[download id=”6″] (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.

[download id=”7″] (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.

[download id=”8″] (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.

[download id=”9″] (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.