Guidelines for Assisting Students with Disabilities:

• Assign events at locations that are accessible
• Know all possible exits from location
• Participate in developing evacuation plans
• Respect that the student with the disability usually has the most authority on how to be evacuated.
• Offer assistance, but let the person explain what help is needed
• Provide adequate notice that potential danger exists and evacuation procedures should begin
• Only carry an individual if the situation is of extreme danger
• Be aware that service dogs’ sense of direction may become confused during emergencies
• Do not abandon students with disabilities after exiting a building. Lead them to a safe place with others if possible
• Make sure exits and safe areas are clearly marked
• Provide information in different formats
• Give instructions slowly and clearly
• Encourage students with disabilities to practice their evacuation routes
• Remind student to bring medication/inhalers

Following are suggestions for assisting students with specific disabilities:

Assisting Students in Wheelchairs:

• Offer assistance, but ask what you can do to help
• Be familiar with designated areas of refuge
• If needed, look for a sign on the wheelchair containing instructions
• Only attempt to carry someone in situations of extreme danger
• Check for attached life-support equipment
• If cannot evacuate, position the person in the safest place possible and notify emergency services of the student’s location
• Be aware that wheelchairs are not meant for lifting

Assisting Students with other Mobility Difficulties:

• Offer assistance, but ask what you can do to help
• Clear fallen objects from evacuation route
• Use yourself as a crutch (if needed) while maneuvering through stairwells and crowded areas
• Only attempt to carry someone in situations of extreme danger

Assisting Students with Limited Communication:

• Look for an instruction card
• Give clear instructions during evacuation
• Maintain eye contact, or a constant touch
• Try to avoid panic, as it interferes with communication
• Check for understanding before beginning evacuation

Assisting Students who are Deaf or have Hearing Difficulties:

• Get the person’s attention before speaking
• Maintain eye contact while speaking; do not look away while talking to the individual
• Use facial expressions and hand gestures as appropriate
• Use short, clear sentences
• Implement written notes if possible
• Check for understanding
• Offer to make phone calls, if no TTY is available, when out of danger

Assisting Students who are Blind or have Low Vision:

• Offer emergency information in appropriate formats
• Help the student to become familiar with evacuation routes
• Announce your presence when entering the person’s area during emergencies
• Do not grab their arm or hand; offer your elbow
• Describe in advance the physical barriers and actions necessary for evacuation

Assisting Students with Service Animals:

• Do not pet the animal, or offer food or water without permission of the owner
• Plan for the animal to be evacuated with the owner
• Do not try to separate the animal from its owner without permission of the owner