Document |
Synopsis |
| Emergency Evacuation Planning Guiide for People with Disabilities (NFPA, 2007, PDF 792 kb) |
The NFPA Emergency Evacuation Planning Guide for People with Disabilities was developed in response to the emphasis that has been placed on the need to properly address the emergency procedure needs of the disability community. This Guide addresses the needs, criteria, and minimum information necessary to integrate the proper planning components for the disabled community into a comprehensive evacuation planning strategy. |
| Evacuation Planning for Occupants with Disability (National Research Council Canad, Guylene Proulx, 2002, PDF 327 kb) |
Considerable focus has been given in the last few decades to accessibility while “egressability” has not received as much attention. The concept of “egressability" does not imply that the means of egress should be the same for everyone, but that there should be an equal level of life safety for everyone. In Canada, federal and provincial human rights legislation require safe access and egress from buildings for people with disabilities. |
| Fire Safety Solutions for People with Disabilities (Oklahoma State University, 2007, PDF 1.9 mb) |
This is a comprehensive overview of a smoke alarm installation program done in Oklahoma. This report includes detailed information on working with people with disabilities, social ettiquete and appropriate terminology to be used. |
| Higher Education and Disability (General Accounting Office, 2009, PDF 1.82 mb |
Research suggests that more students with disabilities are pursuing higher education than in years past, and recent legislative changes, such as those in the Higher Education Opportunity Act and Post-9/11 Veterans Educational Assistance Act of 2008, have the potential to increase the number and diversity of this population. GAO was asked to examine (1) what is known about the population of postsecondary students with disabilities; (2) how postsecondary schools are supporting students with disabilities; (3) what challenges, if any, schools face in supporting these students; and (4) how the Department of Education is assisting schools in supporting these students. To conduct this work, GAO analyzed federal survey and some state data; conducted site visits; interviewed agency officials,
disability experts, school officials, and students; and reviewed laws, regulations, and literature. |
Personal Emergency Evacuation Planning Checklist (NFPA, Microsoft Word, 204 kb) |
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| Report on fire safety for students with disabilities in higher education released by the Minger Foundation |
This report, prepared under a 2008 DHS Fire Prevention and Safety Grant, detailed the level of fire safety education for students with disabilities being conducted on campuses. |
| Residential Building Fires Involving Individuals with Physical Disabilities (USFA, 2011, PDF 899 KB) |
This is a topical study from the United States Fire Administration outlining the contributing factors and fires involving people with disabilities. |
Residential Smoke Alarm Update (Oklahoma State University, 2010, PDF 76 kb) |
An update from Oklahoma State University regarding the waking characteristics of smoke alarms. |
| Social Etiquette - Tips for Firefighters who Work with People with Disabilities (OSU, 2010, PDF 116kb) |
Social etiquette and working with people may seem like common sense. But working with people with disabilities introduces many new environmental variables, such as service animals and interpreters. You may find that when you work with people with disabilities you feel uncertain of acceptable social etiquette because the situation is new to you. By reading this guide, you can be prepared to work with interpreters and to respect the work of service animals. The working experience can be positive for everyone.
In addition, you need to learn the terms considered improper, discriminatory, and out-of-date, so you can avoid insulting people with disabilities. If you use these terms you are demonstrating a lack of respect because such terms cause hurt feelings. As in any working relationship, hurt feelings can lead to lack of cooperation, which could lead to the failure of this program. Remember, you need to be respectful of people with disabilities even if you do not believe that such terms are unacceptable.
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| Writing for People with Disabilities - People-first Checklist (OSU, 2010, PDF 117kb) |
Easy modifications to your writing style will ensure you communicate effectively with people with disabilities. |
