Everyone is full of excitement as the children head back for another promising school year. But just as soon as they get in the building, the educational team is considering how to get them out in the event of an emergency. There are many variables to take into consideration, including:
- The child’s level of independence with mobility
- The child’s ability to follow directions
- The layout of the building and ground
- The child’s schedule if he moves to different areas or levels of the building throughout the day
- The availability of staff if needed for assistance
- The proximity of emergency rescue services
- Seasonal factors such as snow or ice that may make potential escape routes impassable
The majority of children can walk quickly and safely to a designated safe area.
A child with a mild balance impairment may benefit from visual supervision by an adult to ensure a safe exit.
A child with a visual impairment, a child who moves more slowly than his or her peers, or a child who has difficulty following safety instructions may benefit from having her hand held to guide her to a safe area.
A child who uses a wheelchair for mobility and attends school in an accessible building may propel himself to an exit with supervision if he moves at a speed comparable to his peers. If speed is an issue, the wheelchair may be pushed by an adult. Some experienced power wheelchair drivers may feel comfortable taking over the drive controls, but in many cases, the child and staff will be safer if the motor is disengaged and the chair is pushed manually.
If a child is in a wheelchair and there are stairs involved in exiting the building, things begin to become more complicated. In some large buildings, there are designated Areas of Refuge or Areas of Rescue located on the upper levels. These are rooms specifically designed to safely accommodate people who have difficulty independently evacuating a building. The room should be equipped with a reliable two-way communication system and ventilation to allow continuous flow of fresh air. The local fire department would know the locations of these rooms and these would be the first places firefighters would go to assist anyone needing help to evacuate.
Other options involve alternative methods of moving the child independently of the wheelchair. The child could be transferred into an evacuation chair strategically located near a stairwell. The evacuation chair then glides down the stairs with assistance from an adult. Smaller children or those needing to travel up stairs may need two or more adults to transport them in an evacuation sling. Various other transfer techniques may be used with adequate staff, adequate planning, and adequate practice to ensure the safety of all involved.
Evacuation plans need to be individualized based on each child and each building. The most important thing is that school staff are trained and in communication with the local fire department regarding evacuating students and employees with mobility impairments.
If there are any concerns related to safe evacuation, the evacuation plan should be addressed in the Individual Educational Program (IEP) and practiced by students and staff when fire drills occur to minimize stress and confusion in an emergency.
The very best emergency evacuation plans will probably never be put to the test by a real emergency, but they are no less important to the students they protect.
It is also important to be prepared for weather related emergencies, read this post by Tiffiny Carlson “Wheelchairs and Tornadoes: What to do?”
Do you have an emergency evacuation plan at your school or facility? Please share some of the procedures that you follow.
