Protecting Disabled Students: Ensuring Safety During School Emergencies

While I typically share my blog posts on Mondays, today’s heartbreaking events have created a sense of urgency. In light of what has happened, I want to take this moment to shed light on an important conversation about keeping our disabled students safe during emergencies. With the tragic reality of school shootings and other emergencies in schools across the United States, it’s more important than ever for parents of disabled students to ensure their children are safe and supported. Whether it’s fire drills, severe weather events, lockdowns, or active shooter situations, these emergencies present unique challenges for students in special education. These challenges need to be explicitly addressed in each student’s Individualized Education Program (IEP) to ensure their safety and well-being.

While schools are required to follow general safety protocols, students with disabilities often have specific needs that are not fully addressed by these standard procedures. Therefore, it is essential for parents to work with IEP teams to create a plan that ensures their child’s safety during any emergency scenario. In this blog, we will explore key elements to include in your child’s IEP to support their individual safety needs.

Understanding Emergency Protocols in Schools

Before diving into what should be included in an IEP, it’s helpful to understand the types of drills and emergency situations your child may face at school. Schools in the United States commonly practice a variety of drills, each designed to respond to different emergencies. These include:

• Fire Drills: All schools practice fire drills to ensure quick and safe evacuations. For some students, evacuating the building may require physical assistance or modified routes to accommodate their mobility needs.
• Lockdown Drills: These drills are designed to secure students in their classrooms in the event of an internal or external threat, such as an active shooter or dangerous individual nearby.
• Severe Weather Drills: In certain regions, schools may practice tornado, earthquake, or hurricane drills. These drills often require students to shelter in a safe part of the building, away from windows or exterior walls.
• Shelter-in-Place Drills: These drills are conducted in response to hazardous materials, such as a chemical spill near the school, where students and staff must remain inside the building for safety.
• Bus Evacuation Drills: For students who take the bus, schools may practice evacuation drills to prepare for emergencies that occur while commuting.

Each of these scenarios presents different challenges for students, particularly those with disabilities, which is why a personalized approach to emergency preparedness must be included in their IEP.

Key Components to Include in Your Child’s IEP

To ensure your child’s safety during any emergency, consider advocating for the following components to be explicitly included in their IEP. These areas can address communication, mobility, sensory sensitivities, and medical needs during emergencies.

1. Personalized Emergency Plan

One of the most critical components of your child’s IEP should be a personalized emergency plan. This plan outlines the specific steps school staff should take to support your child during drills or real emergencies. Given that each student’s needs are unique, this plan might include:

• Assigned Staff: Identify a specific staff member (or multiple staff members) responsible for your child during emergencies. This person should be familiar with your child’s needs and know how to offer support without causing additional stress or anxiety.
• Safety Team Coordination: In some schools, a safety team is responsible for overseeing emergency procedures. Ensuring that this team is aware of your child’s individualized needs can prevent confusion and delays during an emergency.
• Location of Safe Spaces: For students who are sensitive to noise or chaos, designate a quiet or safe space where they can be taken during emergencies or drills. This space should be calming, away from loud noises, and staffed by someone trained in supporting students with sensory needs.

Example: Consider a nonverbal autistic student who struggles with sensory overload. Their IEP should designate a familiar staff member to help them move to a quiet room away from the alarms and loud crowds during a fire drill. The plan should specify how this staff member will communicate with the student using an AAC device or other familiar tools.

2. Communication Support in Emergencies

Students who use alternative communication methods, such as Augmentative and Alternative Communication (AAC) devices, need to have reliable access to their communication systems during emergencies. This can be especially challenging during chaotic situations when they may be overwhelmed or unable to express their needs verbally.

Incorporating communication support into the IEP should address:

• AAC Access: Ensure your child’s AAC device or communication system is available and functional during all drills and emergencies. If the device runs on battery power, a backup system or plan should be in place to guarantee it remains operational during extended events.
• Training for Staff: Teachers and staff should be trained in how to use your child’s AAC device, especially in emergencies when the child may struggle to communicate clearly. Staff should also understand how to communicate with your child if they become nonverbal due to anxiety or fear.
• Low-Tech Communication Alternatives: In case your child’s AAC device is unavailable, it may be beneficial to have low-tech alternatives, such as picture boards or basic sign language, outlined in the IEP. These alternatives should be easily accessible and familiar to your child.

Example: For a student who is a Gestalt Language Processor and relies on an AAC device, the IEP should specify that during a lockdown drill, their AAC device must remain with them, and teachers should be trained to recognize signs of distress when the student uses scripts or echolalia instead of spontaneous speech.

3. Evacuation and Mobility Assistance

If your child has mobility challenges or requires physical assistance during an evacuation, their IEP should include a detailed evacuation plan. This plan must consider:

• Physical Assistance: If your child needs to be lifted, carried, or supported during an evacuation, specific staff members should be assigned and trained in how to assist them safely.
• Accessible Routes: Schools often have designated evacuation routes that may not be accessible for all students. The IEP should specify accessible routes that accommodate wheelchairs, walkers, or other mobility devices. If no such route exists, the school must make accommodations to ensure your child can evacuate safely.
• Emergency Equipment: Some students may require emergency equipment such as evacuation chairs or other adaptive devices. These should be readily available and located in easily accessible areas within the school.

Example: A student who uses a wheelchair may need two staff members to assist with evacuation down stairwells during a fire drill. The IEP should specify who will assist and ensure that an accessible evacuation chair is stored in the classroom.

4. Accommodating Sensory Sensitivities

Many disabled students, particularly those with sensory processing difficulties, may experience extreme discomfort or fear during emergencies. Loud alarms, flashing lights, crowded hallways, and sudden disruptions can trigger meltdowns or shutdowns. Including accommodations for sensory sensitivities in the IEP ensures that your child remains calm and safe during drills and emergencies.

Consider requesting the following accommodations:

• Noise-Canceling Headphones: If your child is sensitive to loud noises, their IEP should allow them to wear noise-canceling headphones during fire drills or other emergencies with loud alarms. Having these on hand at all times ensures they are prepared when an emergency arises.
• Pre-Warning of Drills (When Appropriate): For students who benefit from advanced warning, schools may be able to notify your child’s teacher before a drill occurs. This gives the child time to prepare mentally and avoid sensory overload. This is particularly useful for fire drills and can reduce anxiety.
• Calming Tools: Fidget tools, weighted blankets, or other calming aids can be incredibly helpful in keeping your child regulated during emergencies. The IEP should specify what calming tools are allowed and how staff can help the child access them quickly in a crisis.

Example: For an autistic student with sensory sensitivities, the IEP may state that the child is to wear noise-canceling headphones and hold a sensory support item during lockdown drills to keep calm and avoid meltdowns.

5. Medical Needs and Emergency Protocols

For students with medical conditions, it is essential to ensure their IEP includes a comprehensive plan for managing their medical needs during an emergency. This could include:

• Emergency Medication: If your child requires medication, such as an EpiPen, inhaler, or seizure medication, ensure that the IEP lists where the medication is stored, who is responsible for administering it, and how it will be accessed during an emergency.
• Medical Equipment: Some students may need medical equipment, such as feeding tubes or oxygen tanks, that must be considered during evacuations or lockdowns. The IEP should specify who is responsible for the equipment and how it will be managed during emergencies.
• Access to Medical Care: If your child has a condition that may require immediate medical attention, such as epilepsy or severe allergies, the IEP should include a plan for how the school will access medical care quickly in the event of an emergency.

Example: A student with severe asthma may have an IEP that specifies where their inhaler is stored, which staff member is responsible for ensuring it is accessible during evacuations, and the steps to take if the student experiences an asthma attack during a drill or emergency.

6. Bus Evacuation Plans

If your child takes the bus to school, their IEP should address how they will safely evacuate in the event of an emergency while on the bus. This plan could include:

• Assigned Bus Monitor: Ensure there is a bus monitor or driver trained to assist your child during an evacuation. They should be aware of any physical or communication needs your child may have.
• Evacuation Equipment: If your child requires assistance to exit the bus, the bus should be equipped with the necessary tools, such as an evacuation chair or ramps for mobility devices.
• Training for Other Students: Depending on your child’s needs, it may be helpful for other students on the bus to receive some basic training or awareness about how they can support your child during an emergency. This should be done in a way that maintains your child’s dignity and comfort.

Example: A student who uses a walker may need a specific evacuation plan for bus emergencies, including having the bus driver trained to assist them in exiting the bus safely and using an evacuation chair if needed.

7. Training for Staff and Peers

One of the most crucial elements of ensuring your child’s safety during emergencies is making sure that the staff and peers around them are trained and prepared to support them. This can include:

• Staff Training: The IEP should specify that all staff working with your child receive training on their specific emergency needs. This may include training on how to use their AAC device, how to assist with mobility, or how to recognize signs of distress.
• Peer Awareness: In some cases, it may be helpful for peers to understand how they can support your child during an emergency. This could include teaching classmates basic sign language, how to help your child with sensory tools, or simply being aware of their needs. However, this should be done with sensitivity and respect for your child’s privacy and dignity.
• Regular Drills and Practice: It’s important for your child to regularly participate in emergency drills with the necessary accommodations in place. This helps them become familiar with the procedures and ensures that staff are prepared to assist them.

Example: For a student who uses a walker and AAC device, the IEP may state that both the classroom teacher and aides should be trained on assisting with evacuation and communication. Regular practice drills with these accommodations in place will help ensure readiness.

8. Parent Communication During Emergencies

Finally, your child’s IEP should include a plan for how the school will communicate with you during emergencies. Parents should be kept informed about their child’s safety, especially during situations where the child may be unable to communicate on their own.

Consider including the following in your child’s IEP:

• Designated Contact Person: Specify who will contact you during an emergency, and how they will do so (e.g., by phone, text, or email). It’s important that you have a direct line of communication with someone at the school who can provide updates.
• Reunification Plan: In the event of an evacuation or lockdown, the IEP should outline the school’s plan for reuniting you with your child. This should include where students will be taken, who will be responsible for their care, and how you will be notified.
• Regular Updates During Drills: Some parents find it helpful to receive notifications before or after drills, especially if their child struggles with anxiety. This can help you prepare your child for the drill and follow up with them afterward to ensure they feel safe.

Example: A student who struggles with anxiety during lockdown drills may have an IEP that includes a plan for the school to notify the parent via text before and after the drill, allowing the parent to provide reassurance and support.

Final Thoughts

Emergencies in schools are always a cause for concern, but for parents of disabled students, these events can be particularly worrying. By working closely with your child’s IEP team, you can ensure that their unique needs are fully addressed in all emergency protocols. Whether it’s having a staff member assigned to assist with evacuation, ensuring access to an AAC device, or accommodating sensory sensitivities, each of these components can make a world of difference in your child’s safety and well-being.

As parents, you have the power to advocate for your child’s safety. Ensuring that their IEP includes detailed, individualized emergency plans can provide peace of mind and ensure that your child is protected in every situation. By being proactive and working collaboratively with educators, you can help create a safer school environment for all students.

Today, more than ever, let’s keep pushing for the safety and well-being of every student. Stay safe, stay strong, and never stop advocating.