Prepared4ALL: Whole Community Inclusive Emergency Planning _review

Lesson 1: Welcome to Disasterville: The Prepared4ALL Process and COVID-19 Testing _review

5 Topics | 3 Quizzes

Welcome _review

Welcome (Con’t) _review

Lesson 1: Welcome Con’t _review

Meet Your Coaches _review

Being Prepared4ALL _review

Lesson 1: Being Prepared 4 ALL _review

Thanks for Visiting Disasterville _review

Lesson 1: Welcome to Disasterville: The Prepared4ALL Process and COVID-19 Testing _review

Lesson 2: The Prepared4ALL Process in Action _review

12 Topics | 11 Quizzes

Welcome Back _review

COVID-19 Vaccine Distribution _review

Lesson 2: COVID Vaccine Distribution _review

Pinpoint _review

Lesson 2: Pinpoint _review

Lesson 2: Relate _review

Lesson 2: Engage _review

Positive _review

Lesson 2: Positive _review

Advance Opportunities _review

Lesson 2: Advanced opportunities _review

Reflect _review

Lesson 2: Reflect _review

Envision _review

Lesson 2: Envision _review

Lesson 2: Deploy _review

Lesson 2: 4ALL _review

Thanks for Visiting Disasterville Again _review

Lesson 2: The Prepared4ALL Process in Action _review

Lesson 3: The Effects of Disasters and COVID-19 on People with Disabilities _review

4 Topics | 2 Quizzes

Welcome Back _review

Impacts of Emergencies and Disasters on People with Disabilities _review

Lesson 3: Impacts of emergencies/disasters _review

Impacts of COVID-19 on People with Disabilities _review

Thanks for Visiting Disasterville Again _review

Lesson 3: The Effects of Disasters and COVID-19 on People with Disabilities _review

Lesson 4: The American Emergency Planning System & Taking Action _review

7 Topics | 5 Quizzes

Welcome Back _review

The American Emergency Management and Public Health Preparedness System _review

How to Engage with Local Planners _review

Lesson 4: How to Engage _review

Emergency and Public Health Preparedness Planner Knowledge About Disabilities _review

Lesson 4: Knowledge of Disability in Local Communities _review

Emergency Plans _review

Lesson 4: Emergency Plans _review

Where Does Disability Fit Within the System? _review

Lesson 4: Where does disability fit _review

Thanks for Visiting Disasterville Again _review

Lesson 4: Taking Action and The American Emergency Management System _review

Lesson 5: Disability Demographics, Community Living, Communication and Accessible Meetings _review

6 Topics | 5 Quizzes

Welcome Back _review

Demographics and Community Living _review

Lesson 5: Demographics/Community living _review

Respectful Communication _review

Lesson 5: Respectful communication _review

Accessible Communication _review

Lesson 5: Accessible communication _review

Accessible Meetings _review

Lesson 5: Accessible Meetings _review

Thanks for Visiting Disasterville Again _review

Lesson 5: Disability Demographics, Community Living, Communication and Accessible Meetings _review

Lesson 6: Americans with Disabilities Act Rights in Emergencies and Pandemics _review

8 Topics | 6 Quizzes

Welcome Back _review

The Americans with Disabilities Act (ADA) and Legal Rights _review

Lesson 6: ADA and legal rights _review

The ADA: Physical and Program Access _review

Lesson 6: Physical and program access _review

The ADA: Effective Communication _review

Lesson 6: Effective communication _review

The ADA: Service Animals _review

The ADA and COVID-19 _review

Lesson 6: ADA + COVID _review

Making Your Point _review

Lesson 6: Making your point _review

Thanks for Visiting Disasterville Again _review

Lesson 6: Americans with Disabilities Act Rights in Emergencies and Pandemics _review

Lesson 7: Whole Community Emergency Planning _review

6 Topics | 4 Quizzes

Welcome Back _review

What is “Whole Community”? Why is it important? _review

Access and Functional Needs (AFN) _review

Lesson 7: Access and Functional Needs _review

The CMIST Framework _review

Lesson 7: The CMIST Framework _review

Whole Community Promising Practices _review

Lesson 7: Promising Practices _review

Thanks for Visiting Disasterville Again _review

Lesson 7: Whole Community Emergency Planning _review

Lesson 8: The Active Planning Process and How to Hold Community Stakeholder Meetings _review

6 Topics | 1 Quiz

Welcome Back _review

Community Stakeholder Meetings _review

Planning Community Stakeholder Meetings _review

The Active Planning Workbook _review

Join An Active Planning Meeting Now in Progress _review

Lesson 8: Active Planning and Community Stakeholder Meetings: How to _review

Thanks for Visiting Disasterville Again _review

Previous Lesson

Welcome _review

Prepared4ALL: Whole Community Inclusive Emergency Planning _review Lesson 1: Welcome to Disasterville: The Prepared4ALL Process and COVID-19 Testing _review Welcome _review

A street sign reading "Welcome to Disasterville"

Carrie, a Black woman in her 30s wears a facemask, has a white cane and a miniature horse that serves as her service animal

Hi. I’m Carrie, the ADA Coordinator for Disasterville County. My pronouns are she/her.

You must be Terrye, the Trainee from Tornado Gap’s well-respected local disability organization, Access & Equity, Inc. Your boss is my friend. She said you’d be coming here to learn about our whole community emergency planning approach.

Carrie, a Black woman in her 30s wears a facemask, has a white cane and a miniature horse that serves as her service animal

We want to learn more about you and your experience with disability and emergency planning. Before we start talking more about Disasterville, please complete a short survey.

Survey

Section A.
How old are you?
- 18-24
- 25-34
- 35-44
- 45-54
- 55-64
- 65 or older
What is your gender identity?
Are you of Hispanic, Latino/a or Spanish origin?
- Yes
- No
What is your race? (Check all that apply)
- American Indian or Alaska Native
- Asian
- Black or African American
- Native Hawaiian or Other Pacific Islander
- White
- Prefer not to say
- Other (please specify)
Describe other race
What U.S. state or territory do you live in?
Do you identify as having a disability or as a person with a chronic or mental health condition?
- Yes
- No
What is the highest education level you have completed?
Describe other
In the last 3 years how many training hours have you had related to disability issues in emergencies, disasters and pandemics (including COVID-19)?
- I’ve had no training in these topics
- 1-3 hours
- 4-6 hours
- 7-10 hours
- 11 or more hours
Thinking about your primary paid or unpaid position related to disabilities and/or emergencies, where do you work:
- Disability organization
- Public health agency
- Emergency management agency
Section B.
For each activity, please rate how confident you feel that you could complete the activity today.
I can respond to disability bias that I observe.
- Cannot do at all
- Doubtful can do
- Somewhat certain can do
- Most likely can do
- Highly certain can do
I can contact the local emergency manager or public health preparedness planner if I have a question.
- Cannot do at all
- Doubtful can do
- Somewhat certain can do
- Most likely can do
- Highly certain can do
I can make written and oral communication accessible for people with disabilities.
- Cannot do at all
- Doubtful can do
- Somewhat certain can do
- Most likely can do
- Highly certain can do
I can explain why it is important to include people with disabilities in local emergency planning.
- Cannot do at all
- Doubtful can do
- Somewhat certain can do
- Most likely can do
- Highly certain can do
I can access my local emergency plan document(s).
- Cannot do at all
- Doubtful can do
- Somewhat certain can do
- Most likely can do
- Highly certain can do
I can reach out to other organizations in my community to develop partnerships.
- Cannot do at all
- Doubtful can do
- Somewhat certain can do
- Most likely can do
- Highly certain can do
I can find out how the local emergency and public health preparedness plans are created.
- Cannot do at all
- Doubtful can do
- Somewhat certain can do
- Most likely can do
- Highly certain can do
I can evaluate local emergency shelters, vaccine dispensing sites, and similar sites for physical accessibility.
- Cannot do at all
- Doubtful can do
- Somewhat certain can do
- Most likely can do
- Highly certain can do
I can evaluate local emergency plans for disability inclusion gaps.
- Cannot do at all
- Doubtful can do
- Somewhat certain can do
- Most likely can do
- Highly certain can do
I can speak persuasively with local government officials.
- Cannot do at all
- Doubtful can do
- Somewhat certain can do
- Most likely can do
- Highly certain can do
I can speak persuasively for the inclusion of people with disabilities in local emergency, disaster and pandemic planning.
- Cannot do at all
- Doubtful can do
- Somewhat certain can do
- Most likely can do
- Highly certain can do
I can evaluate local emergency communication and services (like sheltering, evacuation, or registration) for accessibility.
- Cannot do at all
- Doubtful can do
- Somewhat certain can do
- Most likely can do
- Highly certain can do
Section C.
During an emergency, disaster or pandemic, the Americans with Disabilities Act of 1990 (ADA) can be waived:
- Always
- Only on the governor’s order
- Only if compliance would cost too much money
- Never
Whole community planning is a concept that emphasizes: (choose best answer)
- Ensuring that people with disabilities are included in emergency registries
- Ensuring that people with disabilities are included in local emergency drills
- Ensuring that the likely emergency needs of everyone in the community are included in the local emergency plan
- Ensuring that people with disabilities are included in post emergency reports
Disability inclusion in emergency planning happens best when:
- There is a lawsuit that gets people to the emergency planning table.
- People with disabilities sit at the planning table from the beginning.
- There is federal or state funding to support people with disabilities at the planning table.
- There are medical professionals at the emergency planning table.
Most emergency planning and response begins:
- At the federal level
- At the state level
- At the regional level
- At the local level

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