Emergency Alerts for Functional Needs Populations
The Americans with Disabilities Act, other laws, and common sense require that emergency alerting and response planning include consideration of needs of people with functional and access challenges. As well, needs of older adults and people with limited English proficiency must be incorporated in emergency planning. “Disasters are always inclusive. Response and recovery are not, unless we plan for it”, says disability policy consultant June Issacson Kailes.
The Americans with Disabilities Act, other laws, and common sense require that emergency alerting and response planning include consideration of needs of people with functional and access challenges. As well, needs of older adults and people with limited English proficiency must be incorporated in emergency planning. “Disasters are always inclusive. Response and recovery are not, unless we plan for it”, says disability policy consultant June Issacson Kailes.
Using exercises as a tool to plan and practice emergency alerts for these subgroups of population is an effective way to develop a set of protocols. The sensitivities in terminology, understanding the unique challenges of each group, and the multiple organizations involved with advocacy for each subgroup require committed, dedicated, and well-versed personnel to focus on these special needs.
Planning for these groups during emergencies differs in several ways. Each group faces unique issues and challenges ranging from inability to comprehend a situation due to communications differences, to not being able to respond physically to instructions. Mitigation of these issues and challenges is necessary.
Legacy electronic devices are often utilized by these subgroups due to adaptation requirements and special applications resident on these devices. The specialized hardware and software for these devices is not updated as rapidly as the mass appeal electronics devices.
Proper subgroup terminology is important. While keeping up with changing nomenclature can be difficult, using proper and accepted terminology is important and illustrates a sincere desire to communicate on the audience’s terms. The use of symbols and icons is helpful for a common understanding among a number of these groups, including those with intellectual, audio, language and literacy differences. Messaging to these groups during an emergency response may require translation in order to be meaningful and understood.
Caregivers and advisors are heavily relied upon for all subgroups. These groups are represented by multiple organizations with a strong desire to help and educate their constituents and can be used as strategic communications channels. It is typical for members of these subgroups to rely heavily on others when processing new information. For people with limited English proficiency, family members, friends, faith communities and other community organizations are trusted sources. For people with disabilities and older adults, caregivers and family members are key sources of information (both in general and for guidance in a crisis).
During planning and preparation for disasters, actual disasters, and recovery and rebuilding, it is vital to include communications to the general public and subpopulation groups. Groups including people with disabilities, older adults, and people with limited English proficiency, as well as those who may be illiterate or have lower reading comprehension, require alternative forms of communication and specific outreach to people and groups they view as a trusted source of accurate information.
Thanks to my long-time friend Maria Greene, a true expert on such issues, for helping me understand.
All the best,
Rick
