Left Behind and Forgotten: Disabled Students Perspectives on Emergency Preparedness

• In Event: AERA Roundtable Session Friday 1:30 pm Four Seasons Ballroom 1
  In Roundtable Session: Power, Politics, and Paradigms: Examining Disability Knowledge in Educational Contexts (Table 10)

Abstract

Emergency preparedness plans are a key part of classroom safety; however, in this regard, disabled students are often an afterthought. We investigated the gaps in accessibility that disabled students face in the creation of emergency preparedness plans, and in real emergencies. Using a sequential mixed methodology, we analyzed a poll (N=1332), questionnaires (n=320), and interviews (n=50) completed by disabled students. We utilized Schneider and Ingram's (2007) social construction of policy design theory to guide our methodological choices. Findings revealed a disturbing pattern of disabled students' exclusion in emergency preparedness. Three significant gaps in access were identified: alerting deaf students of emergencies, plans for neurodivergent students, and building access for physically disabled students. Recommendations based on disabled students’ experiences were provided.

Authors

• Isabel Mavrides-Calderon, Barnard College

• Maria Mavrides Calderon, Hunter College - CUNY