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TCXXXX10.1177/0040059914534616Council for Exceptional ChildrenTeaching Exceptional Children research-article5346162014

Supporting Students With Disabilities During School Crises A Teacher’s Guide

Laura S. Clarke, Dusty Columbia Embury, Ruth E. Jones, and Nina Yssel

Most schools have crisis plans to There does not seem to be a good staying in the room versus moving support student safety, but few way to get Kesha out of her quickly from the building). Although plans address the complex needs of wheelchair and to the supply closet no plan can guarantee student safety, students with disabilities. School with the other students if we have a general disaster or crisis plans that do supports should include analysis of tornado, and Sam panics every time not take into account individual we have a fire drill so I can’t school plans and student strengths learning and physical differences could imagine how we best help him in a and needs to ensure that students put some students at greater risk if a real crisis situation. Then if you with disabilities have the best recall, Jamaya refused to stop plan needs to be implemented (Boon opportunity to be safe in school crises. singing during our last et al., 2011; Boon, Pagliano, Brown, & Recommendations include developing drill, so we’re going to have to Tsey, 2012). For example, school individual emergency and lockdown figure something out to keep emergency procedures often call for plans to provide procedures for explicit everyone safe if we have a crisis in students to move quickly, assume instruction and needed supports for our building, and having a specific unique positions, and/or hide and be students with disabilities during a plan for these three students seems silent—all of which can be problematic crisis. Implications for such plans to be critical. requests for students with disabilities and support for their development are Conversations like this have been (Spooner, Knight, Browder, & Smith, included. taking place in classrooms across the 2012). country. Without a national model for Mr. Hunter and Ms. Jakobs were school-based crisis preparedness, Without a national model

–178. Copyright 2014 The Author(s). DOI: 10.1177/0014402914534616 looking around their co-taught school districts may have inadequate for school-based crisis classroom one afternoon, trying to emergency preparedness programs or decide how they could modify their lack programs altogether (Chung, preparedness, school school crisis plan to support three Danielson, & Shannon, 2008). districts may have students with varying disabilities. Mr. Moreover, in light of recent events, inadequate emergency Hunter told Ms. Jakobs, current schoolwide procedures and emergency plans need to be reviewed preparedness programs or Before the tornado and school and revised to meet the needs of lack programs altogether shooting that were in the news last individual students with disabilities month, I didn’t really think about what we might need to do who might experience challenges Special education teachers are differently to help Jamaya, Sam, and following school procedures in instrumental team members in planning Kesha stay safe, but now, I think we emergency situations (Boon et al., for students with disabilities, including have to create a specific plan due to 2011) that may call for a wide and that for the unpredictable nature of their unique needs. varying range of responses (silence, crises, such as lockdowns and natural TEACHING Exceptional Children , Vol. 46, No. 6, pp. 169 ­

TEACHING Exceptional Children | July/August 2014 169 disasters. Working with students, demonstrate (Spooner et al., 2012), Simple but critical steps must be a part parents, general education teachers, including being part of a large crowd of the overall plan developed by school administrators, and first during evacuation, processing schools and districts—such as making responders, the team can develop information when directions must be sure that school personnel have needed appropriate individualized plans that followed quickly, keeping quiet medical supplies and equipment in take into account the unique needs of during a lockdown and when lights place to assist children with disabilities each student. Schools might want to add are turned off, or dealing with noise in emergency and crisis situations. a simple question at the end of each from sirens and people shouting. All When Mr. Hunter and Ms. Jakobs individualized education program (IEP) these factors may cause students with reviewed the school and district plans, meeting that simply asks, “Is there a disabilities to lose focus and may they found several gaps in how school need for a specific plan for this student’s render them incapable of following administrators reported specialized individual needs if there were a crisis in directions (Minnesota School Safety health needs to first responders; they the building?” This question would most Center, 2011). Special education also noted a lack of accessibility to safe likely need to be addressed for students teachers can help students develop shelter during tornados for students with significant physiologic (e.g., resilience and build the who used wheelchairs. Given these breathing rate and skin permeability) or developmental assets necessary to concerns, they were able to meet with developmental needs (e.g., stay safe in a crisis (Boon et al., 2012; administrators and develop a better communication skills and self- Edwards, Mumford, Shillingford, & electronic reporting system to interface preservation instincts) that make certain Serra-Roldan, 2007) by simply with first responders’ systems. Ms. children more vulnerable in times of developing individualized plans for Jakobs and Mr. Hunter also worked natural and humanmade disasters students with such needs. with the physical therapist and fire (Chung et al., 2008). When creating and As an important first step, special marshal to identify some alternative implementing school emergency education teachers should be an seating that allowed any student with preparedness plans, teachers and school integral part of the development and mobility issues or use of a wheelchair to leaders need to take into consideration revision of school and district crisis be safer during tornados or the diverse range of intellectual, social, plans. A review of the literature earthquakes. emotional, and physical development regarding school disaster planning among children with disabilities. Specific found that whereas 86.3% of U.S. Focusing on Individual Student recommendations are provided for school districts have disaster plans in Needs supporting students with disabilities in place, 30% of those districts had never crises, as well as a blueprint for schools conducted a drill (Graham, Shirm, After considering the needs of the to consider. Liggin, Aiken, & Dick, 2006). Further, school as a whole, special education of 2,137 schools surveyed, 42% teachers should focus on individual reported that they had not met with student learning needs and how they When creating and local officials to discuss emergency can teach students to be safe from a implementing planning, and about one quarter stated variety of dangers, including natural that their plans did not include disasters and school violence (Boon school emergency provisions for children with disabilities et al., 2011). Partnerships among preparedness plans, (Graham et al., 2006). In a study of teachers, parents, social workers, teachers and school nurses in 470 California schools, Kano school counselors, psychologists, and Bourque (2007) stated that only administrators, and first responders leaders need to take into 37% of high schools and 67% of are needed to provide this crucial level consideration the diverse elementary schools reported having of individualized support. When range of intellectual, adequate supplies for a disaster. This appropriate, teachers should consult lack of preparation for all students is with students about the supports that social, emotional, and alarming, but for students with special they feel they might need in a crisis; physical development needs, special education teachers can they should also consult with students among children with ensure that students with disabilities to ensure that they can use self- have adequate practice opportunities advocacy skills to share their needs disabilities. and that first responders are aware of with a substitute or with another the medical, physical, emotional, and unaware individual who might Crisis Management to Support sensory needs of specific students with provide support during a crisis. For Students With Disabilities disabilities. These plans need to be example, a student with autism might practiced and visited regularly, and be able to identify sensory supports Crisis management plans must procedures should be in place to create that would help him or her stay calm, address a range of difficulties that a plan for students with disabilities whereas a student who uses a walker students with disabilities may who are admitted to a new school. to ambulate might be able to help

170 council for Exceptional Children identify barriers to a quick escape in a collaborate with students, parents, school school and classroom plans and fire, tornado, or earthquake. Ensuring personnel, and key community partners identifying where additional supports that this plan is shared with the to develop an individual emergency and might be needed. student, parents, and all individuals lockdown plan (IELP). An IELP allows Crisis plans should also take into who might work with the student special education teachers to note consideration travel problems that may should be a schoolwide expectation needed accommodations and share be common for students who use (e.g., making the individualized crisis specific concerns related to how a wheelchairs or crutches to ambulate or plan a part of the substitute teacher particular student follows directions and for those who have an impaired gait. In folder), especially for students who responds to new or perceived frightening the case of a fire or natural disaster, are nonverbal. As students progress in situations. An example of an IELP for a circumstances such as blocked or grade levels, the plan needs to be a student with autism and epilepsy is collapsed hallways could require part of all classrooms where the provided in Table 1. Within IELPs, transferring students to blankets or student is served, as secondary specific students’ needs can be alternative carrying devices, the need students often have anywhere from addressed. For example, if a student is for which must be addressed in the four to 10 teachers and settings not able to follow verbal directions, comprehensive plan (Minnesota School throughout the day. multiple adults in the facility must know Safety Center, 2011). and understand the accommodations When considering procedures for After considering the needed, such as a picture schedule for all natural disasters and lockdowns, needs of the school as a directions. As IELPs are developed, team special education teachers should plan members should consider the issue of for ways that a student can carry an whole, special education confidentiality in sharing student IELP. The IELP should be accessible teachers should focus information with first responders, and part of the student’s organizational on individual student but they should also ensure that a system. For example, it could be in the procedure in a crisis is in place to make student’s daily planner, in an iPad or learning needs and how individual needs known to anyone who tablet as a note, or in a backpack along they can teach students to might be involved in support the student. with medication, communication be safe from a variety of Teams might consider adding a waiver devices, or other accommodations. In for parents to sign that gives the school addition to a teacher carrying the dangers, including natural permission to share critical student information in a folder or clipboard, disasters and school information with first responders who copies of the IELP should be kept in violence might support students in an emergency multiple locations where it is easily situation. accessible to administrators, school Collaboration among students, Another issue that should be personnel, emergency personnel, and teachers, and key personnel could help addressed by special education teachers the student’s parents. Also remember to ensure that the environmental is how to encourage student compliance that it is critical to give the IELP to demands placed on an individual student and silence—two essential components substitute teachers and to other with a disability does not exceed her or of student safety during a crisis situation support personnel who serve the his ability to meet that demand (Boon (Chung et al., 2008). Teachers and first students (e.g., physical therapist, et al., 2012; Brock & Jimerson, 2012; responders must be aware of the classroom aide, general education Edwards et al., 2007). Just as teams do in individual needs of every student and teachers). a strength-based approach to IEP know how to support that need. For development, special education teachers example, if a student has a history of Consider school readiness. After need to focus on individual student crisis hiding, first responders may have to creating IELPs for students who need assessments, creating strength-based conduct a physical search of the additional supports, special education plans to support students safely during a environment and know that this child teachers should take a second look at crisis (Edwards et al., 2007). responds only to specific prompts, such how the individual student assets and as an adult asking, “Do you want some needs will be served in the overall pizza?” whereas phrases such as “Where district and school crisis plans. Using Steps for Designing an Individual are you, J?” may not elicit a response. If the IELP and information gathered Emergency and Lockdown Plan a student requires specific motivators, from Table 3, Chung and colleagues and Skills Assessment these direction and needs should be (2008) have suggested that teachers Mr. Hunter and Ms. Jakobs felt that they included as part of the plan. revisit and revise the larger school knew what their students needed, but In review of specific supports for plans to determine school readiness. they were not sure how to develop an students, we recommend using several As teachers analyze overall crisis effective emergency plan to meet tools as listed in Table 2. In addition, plans, they should use the district and individual student’s needs. We suggest Table 3 is a checklist to assist special school crisis and lockdown that special education teachers education teachers in assessing current plans, student IEP, student schedule,

TEACHING Exceptional Children | July/August 2014 171 Table 1. Sample Individual Emergency and Lockdown Plan

Student information Samisha, age 11, fifth grade

Student strengths that might Samisha does well with all adults and children and will be fine to transition with different help them in a crisis adults during a crisis.

Medical needs Diagnosis of autism and epilepsy. Has Diastat in the office. Seizures (stares off into space) last 30 seconds/3 times per day on average—administer Diastat for seizures longer than 5 minutes.

Communication needs Samisha does not speak and uses an iPad to communicate. Her communication app is Sounding Board, and notes on how to use the app can be found in the Notes app. Samisha uses her device to request food and breaks.

Sensory needs Samisha seeks lots of tactile pressure (shoulder squeezes and hugs) and will vocalize loudly if she feels stressed. If given Chewelry (chewable necklace and wearable sensory tool for individuals who chew or fidget; available at http://kidcompanions.com/) or a food treat, such as Smarties candy, she will cease her vocalizations for approximately 5 minutes, then a new incentive is needed. She likes to hold markers and will open and close them as a preferred activity. Other option for quiet: if she is given packs of Smarties, she will open and eat candy silently until it is gone, then request more. 8 packs of Smarties = 10 minutes of quiet.

Other critical information Samisha is terrified of loud alarms and will hide when an alarm, such as the school fire alarm, rings. She needs physical assistance (hand on the back or under the arm to guide her out of the building).

Samisha’s emergency kit iPad, Chewelry, box of markers, 8 packs of Smarties. Her kit is in the backpack purse that should include she carries with her whenever she travels in the building.

Table 2. Tools for Teaching

Tool How it can be used

Individual One created for and kept with each student; ensures that emergency personnel will know what the child emergency and needs to support his or her physical and emotional/sensory/communication needs. lockdown plan

Social narrative Teach steps of lockdown drill in each location; what student should do in each environment.

Individual To support a child during a lockdown. Purpose is to keep the student quiet. Bag should include student preferred tasks that the student could access if alone during lockdown. Items to include low-light lockdown bag flashlights for students who are afraid of the dark or social story for students to remind them what they should be doing.

Sensory items For students with specific sensory needs, include sensory items in the bag. Provide hiding spots in each location that might support those needs. A student who seeks lots of pressure might do well hiding under the sink, where he or she can push against the cabinet. Allow student to practice using this location.

Picture schedule To remind the student of what is happening (“First we hear the announcement or an adult tells us to hide”) and what might happen next.

Behavior plan/ For students who have issues with following directions. Build compliance by awarding stickers or usual incentives reward for every few minutes of compliance. Include incentives in the emergency bag for self-rewards as needed. school layout, and IELP to conduct a •• reviewing IEP (specifically, check •• noting any barriers to the student’s step-by-step review that includes for communication needs, physical ability to comply with the school supports needed, behavioral support plan, •• reviewing school plan and school needs, accommodations, and •• noting any barriers to the student’s layout, modifications), access throughout the facility,

172 council for Exceptional Children Table 3. Teacher’s Emergency Plan Procedural Checklist

Step Work Done?

1 Develop a clear safety plan for lockdowns across the entire building. Consider obstacles such as stairs, locked egress doors, and loud alarms that might be a physical, sensory, or emotional barrier to a student.

2 Develop a clear safety plan for different times of day. Include contingencies for busy traffic times, such as beginning and end of day and during lunch, and schedule changes for events such as school assemblies.

3 Develop individual emergency and lockdown plan for each student (see Table 1).

4 Involve local emergency personnel (police, fire, and EMT) in the plan annually to ensure that they are aware of specific needs of students with disabilities so that in the event of an emergency, they are familiar with those students requiring specialized procedures.

5 Teach students what to do. This includes how, when, and where to go and when they can come out (what words might be said, such as an “all clear” announcement or police officers identifying themselves).

6 Practice the plan with the students in the classroom.

7 Provide lots of opportunities for practice to mastery. Many students with disabilities need multiple opportunities to practice skills to gain and maintain mastery.

8 Practicing the plan in every classroom in which the student might be. Because generalization is a challenge for many students, it is imperative that students practice across multiple settings.

9 Practice the plan in the halls and community areas of the school. For example, if the student is in the restroom or taking a note to the office, where should she or he go in the event of an emergency?

10 Keep copies of plans (including Table 1) with lesson plans and roster, as well as a set located in the office and possibly with the student.

11 Keep an emergency bag for students that will help them maintain safety in the event of a lockdown. The bag can include favorite items, snacks, activities, or other things to keep students occupied and quiet. Suggestions include stuffed animals, stress balls, and headphones to help lessen anxiety. Include needed medical supplies, such as masks for those with respiratory difficulties; snack items and medication for students with diabetes; and rescue medications for students with epilepsy and allergies.

•• brainstorming solutions to barriers, require to survive a crisis—whether with autism, for example, uses a and navigating an environment to find safe picture schedule throughout his or her •• creating an IELP based on solutions shelter or maintaining silence and day, a social story or picture schedule to barriers. following multiple specific directions— (see Figure 1) can be created with must be taught, with a focus toward lockdown or other emergency Analysis should include considering generalization of skills (Chung et al., procedures (Gray & Attwood, 2010). all aspects of the school environment 2008). Table 4 lists some suggested For a student with an intellectual and student-specific needs. For strategies that could support the disability who uses an augmentative example, students with low vision or development of such skills for students communication device or needs blindness are more likely to find safety with a variety of learning differences. repeated practice to master a concept, in an environment with which they are Students with disabilities need the same accommodations can be very familiar. In the same way, specific instruction in crisis prevention provided in preparation for lockdown students with autism or emotional to be part of their specially designed and emergency procedures (Adelman disorders may struggle with changes to instruction (Spooner et al., 2012). Best & Taylor, 2002). A student with a routine. Such students may be more practices for students with severe behavior disorder who requires likely to quietly comply with the disabilities include systematic incentives and a specific behavior unique instructions required during a instruction focusing on behavior contract to comply with teacher crisis if behaviors have been taught analysis in the preparation and requests will need the same and practiced repeatedly. In both implementation of interventions accommodations built into the IELP scenarios, the skills that students (Spooner et al., 2012). If a student (Adelman & Taylor, 2002).

TEACHING Exceptional Children | July/August 2014 173 Table 4. What a Child With a Disability Might Need in a Crisis

Disability Characteristics Consideration

Autism Works best in predictable routines, needs Structure and predictability are important, so frequent differentiation in tasks, benefits from peer- practice with emergency procedures is needed. Task analysis mediated intervention strategies. Keep of discrete responses needed, with systematic prompting, use consistent. of least intrusive prompts, and error correction. Needs tasks differentiated and predicable routines.

Low Partial or complete loss of vision; student Multiple opportunities to explore the facility when it is in vision or may or may not see colors, shapes, or lockdown mode to understand which exits might not be blindness movement; may have total blindness with available. Strobe lights or vibrating pagers to supplement no residual sight. audible alarms; Braille signage or audible directorial signage; prerecorded directions on a CD.

Deaf- Significant loss of both hearing and sight. Opportunities to explore facility, practice moving to safe blindness Student may or may not have limited locations and positions. Consider a sighted partner to get to hearing or sight. safety. Include strobe lights or vibrating pagers to supplement audible alarms; Braille signage or audible directorial signage; color-coded routes; prerecorded directions on a CD.

Emotional/ Behaviors may be externalizing (overt Student with emotional disabilities or emotional/behavioral behavioral behaviors) or internalizing (anxiety, disorders needs systematic instruction and practice with self- disability depression); behaviors are observed to be management skills. markedly and/or chronically beyond the norm of age/cultural group.

Hearing May have mild to significant hearing loss. Alternate communication system (use of alternate lighting or impairment Student may or may not have enough alerts sent to his or her phone or communication device). hearing to respond to alarms.

Intellectual Lowered rate of acquiring new knowledge Needs to be presented with explicit teaching of desired disability and skills; difficulty with remembering skills paired with active response opportunities; practice information; slower to attend to critical opportunities to build fluency (speed) of responses; features of new tasks; limitations in self-care programming for generalization of skills over settings. and social relationships, as well as difficulty with behavioral excesses.

Orthopedic Limited mobility, uses crutches or Student may need adaptive equipment, such as wheelchair, impairment wheelchair to ambulate. positioning device, crutches, or braces, to move to or maintain a safe position, as well as accessible routes to safe locations. If exits or escape are blocked, may need additional supports, including alternate lifts; may need to be carried to exit facility.

Many special education teachers Powell-Smith, & Kincaid, 2004). Given Develop skills assessments. Table 4 are already using tools that may be each student’s specific needs, the presents ideas that may be helpful as applied to teaching preparedness special education and general professionals begin safety planning behaviors. Social narratives, for education teachers may collaborate according to the common instance, have been shown to be with other professionals and partners characteristics often shared by students effective tools to teach routines and within the local school community. with disabilities. Once this initial analysis increase desired actions (Gray & Table 2 includes tools that special is complete, special education teachers Attwood, 2010). Such stories are education teachers can use to teach can use a student’s IEP to incorporate written at a student’s comprehension crisis procedures, and Figure 2 more individual strategies. Although IEPs level and used to rehearse or practice provides a sample social narrative to may not have been tailored to support scenarios to prepare students for help prepare a student for a crisis or students during a crisis, some of the anticipated eventualities (Santsosi, crisis drill. information in them—such as sensory

174 council for Exceptional Children Figure 1. Sample Picture Schedule should be announced in both English and Spanish, with a plan to ensure that If the principal or I should sit behind I need to be quiet. I I can get up when secretary says the teacher’s desk. can draw with she says “all done.” teachers who work with students who “Lockdown” while crayons and paper in are deaf or use American Sign Language I’m in my classroom, the box under her know the sign for lockdown and how to desk. communicate safety directions using American Sign Language (Minnesota School Safety Center, 2011). For students who use alternate systems to communicate, picture supports and symbols on their devices should be prepared in case teachers and students need to communicate about crisis plans. Note: Artwork created by Catherine Clarke, high school junior, for a peer with autism. Information should also be provided to first responders about students who might have limited English proficiency, Figure 2. Sample Social Narrative for Following Emergency Procedures and supports should be prepared for families to communicate crisis At our school, we practice getting to our safe spots for emergencies. We information. practice going to the hall for tornadoes, going outside for fires, and going to our cubby room for intruders. Sometimes it’s confusing because we can’t Help students understand the always tell if we are practicing or if it’s a real emergency. It’s ok if I don’t sounds and language of danger. know if it’s practice or real, but it’s important to listen to the teacher and Educators must teach the language of follow directions. In our safe spot, my friends and I must be very quiet danger in school settings (Minnesota and listen to our teacher and helpers. If I am not quiet and listening to my School Safety Center, 2011). Consider teacher, I may not know where to go or what to do and then I could get hurt. this example: For some schools, the I will quietly follow my teacher’s instructions when we practice or have an word lockdown as used by a teacher or emergency. administrator over the public address system means that there is a likelihood of physical danger within the building. This might be a person with a weapon & Council for Children With Behavior needs, behavioral supports, and ways to spotted near or in the building. In this Disorders, 2013). help students process directions—can example, students would need to Important considerations in help special education teachers as they understand that they must seek shelter developing the IELP include assessing develop crisis and emergency plans in their current location, such as a for needed language supports. Students (Adelman & Taylor, 2002). Based on the classroom or office. If students are out with autism and students who are deaf information gleaned from Table 4 and in the building, they will need to or have communication disorders may the IEP assessment, an IELP can be recognize that that they must move to need additional devices and supports. developed, such as the one provided in safety. It is not just words, however, Students with limited English Table 1. that indicate a dangerous situation. In proficiency may also need language To create a supportive IELP, special the case of school shootings, the sound supports, but 25% or fewer school education teachers need to first of gunfire might be the first alerting districts’ crisis plans include written consider what an individual student sound of danger. Special education procedures for communicating with might be required to do during that teachers can help students to identify students and families with limited crisis or lockdown. For example, in a sounds that might indicate danger and English proficiency (Nickerson & time of any crisis, students must be know what to do next. able to follow directions quickly, Gurdineer, 2012). Crisis plans should maintain silence, and communicate include providing critical information Help students learn to maintain with emergency personnel in the event for students in their native language or position. Maintaining position in a that their primary caregivers are no mode of communication. If, for space that might be small, dark, or longer able to speak for them. Within example, a school has three students uncomfortable—with or without other any crisis preparation plan and practice who speak Spanish and two students children or adults—is vital. Examples opportunities, special education who use American Sign Language or of times when this is required include teachers should focus on student communication devices, the crisis plan school shootings or intruder physical safety and mental well-being, should include directions and lockdowns, where students have to working to ensure that disaster information in that child’s native hide in classrooms closets to stay safe. preparations are not causing undue language or communication style. If a During tornado drills, students are stress (Council for Exceptional Children lockdown is called in the building, it expected to sit in a protective position

TEACHING Exceptional Children | July/August 2014 175 even firefighters’ coats to identify helpful adults. Providing opportunities for students with disabilities to see and practice talking with emergency personnel in nonemergency situations may be helpful.

Prepare for teacher injury or death. Although it is unthinkable to most individuals, one of the lessons learned from the tragedy of the school shootings in Connecticut is that teachers must be prepared to instruct students on what to do if the teacher, due to injury or death, is unable to in a hall or room that may not have risers in the chorus room (Chung et al., direct students to help them stay safe. lighting or, in an earthquake, move to a 2008). Many students with disabilities How can educators help prepare supportive structure or leave the gain automaticity from repeated practice students for safety and ensure that building. Special education teachers in multiple settings and often do best emergency personnel will be able to can incorporate the teaching of when the activity is paired with an meet the specific needs of children maintaining position through use of incentive plan. Direct instruction—with with disabilities? First, special reinforcers, social narratives, and its emphasis on explicit teaching, education teachers should consider repeated practice, or they can provide modeling, practice, and the use of less-threatening terminology to use suggestions for alternative seating for examples and nonexamples to ensure with students, such as “If an adult is students with limited trunk support generalization—can be implemented to hurt” or “If you are by yourself.” It is (Minnesota School Safety Center, 2011). teach these skills to a broad range of important not to incite fear into These procedures, though, need to be students (Current Teaching Alerts, 1999). students or make them think that this taught immediately upon arrival and to type of danger is imminent or that it be reinforced regularly to ensure that Provide multiple opportunities for happens every day; what is important the IELP is a meaningful document. practice. According to the results of a is to remind students that these study by Zhe and Nickerson (cited in procedures and practice are to help Help students learn to maintain Nickerson & Gurdineer, 2012), children them stay safe (American Academy of silence. Educators have learned, who participated in an intruder crisis Pediatrics, 2012a, 2012b). This same through recent school shootings, the drill obtained knowledge and type of discussion can be framed as importance of children being out of behavioral skills, compared to a control one of transition into college, work, sight and silent in a lockdown group of children who did not and community life where they will (Minnesota School Safety Center, 2011). participate in drills and did not obtain need to have a plan to support their However, many students with this knowledge and skills. As students individual needs independently in the disabilities may not be able to maintain and teachers practice emergency drills, future. silence for long periods. In this it is important to revise procedures and instance, specific plans need to be put ensure that all needed supplies are Other Considerations into place and this skill continuously available across multiple settings. Labeling. Among the issues that developed with the help of reinforcers Consistent training across a variety of should be clarified in schoolwide plans as part of the overall crisis planning settings and times of day will help is the issue of labeling. When using and training process. students who need additional support terminology such as students at risk, to maintain and generalize skills. Help students learn to follow schools allow for the support of a directions quickly. Students need to be Teach students to communicate larger population than those with able to follow directions quickly, which with emergency personnel. Being able disabilities or IEPs, traditionally requires automaticity (Minnesota School to communicate with emergency referred to as students with special Safety Center, 2011). For events such as personnel and differentiate between needs (Boon et al., 2012). Using this tornados or school shootings, students helpful adults and those adults who larger label ensures that the school need to be able to automatically follow want to harm them is a critical skill for looks at all students who might have the plans required for that crisis. Some students. Children should be taught to mitigating factors, including those with plans require students to be able to recognize features of emergency health needs (e.g., diabetes, asthma) generalize a skill, such as hiding under a personnel, such as badges, uniforms, or those with second-language needs desk in the classroom, hiding under a matching colors for shirts and pants, who are not served by an IEP or 504 table in the art room, or hiding under the name tags, buttons and belts, hats, and plan but still need medication, other

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TEACHING Exceptional Children | July/August 2014 177 Laura S. Clarke Assistant Professor, Address correspondence regarding Disabilities, 19, 194–204. doi:10.1177/10 Department of Special Education, Ball State this article to Laura S. Clarke, Ball State 883576040190040101 University, Muncie, IN; Dusty Columbia University, 2000 W. University Ave, Muncie, Spooner, F., Knight, V. F., Browder, Embury Associate Professor, Department of IN, USA 47306 (e-mail: [email protected]). D. M., & Smith, B. R. (2012). Special Education, Eastern Kentucky Evidence-based practice for teaching University, Richmond; Ruth E. Jones TEACHING Exceptional Children, academics to students with severe Assistant Professor, Department of Special Vol. 46, No. 6, pp. 169–178. developmental disabilities. Remedial Education, Ball State University, Muncie, IN; and Special Education, 33(6), 374–387. Nina Yssel Professor, Department of Special Copyright 2014 The Author(s). doi:10.1177/0741932511421634 Education, Ball State University, Muncie, IN.

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