Integrating Safety & Security Plans for the Disabled

A Key Element of Any Comprehensive School Safety Plan

Educational mainstreaming for students with disabilities has presented new challenges for educators and youth serving professionals, not the least of which involves issues to effectively plan for the security and safety of those who require special care and attention during an emergency or crisis.

While Conducting Security Audit and Assessments at Schools across the country, our team has found wide disparities in Safety, Security & Emergency Management protocols and procedures for Handicapped Students, Teachers and Staff.

Our focus has always been to evaluate site based safety & security planning by utilizing the triad principal of People, Products, Policy & Procedures.

Interviews should be conducted of all effected parties including the handicapped individuals; their caregivers, medical staff and emergency responders to solicit their insight and concerns regarding safety and security in the event of an emergency.

The following questions should prove helpful to our members in addressing these important issues to highlight the need to develop or strengthen security policies to protect the handicapped:

People:

How many disabled students, teachers or staff are in the school or facility during and after class hours? What is their location? What is the type and nature of their disability? Have the handicapped individuals previously participated in any emergency drills, i.e., Fire Drills, Evacuations, Shelter-in Place, and Lockdowns? Do they have permanently assigned caregivers, aides, or medical assistants? If so, are familiar with the school's safety plan? Do they have any concerns regarding the safety & security protocols in place at the facility? Have their concerns been addressed? Were emergency drills that included handicapped individuals monitored by local first responding agencies?

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