)

https://nrzp.cz/

(National Council of Persons Disability of the Czech Republic)

Case study

Self – Assessment

Bibliography

https://www.dokumentacebozp.cz/aktuality/efektivnejsi-rizeni-firmy-a-management-rizik-bozp/

https://www.bezport.cz/rady-doporuceni/pripravte-se#K6

Combat Order of Fire Protection Units: Methodological Sheet Number 12 - Principles of Communication with Persons with Disabilities at the Scene." In Ostrava: Association of Fire and Safety Engineering 2017. ISBN 978-80-7385-026-5

PANČOCHOVÁ, Soňa a Zuzana DITTRICHOVÁ. Methodical DVD - Communication with People with Disabilities during the Fire Brigade: Visually Impaired. Firefighters - Education [online]. [accessed 21.03.2022]. Lázně Bohdaneč: Institute of Civil Protection Lázně Bohdaneč, 2014. Available at: https://www.hasici-vzdelavani.cz/content/materialy-ke-stazeni-1/

Folowarczny, L., Pokorný, J.: Evacuation of Individuals. 1st ed. Ostrava: SPBI, 2006. 125 p. ISBN 80-86634-92-2

Liberec Region Fire Brigade: Professional Training of Members of Volunteer Fire Brigade Units: Population Evacuation (online). Published 2008

Zdařilová, R., Laub, F.: Specific Conditions of Accessible Environment for Seniors. In Proceedings of the 2nd Annual SENIOR LIVING Conference, Zlín, November 8th – 9th, 2007. Collective Authors. České Budějovice. Ledax o.p.s., 2008

Proulx, D.: Movement of People: The Timing of Evacuations. 3rd ed. Quincy: National Fire Protection Association, 2002. 342 p. ISBN 087765-451-4

Milan Marek, bachelor’s thesis, Evacuation of people with limited mobility from large residential social care facilities, Brno University of Technology, 2008

Project “Let's Overcome Disabilities Together Against Disasters”, [2016-1-TR01-KA204-034345] financed from EU programme Erasmus+

Presentation

Congratulations on completing Module 4 of the PRODIGY Training Course. Don't forget to share your achievement with your friends!

Introduction

This innovative and individualised knowledge improvement course on selected dysfunctions and degrees of disability is aimed at those responsible for crisis management in organisations. Raising awareness of different types of mobility dysfunctions and degrees of disability, together with promoting the use of methods/techniques and tips useful in the event of an evacuation, aims to help people with mobility disabilities to evacuate quickly and safely during a workplace emergency. People responsible for emergency management in organisations are becoming more aware and recognise the need for development in terms of increasing the safety of people with disabilities. Here, the need to increase their knowledge of the limitations and mobility capabilities of people with varying degrees of disability becomes relevant.

Submodule 5.1 Abilities of people with different degrees of disability

The abilities that disabled people can offer in the workplace

A person with a disability does not mean that they are not able to perform a task or do a specific job. It only means that a task or job comes with challenges and that they might have some limitations fulfilling what is expected. Work is an essential part of life, social interactivity, and survival. People want to be in social environments. They want to feel wanted and needed and they want to be able to be good at something. For people with disabilities, even more so, they want to feel independent.

People with disabilities have abilities and skills to pursue meaningful careers and have the same aspirations. People with a disability are the only ones who can define their limitations.

Today, employers can pick and choose among hundreds of CVs for every vacancy. There might be employers or disabled work-seekers that think employers will want someone who is less “trouble” and it will be less expensive to make the workplace more accessible or disabled-friendly. Sometimes during interview processes, preconceived opinions and possible barriers are already established.

There is so much ability still left within a disabled person like the energy, the sheer drive, self-motivation and the intellect. Their specific disability might have taught them extreme patience and perseverance. Less severe disabled people are also much more independent and good problem solvers. Having someone with such a positive outlook on life and such determination can inspire the entire team and organization.

Living with a disability is not easy. It is also sometimes a barrier when it comes to the educational part within companies. Staff feels uncomfortable and feel awkward not knowing how to deal with disabled staff members.

Companies should rather focus on what the “differently-abled” person brings to the table. They have their own unique set of skills that can do wonders and can lead to colleagues being motivated and inspired.

Disabilities- characteristics

Disability as defined by the World Health Organization constitutes a limitation or complete lack of ability to make certain decisions type of activity, as well as limitation of the ability to participate in various areas of life, resulting from damage or impairment of body function.

People with various types of disabilities are exposed to difficulties in everyday life, which may result in a reduction in the quality of their life and have an impact on the broadly understood social well-being of these individuals. Individuals with motor, sensory or intellectual disabilities usually do not have the opportunity to fully participate in social life on equal footing with able-bodied people, which may be the result of physical, social, educational or cultural barriers that influence the way disabled people are perceived in society, which may contribute to their marginalization. On the one hand, the concept of an individual's well-being consists of a number of properties that determine the degree of prosperity of his or her life, including the experience of certain mental states such as joy or fulfilment, as well as the possibility to satisfy one’s desires. On the other hand, it depends on the individual. Some people with disabilities, however, are able to have a rich social life and experience joy and fulfilment. It also depends on how determined they are to participate in social life and what opportunities the local community (clubs, organisations etc.) offers them.

Types of disabilities

There are several types of disabilities:

1. Motoric disabilities
2. Sensory disabilities - visual and hearing impairment
3. Intellectual disabilities
4. Psychiatric disabilities
5. Other – e.g. neurological diseases, learning disabilities, chronic illnesses and conditions

Motoric Disabilities

Motoric disabilities refer to impairments that affect a person's physical functioning, particularly their ability to move and control their muscles. These disabilities can be congenital or acquired and may impact a person's mobility, coordination, strength, and endurance.

Common examples: Cerebral palsy, muscular dystrophy, spinal cord injuries, multiple sclerosis, and amputations.

Challenges: Individuals with motoric disabilities might experience difficulty with walking, sitting, standing, or manipulating objects. They may rely on assistive devices such as wheelchairs, walkers, or prosthetics to aid their movement.

Support strategies: Accessible environments with ramps, elevators, and automatic doors; use of adaptive equipment; physical therapy and rehabilitation services; and ensuring spaces are designed to accommodate mobility aids.

Motoric Sensory Disabilities – Visual and Hearing Impairments

Sensory disabilities affect one or more of the senses: sight, hearing, touch, taste, and smell. The two most common types of sensory disabilities are visual and hearing impairments.

Visual Impairments

Definition: Visual impairments range from partial vision loss to complete blindness. They can include conditions like cataracts, glaucoma, macular degeneration, and retinitis pigmentosa.

Challenges: Difficulties in reading, recognizing faces, navigating environments, and performing tasks that require visual acuity.

Support strategies: Use of braille, screen readers, magnification devices, guide dogs, tactile markers, and providing high-contrast, large-print materials.

Hearing Impairments

Definition: Hearing impairments range from mild hearing loss to profound deafness. They include conditions such as sensorineural hearing loss, conductive hearing loss, and mixed hearing loss.

Challenges: Difficulties in understanding spoken language, following conversations, hearing alarms or alerts, and enjoying audio media.

Support strategies: Use of hearing aids, cochlear implants, sign language interpreters, captioning services, and visual alert systems.

Intellectual Disabilities

Intellectual disabilities are characterized by significant limitations in both intellectual functioning (such as reasoning, learning, and problem-solving) and in adaptive behaviour, which covers a range of everyday social and practical skills. These disabilities typically originate before the age of 18.

Common examples: Down syndrome, fetal alcohol spectrum disorders (FASD), and Fragile X syndrome.

Challenges: Difficulties in learning, reasoning, problem-solving, and performing everyday tasks. Individuals may also experience delays in language and social development.

Support strategies: Individualized education programs (IEPs), life skills training, vocational training, supportive employment opportunities, and creating inclusive and accessible learning environments.

Psychiatric Disabilities

Psychiatric disabilities are mental health conditions that significantly interfere with an individual's ability to carry out major life activities, including thinking, feeling, and social interactions.

Common examples: Schizophrenia, bipolar disorder, major depressive disorder, anxiety disorders, and post-traumatic stress disorder (PTSD).

Challenges: Individuals may experience mood swings, anxiety, depression, hallucinations, delusions, and difficulties with concentration and social interactions.

Support strategies: Access to mental health services, medications, psychotherapy, peer support groups, stress management techniques, reasonable accommodations in the workplace, and creating supportive and stigma-free environments.

Each of these disabilities requires tailored support and accommodations to help individuals achieve their full potential and participate fully in society.

People with disabilities experience extensive problems in many important areas of daily functioning. A person with disabilities faces a variety of difficulties throughout his or her life, which include not only the architectural barriers that are important from the point of view of people with physical disabilities, but also the communication barriers related to mobility difficulties (resulting from special needs that concern issues such as the need to adapt the space to move around using a wheelchair). The lack of ramps may be problematic for people with physical disabilities using a wheelchair, inappropriate measures public transport and public buildings to meet the needs of individuals with mobility disabilities, lack of appropriate elevators, too narrow space or lack of accessible toilets equipped with lifts and parking lots adapted to the needs people with physical disabilities.

There may also be social problems that result from a sometimes negative perception of people with specific disabilities Fortunately, both the perception of disability and the increase in social awareness (also because societies in Europe are ageing, the problem of disability is becoming more visible) are changing quite rapidly.

Barriers in the lives of blind or visually impaired people mainly concern elements of architecture not adapted to their needs. This includes, similarly to people with physical disabilities, the occurrence of unevenness in the ground.

Deaf or other hearing-impaired people encounter barriers such as the lack of induction loops and information boards displaying messages in public buildings or public transport, and the lack of added subtitles.

People with intellectual disabilities might have a problem to enter relationships, they might have a problem to exist in common healthy people life which might affect their marginalisation and exclusion.

The most common problems of people with disabilities regarding their accessibility include architectural difficulties, mobility barriers and sometimes social barriers.

Breaking down architectural, mobility and social barriers

Architectural Difficulties

• Inaccessible Buildings: Many buildings lack ramps, elevators, or accessible entrances, making it challenging for individuals with mobility impairments to enter or navigate these spaces.
• Narrow Doorways and Hallways: Standard doorways and hallways can be too narrow for wheelchair users, creating significant barriers to movement.
• Inadequate Restroom Facilities: Many public restrooms are not equipped with accessible stalls, grab bars, or sinks at appropriate heights, limiting their usability for people with physical disabilities.
• Lack of Signage and Wayfinding: Insufficient or poorly designed signage can make it difficult for individuals with visual impairments to find their way in public spaces.

However, it is fair to say that advanced mobility solutions for people with disabilities are standard in new buildings.

Mobility Barriers

• Inaccessible Public Transportation: Many buses, trains, and other forms of public transportation do not have low-floor access, lifts, or designated spaces for wheelchair users.
• Lack of Curb Cuts: Sidewalks without curb cuts at intersections make it difficult for individuals with mobility impairments to safely cross streets.
• Insufficient Parking: Lack of designated accessible parking spaces close to building entrances can make it difficult for people with disabilities to access facilities.
• Uneven Surfaces: Sidewalks and pathways with uneven surfaces, cracks, or obstacles can pose a tripping hazard or be impossible to navigate with mobility aids.

It can be said (based on the example of Poland) that the process of overcoming barriers to mobility is progressing quite rapidly – for instance according to the law, every new development must include a sufficient number of parking spaces for people with disabilities.

The above-mentioned barriers can cause difficulties in the daily life of people with disabilities. It is important to eliminate social barriers as well. It is good practice, for example, to designate seats for disabled supporters in football stadiums, so that they can watch and enjoy sporting events, too.

In the UK, Premier League was even accused of failing to ensure access for wheelchair-using fans. All Premier League clubs are committed to meeting the Accessible Stadia Guidelines and have undertaken substantial work to improve disabled access for home and visiting fans. This is a priority for the League and significant investment has been made in stadium improvements to ensure they are accessible and welcoming environments for all.”

Submodule 5.2 Assessing the level of functional ability of a person with a mobility disability

The degrees of disability

While physical disability might be the most common type, the category of disabilities is broad. It includes sensory, neurological, cognitive, intellectual and psychiatric disabilities.

These types of disabilities may be permanent, temporary or reversible and affect individuals in different ways. These conditions go beyond just health problems. They encompass activity and social-interaction limitations as well.

While the type and degree of disability is different to each individual, we cannot rule out the fact that all types of disability have a major impact on the life of the person concerned.

However, with the right assistance, interventions and adequate services, these restrictions or difficulties experienced can be minimized. That is where the degree of disability comes in. It helps to precisely define the extent to which disability affects the autonomy of a person so as to avail the necessary tools and services.

The degree of disability is an assessment that determines how disabled an individual is from both medical and social perspective (social factors that may limit their social integration). It is expressed in percentages and adheres to the technical criteria put in place by the government.

Three degrees of disability are listed: mild, moderate and severe. A mild degree of disability is characterized by the presence of impairment that significantly reduces the ability to work compared to a person with similar qualifications, but with complete psychophysical fitness. The limitations possessed by a person with a moderate degree of disability in the performance of social roles can be neutralized, for example, by technical means or orthopaedic accessories.

A severe degree of disability means that a person is incapable of working and requires permanent or long-term care and assistance to fulfil social roles. The first degree of disability is equivalent to an inability to lead an independent life.

The main aim of degrees of disability is to objectively assess how disability influences the autonomy of an individual - by autonomy all aspects of life from health to personal life, education, communication and, most importantly, accessibility are meant. When it comes to measuring the degree of disability, the Barthel index is one of the most applicable methods. The index assesses the level of independence of a person with respect to performing some basic activities of daily living (ADL), the time spent in performing these activities and the need for help.

The concept of disability should not be confused with inability to work. Incapacity for work means partial or complete lack of ability to undertake professional activity. This is caused by a violation of the body's efficiency. A person unable to work has no prospect of regaining the ability to work after retraining.

The Social Insurance Institution's medical examiners decide on this topic.

The degree of disability is a very important factor, especially when it comes to workers’ compensation. Since it explains the percentage of disability from the medical perspective while taking the autonomy of the concerned individual into consideration, that number is used to determine payments, services or benefits one will receive to ensure their quality of life is good. The difference between permanent and temporary disability is also important but depends on national regulations. For example, under Australian legislation on the definition of disability, a person is considered disabled when the degree of disability is 20% or more on the impairment tables and they are unable to continue working 30 or more hours per week or retrain for full-time paid work within the next two years. In the case of a first injury and after assessment it is determined that the situation is not permanent and may change, a temporary degree of disability is established. Permanent disability means that level of disability is not expected to change over time.

To summarise, no matter what the type of disability is, conducting degree of disability assessment is vital to ensuring that people with disability get fair compensation, assistance and benefits that will see them enjoy the same quality of life like those without disability.

Functional abilities of people with disabilities

A key question is how to assess the functional abilities of people with disabilities. For this purpose, tests and questionnaires are used, the most common of which is mentioned above the Barthel Index.

The Barthel Index

The Barthel Index is one of the most widely used tools for assessing activities of the level of disability or level of dependability by assessing activities of daily life. Ten basic activities of daily living are assessed, such as personal hygiene, eating, using the toilet, changing position and movement, dressing and sphincter control. The maximum possible score is 100. When a patient receives 86-100 points their condition is assessed as light; with 21-85 points the patient's condition is assessed as severe, while with 0-20 points as very severe.

The Social Insurance Institution's medical examiners decide on this topic.

The degree of disability is a very important factor, especially when it comes to workers’ compensation. Since it explains the percentage of disability from the medical perspective while taking the autonomy of the concerned individual into consideration, that number is used to determine payments, services or benefits one will receive to ensure their quality of life is good. The difference between permanent and temporary disability is also important but depends on national regulations. For example, under Australian legislation on the definition of disability, a person is considered disabled when the degree of disability is 20% or more on the impairment tables and they are unable to continue working 30 or more hours per week or retrain for full-time paid work within the next two years. In the case of a first injury and after assessment it is determined that the situation is not permanent and may change, a temporary degree of disability is established. Permanent disability means that level of disability is not expected to change over time.

To summarise, no matter what the type of disability is, conducting degree of disability assessment is vital to ensuring that people with disability get fair compensation, assistance and benefits that will see them enjoy the same quality of life like those without disability.

36-SF

The SF-36 is a method of assessing the current health state of patients at different stages of disease. The scale is comprised of 36 questions divided into eight categories that assess: physical functioning, physical limitations, pain, general health, vitality, social functioning, limitations in fulfilling one's current role due to emotional disturbances, and mental health. The method of answering each group of questions varies from dichotomous (yes/no) to 3-, 5- and 6-point Likert scales.

After recalculating, according to certain rules, the points from all 8 categories, a score is obtained in the form of a 100-point scale from 0 to 100, where higher scores indicate better quality of life.

The standard form of the SF-36 examines quality of life based on the past 4 weeks.

The SF-36 Health Survey is a multi-purpose, short-form health survey which contains 36 questions. It yields an eight-scale profile of scores as well as summary physical and mental measures. The SF-36 is a generic measure of health status as opposed to one that targets a specific age, disease, or treatment group. Accordingly, the SF-36 has proven useful in comparing general and specific populations, estimating the relative burden of different diseases, differentiating the health benefits produced by a wide range of different treatments, and screening individual patients

Physical activity (PA) is an essential element of maintaining health for adults with intellectual disabilities (ID) that is reflected in their quality of life. However, it was shown that they mostly lead a sedentary lifestyle and have a higher rate of overweight and obesity.

In studies to assess the physical fitness of people with intellectual disabilities, the Zuchora Fitness Index can be used. The index consists of a set of tests (movement tasks) that are easy to perform and do not require specialized equipment.

They make it possible to assess speed, jumping ability, arm strength, flexibility, endurance and abdominal muscle strength, and their level of performance is easy to assess.

1. Speed.

Run quickly in place for 10 sec, raising your knees high and clapping under the raised leg. Count the number of claps.

2. Jumping ability.

Jump far away with both feet from the spot. Measure the result with your own feet. Round the result: less than ½ foot - down, more than ½ foot - up (when the measurement is more than 6.5 feet, for example, count as 7).

3. Arm strength.

Grasp the bar or branch so that you can hang freely. Do not touch the ground with your feet. Attempt successive exercises of increasing difficulty.

4. Flexibility.

Stand at attention without bending your legs at the knees. Perform a slow forward bend of the torso in a continuous motion. Legs straight. The only thing that counts is the correct execution of the task.

5. Endurance.

Try how long you can run. You can perform the test in two ways: on the spot at a pace of about 120 steps per minute or at a distance. In the first case, the duration of the run is decisive, in the second - the distance covered.

6. Abdominal muscle strength.

Lie on your back. Raise your legs just above the ground and perform cross scissors. The result is determined by the duration of the trial.

Principles for Assessing the Degree of Dependency in national legislation

The general principles for assessing the degree of disability are, of course, also regulated by national legislation, for example in the Czech Republic (Act No 108/2006 Coll. on social services, as amended):

1. When assessing the degree of dependency, the ability to manage ADLs (activities of daily living) is evaluated:

1. mobility,
2. orientation,
3. communication,
4. eating,
5. dressing and footwear,
6. personal hygiene,
7. toileting,
8. health care,
9. personal activities,
10. household management.

A. Mobility
a) The ability to manage this basic ADL (activity of daily living) is considered as the state when a person is capable of managing:

1. getting up and sitting down,
2. standing,
3. assuming and changing positions,
4. moving with step-by-step walking, possibly with intermittent stops, within the apartment and on usual terrain for a distance of at least 200 meters, including uneven surfaces,
5. opening and closing doors,
6. walking up and down a flight of stairs,
7. getting on and off transportation, including those with barriers, and using them.

When evaluating the ADL mobility, the functional impact of the impairment of the musculoskeletal system (limbs, pelvis, and spine) is assessed, that is, the impairment of bones, muscles, and nerves, and its impact on the ability to move independently as defined above.

Inability to manage the activity of opening and closing doors is most commonly due to concurrent impairment of both upper and lower limb function, or due to traumatic injuries of both upper limbs. The ability to manage ADLs in cases of traumatic injuries is assessed with facilitators (especially prostheses).

The management of the ADL mobility is not assessed in relation to sensory impairments (not even for activities of opening and closing doors, walking on stairs, and getting on and off transportation for the blind) and mental or psychological impairments, which are included and assessed in the ADL orientation.

b) Barrier transportation is considered to be those transportation means where entry/exit involves using stairs.

c) Walking on uneven surfaces is particularly considered walking on sidewalks with cobblestones or repaired roads. The ability to walk is assessed in a usual environment, i.e., walking on sidewalks and other urban roads, and does not include walking on, for example, tourist mountain trails, as this is not a usual everyday activity.

d) The inability to be mobile is not considered when a person can manage everyday movement around the apartment by holding on to furniture, or outside the apartment and residence with the use of supportive aids, i.e., canes, forearm crutches, crutches, and potentially walkers.

e) The inability to be mobile is considered when a person is reliant on a wheelchair, unless the wheelchair is used temporarily due to a current worsening of health. The inability to be mobile can also be considered for walking in a small range with a severely impaired walking pattern (symbiotic movements of both lower limbs with significant support on two forearm crutches), as this does not constitute walking in an "acceptable standard."

f) Severe impairments or complete loss of function of both lower limbs due to congenital or acquired defects, regardless of etiology, can lead to an inability to be mobile. Plegia means that neither motor nor sensory function is present, or incomplete sensory function is preserved, with muscle strength graded 0 to 1. At least severe paresis (muscle strength grade 2) should typically be demonstrated in two limbs; the person is usually dependent on the use of a wheelchair due to their health impairment.

g) Internal diseases can lead to the inability to be mobile in severe (terminal) stages of diseases where the individual loses the ability to live independently, such as global heart or respiratory failure, or in elderly individuals with severe sarcopenia.

The need for assistance or supervision by another person for mobility cannot be considered as the accompaniment for an outdoor walk to increase safety due to the common risk of a fall in seniors or to increase the safety of a child in public transport and traffic.

Submodule 5.3. Introduction to the application of useful methods and techniques when evacuating people with disabilities in the workplace

Problems accompanying people with disabilities are varied and largely depend on type of disability and associated limitations in general body fitness, as well as the type of damage to specific organs.

Rules for the active and safe evacuation of these people in the event of an emergency situation at work and the need to evacuate.

Considering the difficulties that people with disabilities face on a daily basis, below are some important rules for the active and safe evacuation of these people in the event of an emergency situation at work and the need to evacuate.

The preparation of evacuation procedures should take into account:

→ the type of building (number of floors, parameters of escape routes, types of notification systems used),

→ the number of people with disabilities likely to be evacuated,

→ the type and severity of their disability (and therefore the possible number of evacuation equipment and number of assistants).

When developing evacuation procedures, it is also important to bear in mind that not every person with a disability is able to move around the building independently, including especially in the event of an emergency. After the person's needs have been diagnosed, it may be necessary to appoint an assistant / helper / functionary responsible for assisting in the evacuation of that person.

The number of assistants should be selected with the individual person in mind in each case, and it is advisable for each assistant to have an alternate. This is to avoid a situation where, during an emergency, the assistant is absent, and the person is left without assistance.

Those in charge of the evacuation must remember that, when rescuing others, that, above all, safety first: it may be that informing the services of the location of a person with a disability may be more effective than trying to assist in their evacuation.

Frequent staff training (general and specific) is also of key importance, including practical training rather than just theoretical training. Individuals/teams responsible for evacuating persons with disabilities (or other persons in need of support) find the assigned persons and proceed according to current needs, assist in exiting the facility in the most effective way available at the time (if needed, using evacuation trolleys/mattresses). The number of coordinators depends on the organisation of work in the company. Depending on the size and type of organisation, one coordinator may be designated for a department, floor or stairwell. After leaving the facility, the person coordinating the work of the evacuation team reports to the evacuation commander on the presence of all persons who have been evacuated by the team.

Example of escape route signs:

The proper evacuation of all people with disabilities should proceed as follows:

• People with limited mobility should be among the first evacuees for various reasons, while those who can move with their own strength should be closing the stream of movement,
• Evacuation equipment such as evacuation chairs, stairlifts or other specialised evacuation equipment should be used first. If for some reason this is not possible, then people with reduced mobility and vision should be evacuated by being carried on hands, chairs, wheelchairs, blankets or other equipment designed to evacuate people.

Personnel responsible for evacuation and those appointed to replace them should be properly trained and know how to act during an evacuation, depending on the type of disability of the of the persons being evacuated. It should be remembered that in all cases the most important is communication, as it is the basis for effective action.

The transfer of rescued persons who are injured, with mobility impairments

The transfer of rescued persons who are injured, with mobility impairments and, if necessary, with visual impairments (at high risk) can be carried out using one of the following methods:

- "limb" grasp - one of the rescuers grabs the evacuee under the armpits, standing on the side of his head, and the other under the knees, standing with his back to the rescued. The evacuee is carried forward with his legs,

- transfer "on a stool" - rescuers with a suitable hand grip form a seat from the hands, on which the rescued person sits, holding the rescuers by the neck. Rescuers slightly facing each other, diagonally to the direction of evacuation, carry the rescued person,

- transfer with a "swinging grip." - rescuers grasp each other's hands "externally", putting them under the seat of the rescued, with "internal" hands after mutual grip at the level of the elbow secure the rescued from behind, creating support at the level of the upper part of his back.

- The carrying out of persons using the "stool" may take place when the evacuee is able to help himself / herself with his / her hands.

-The "swing" grip is used in the case of rescuing people who have suffered injuries to one or both hands and cannot hold on to the neck of the rescuers,

- transfer with the "fireman's grip" - consists in the fact that the rescued person, after an appropriate initial grasp performed by the rescuer, is in a lateral position - hanging on his shoulders. The rescuer has one hand passed between the rescuee's legs, holding the rescuee's hand at wrist level, while the rescuee's other hand hangs freely behind. The rescuer also has the other hand free and can use it, for example, to hold on to the handrail of stairs, the sides of a ladder, etc...,

- When carrying with a "crowd grip" - The rescued person puts his / her arms from behind over the rescuer's shoulders so that they hang over the rescuer's chest. The body should rest on the rescuer's back so that the legs hang 15 - 20 cm above the ground. In certain cases, the rescuer holds the dangling arms of the transferee.

Submodule 5.4 Examples of the application of methods/techniques useful when assisting people with disabilities during an emergency situation in the workplace

Special evacuation rules for persons with disabilities by type of disability.

Principles of evacuation of persons with mobility disabilities (e.g., in wheelchairs, moving on crutches, with a cane) in a blocked elevator situation:  

• ensuring priority in the evacuation of people with disabilities or special needs;
• transferring a person with a disability or special needs using a "limb" grip
• carrying a person with disabilities or special needs "on a stool"
• transferring with the "crowd method"

Use of chairs and carrying devices

Ordinary chairs are not designed for carrying people. Lifting one with a person on it is very awkward and risky. There are not any good handholds. On stairs the chair legs will tend to strike the steps. Various versions of a sedan-chair type of evacuation chair are marketed to overcome some of the difficulties. The sedan chair, generally used with the carried person facing to the rear, imposes a heavier load on the front carrier when used on stairs. A “Carry Chair” - simply a folding seat and back with braces serving as side carrying handles - can be used as a carrying device or as a transfer device. It is especially easy to use if the person normally sits in it while using the wheelchair. You and one other person then simply lift by the side handles and walk away from the wheelchair. A sling-type carrying device called the “Scoop Transporter” even has shoulder straps that allow to use hands for other activities (like opening doors). It is primarily marketed for use outdoors.

Stair descent devices:

Evacuating People in Wheelchairs

People in wheelchairs generally prefer to stay in them during their evacuation as the wheelchair is crucial for their normal mobility. Removable or moving parts such as armrests, footrests, or wheels should not be grabbed. Even the grips on the rear push handles may slide off.

Familiarization with the various parts of at least the standard wheelchair is necessary, and practicing rolling or carrying it downstairs before an emergency occurs is recommended. Practice should start with an unoccupied wheelchair.

When moving a wheelchair on stairs, it should be tipped back to help keep the occupant from falling out and to make it easier to carry. For rolling, with the larger rear wheels on the step edges, the handles will be too low for the back carrier. Assistance from one or two people at the front of the wheelchair is required.

At the front, hold the wheelchair frame behind the footrests just above the smaller front wheels. If there is no second person helping at the front, it may be necessary to face the chair and back down the stairs gingerly. However, with two people at the front, there is a risk of bumping into the sides of the stairway.

Transferring from a wheelchair to an evacuation device

Often, the person being transferred can assist the rescuer. If there is little or no lower limb strength, it will be necessary to lift the entire weight. The wheelchair should be parked with its brakes applied, close to and at an angle to the other device. The person assisting should face the person being transferred, placing their feet between the legs of the person being transferred. Hands should be placed under the arms of the person being transferred, and then they should be lifted to a standing position. Feet should be pivoted to align with the device onto which the person will be seated. If the person being transferred must hold on, they should grasp the waist or shoulders of the helper, not the neck. Using a transfer belt around the waist of the person being transferred will ease the process and reduce the likelihood of flexing or bending the back.

Evacuation of people with visible signs of anxiety and panic or people on the autism spectrum:

Persons with mental disorders may, in an emergency situation, can hide in various dark or inaccessible rooms; guiding such a person (taking him or her by the hand) by a third party towards the emergency exit in a calm and decisive manner, shown by gestures and voice (which will ensure that the person with a disability feels safe); when guiding such a person, verbally describe the surroundings and announce the approaching obstacles, e.g., "down" or "up" stairs.

Rules of evacuation of visually impaired or people

• guiding the person by a third party towards the waiting point (if there is one) or directly to the emergency exit (the third party puts the hand of the visually impaired person on his shoulder.
• In a tight passage, the visually impaired person should be signalled verbally and extend his / her elbow back. Then the visually impaired person will follow the leader behind their back. When guiding a visually impaired person, verbally describe the surroundings and announce upcoming obstacles, e.g. "down" or "up" stairs; other ways are ways appropriate for evacuation of people with mobility disabilities.
• When evacuating, warn the blind person before you make physical contact. Start by making verbal contact. Mention your name and be sure to say what is happening.
• Blind people use their hands for balance, so do not grab the person's hand, jerk it, grab the cane, push or move it. If you want to guide such a person, offer her your arm. Then they will stand behind you and grasp you with her hand slightly above the elbow. They will slide four fingers between your arm and torso and put her thumb around your arm from the outside. In this way, the blind person will be able to see perfectly what movements you are making.
• Remember that when moving with a blind person, the assistant always and everywhere goes first, and the blind person half a step behind the rescuer.
• Remember to observe not only the ground in front of you and the blind person, but also the space covering the body of the blind person. The idea is to make sure that you do not snag on any items hanging, standing, protruding outside the building's outline, etc.
• If you find yourself in a tight space (such as a narrow doorway), signal the blind person verbally and by extending your elbow back. Then the blind person will hide behind your back and you will be able to cross the road behind the rescuer’s back. When walking, be sure to describe your surroundings and point out obstacles, such as "up" or "down" stairs.

Principles of evacuation of hearing-impaired people

The organisation of evacuation of hearing-impaired persons consists of guiding such a person (touching his / her arm and shaking hands) by a third person in the direction of the emergency exit (which will ensure that the person with a disability feels safe).

In a workplace with employees who are hearing impaired, traditional auditory alarms (like fire sirens) may not be effective in alerting these individuals about an emergency such as a fire. To ensure their safety, the following methods and techniques can be applied:

Visual Alerts:

• Strobe Lights and Flashing Alarms - These visual signals should be placed in all common areas, including hallways, restrooms, and workstations, ensuring they are visible from any location.
• LED Message Boards: LED message boards that can display emergency messages. These boards should be strategically placed where they can be easily seen by employees. During an emergency, they can display clear instructions such as "Evacuate Now" or "Fire in Building."

Tactile Alerts:

Vibrating Devices: personal vibrating devices. These can be wristbands, pagers, or devices integrated into their workstations. When an alarm is triggered, the device vibrates to alert the individual.

Bed Shaker Alarms: For workplaces with overnight shifts or accommodations, bed shaker alarms can be used to wake hearing impaired individuals during an emergency.

Evacuation rules for persons with disabilities at the University.

Adherence to evacuation rules for people with disabilities is critical to the smooth running of the process. Companies, universities and colleges are aware of this and therefore prepare appropriate procedures, which should also be trained from time to time. An example of the above is the ‘Guide for Assisting Individuals with Disabilities in an Emergency’ and “Guide for Individuals with Disabilities in an Emergency” published by Stanford University.

Guide for Assisting Individuals with Disabilities in an Emergency

During an emergency, everyone should act appropriately and deliberately. If you see a person with a disability having trouble evacuating, ask if they need help before taking action. Ask how best to assist them and whether any specific precautions or items need to be taken. Consider these guidelines when assisting individuals with disabilities:

Individuals Who Are Blind or Have Low Vision

• Communicate Nature of Emergency: Explain the emergency and provide clear instructions for exiting.
• Offer Assistance: Offer your arm to guide them.
• Verbally Communicate: Describe where you are going and any obstacles along the way.
• Orient at Safe Location: Once safe, orient them to their surroundings and ask if further help is needed.
• Service Animal: Ensure the service animal stays with the individual, understanding it may be anxious.

Individuals Who Are Deaf or Hard of Hearing

• Alert Individual: Use lights, arm waves, or touch to get their attention.
• Communication: Face them, speak clearly, use gestures, or write instructions if time permits.
• Assist as Needed: Escort them out if communication is not clear.

Individuals With Mobility Limitations – Non-Wheelchair Users

• Ask if Assistance is Needed: Check if they can use the stairs independently or with minimal help.
• Ensure Clear Path: Clear any debris obstructing the exit route.
• No Imminent Danger: They might choose to stay or move to an Area of Refuge until help arrives.
• Imminent Danger: Use a sturdy chair or assist in carrying them to safety if necessary.
• Mobility Aids and Devices: Make sure their mobility aids are brought to them as soon as possible.
• Notify Emergency Personnel: Inform emergency personnel about anyone left in the building and their location.

Individuals With Mobility Limitations – Wheelchair Users

• Discuss Manner and Preferences: Ask how they would like to be assisted.
• Evacuation Chair(s): Know the location and operation of evacuation chairs if available.
• Ground Floor Evacuation: They may evacuate independently with minimal help if on the ground floor.
• Ensure Clear Path: Clear any debris obstructing the exit route.
• No Imminent Danger: They may choose to stay or move to an Area of Refuge until help arrives.
• Imminent Danger: If they prefer not to leave their wheelchair, direct them to the nearest Area of Refuge or stairwell and notify emergency personnel.
• Carrying Wheelchair Users: Most wheelchairs are too heavy to carry, so discuss the best carrying method if needed.
• Mobility Aids and Devices: Ensure their mobility aids are brought to them as soon as possible.
• Notify Emergency Personnel: Inform emergency personnel about anyone left in the building and their location.

Individuals with Psychological Disabilities

• Observe Behaviour and Assist: Recognize that alarms, smoke, or crowds may be overwhelming. Offer help calmly without touching them without permission.
• Provide Reassurance: Ask how you can help and offer to stay with them once evacuated if needed.

Guide for Individuals with Disabilities in an Emergency

The awareness of disabled people themselves on what to do in the event of an evacuation is also extremely important. Therefore, Stanford University has also prepared rules for them to prepare for and deal with emergencies.

Individuals with disabilities who require assistance during an emergency should take time to develop a personal evacuation plan and consider the following when creating this plan:

• Create a plan to shelter-in-place and a plan to evacuate, depending on the type of emergency and your location (academic setting or residence).
• Ensure that contact information and any alternate means of communication (e.g., email, phone/text) are up to date.
• Program Stanford's emergency hotline into your cell phone.
• Arrange a buddy system with a friend or colleague who can alert you of an emergency, knows your schedule, can check on you, and assist as needed.
• Be aware of the availability of emergency evacuation chairs in your building and know how to instruct others in their use.
• Consider wearing medical alert tags to inform others of any pertinent health conditions during an emergency.
• Assemble a kit of emergency supplies necessary to sustain yourself for at least three days (e.g., water, non-perishable food, first aid kit, medication).
• Label adaptive equipment with current contact information.
• Include your service animal or pet in your emergency planning.
• Show others how to operate your wheelchair or other assistive devices.
• Be able to clearly articulate your needs to emergency personnel and volunteers.
• Identify locations near campus for life-sustaining medical treatment (e.g., dialysis, home health care).
• Identify primary and secondary evacuation routes for campus facilities, including classrooms, labs, work areas, recreational facilities, libraries, and residences (noting Areas of Refuge/stairwells).
• Familiarize yourself with the Emergency Assembly Points (EAP) of buildings you frequent and note the accessible paths of travel, including alternate pathways.
• Communicate your plan with campus emergency coordinators, including your preference for assistance during an evacuation.
• Advocate for yourself and practice your personal evacuation plan frequently and revise it as necessary.
• In the event of an emergency, take appropriate and deliberate action. Dial for emergency assistance and contact Stanford's emergency hotline for the latest information. If assistance is available, ask for help if needed.

Earthquake

• Create a safe space for yourself.
• Avoid trying to immediately exit the building to prevent injuries from falling debris.
• Move to a safe location, such as an interior wall or doorway, and stay away from windows, unsecured furniture, or heavy items that could fall or tip over.
• Lock your wheelchair.
• Cover your head and protect yourself as best as possible.
• Do not attempt to transfer from your wheelchair or bed until the shaking stops.
• Once the shaking has stopped, check yourself for injury, look for hazards, and decide if it is safe to evacuate or remain in place until emergency personnel arrive.

Fire

• If on the first floor, evacuate the building on your own or with assistance as needed.
• If on upper floors, proceed to the Area of Refuge or stairwell.
• Inform your supervisor, building manager, or colleague that you will remain in that safe location and wait for assistance or emergency personnel to arrive.
• Never open doors that are too hot.
• Request assistance to be carried down in your wheelchair or transfer to an evacuation chair if available.
• Report to the building's designated Emergency Assembly Point (EAP) and await further instructions.

In summary, an efficient evacuation in a large and complex area such as university depends to a large extent on proper planning and knowledge of procedures, both by those assisting people with disabilities and by the people with disabilities themselves.

Summary of Key Points

1. Disabled individuals possess valuable skills and aspirations, capable of significantly contributing to the workplace. Employers should focus on the unique contributions of disabled employees, fostering inclusive and supportive environments that enhance productivity and morale.
2. People with disabilities face a range of barriers, including architectural obstacles, mobility challenges, and social stigmas, which can lead to their marginalization.
3. Effective support strategies encompass creating accessible environments, utilizing adaptive equipment, and providing comprehensive mental health services to ensure full societal participation.
4. Disabilities encompass a wide range of categories including physical, sensory, neurological, cognitive, intellectual, and psychiatric conditions, all of which can affect individuals in various ways and have significant impacts on daily life and social interactions. The degree of disability is assessed to determine how much a disability affects an individual's autonomy.
5. Tools such as the Barthel Index and SF-36 are commonly used to evaluate functional abilities and overall quality of life, focusing on activities of daily living and health status. Assessments like the Zuchora Fitness Index measure physical fitness in individuals with intellectual disabilities
6. Effective evacuation procedures must account for building specifics, the number of individuals with disabilities, and the nature and severity of their impairments. It is crucial to provide specialized assistance and equipment and to assign dedicated assistants with suitable training to ensure safe evacuation.
7. Evacuation plans should include the designation of assistants and alternates, who are responsible for guiding individuals with disabilities to safety. Coordinators, based on the organization's size and structure, should report to the evacuation commander after ensuring all individuals are evacuated. Regular and practical staff training is essential-staff responsible for evacuating people with disabilities must be well-trained in specific procedures and communication strategies.

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