International Journal Special Education

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INTERNATIONAL JOURNAL OF SPECIAL EDUCATION Vol 26, No: 3, 2011U. S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS),OMB#1820-0043: “Children with Disabilities Receiving Special Education Under Part B of theIndividuals with Disabilities Education Act,” 1997-2006. Data updated as of July 15, 2007.U.S. Department of Education. (2008). Part B, Individuals With Disabilities Education Act,implementation of FAPE requirements, 2007 [Data Analysis System, OMB No. 1820- 0517; dataupdated as of July 15, 2008]. Washington, DC: Office of Special Education Programs.222
INTERNATIONAL JOURNAL OF SPECIAL EDUCATION Vol 26, No: 3, 2011SCHOOL DISASTER PLANNING FOR CHILDREN WITH DISABILITIESA CRITICAL REVIEW OF THE LITERATUREHelen J. BoonLawrence H. BrownKomla TseyRichard SpearePaul PaglianoKim UsherBrenton ClarkJames Cook University, Townsville, QLD, AustraliaHuman systems have to adapt to climate change and the natural disasters predicted toincrease in frequency as a result. These disasters have both direct and indirect healtheffects. Certain groups, the poor, the elderly, children and those with disabilities areset to be more seriously impacted by disasters because of their greater inherentvulnerability. Adaptation to the health impacts of disasters requires the cooperationand input from all sectors of government and civil society, including schools. Thiscritical literature review examined the body of peer reviewed literature published inEnglish addressing school disaster planning policies with a particular focus onchildren with disabilities. Results show that children and youth with disabilities areespecially vulnerable to disasters because of socioeconomic and health factorsinherent to disabilities. While schools in the U.S. have policies to deal with disasters,these policies are neither comprehensive nor inclusive. The empirical evidence basefrom which they are developed is severely limited. No publications were identified thatrepresent the current disaster planning of schools in countries like Australia, the UKor Canada. Recommendations for future research are outlined to bridge knowledgegaps and help establish appropriate and inclusive school disaster policies for childrenwith disabilities.The objective of this paper is to present the results of a critical review of literature published in Englishabout schools’ preparedness to respond to emergency events or disasters arising from climate change. Inparticular, this review focuses on school preparedness to protect children with disabilities duringdisasters. The aim of the review was to identify and evaluate the evidence base for school emergencyplans and policies. Further, we wish to highlight issues that, when addressed, will promote the safe andequal participation of children and adolescents with disabilities in schools in a context of climate change.Climate change is predicted to have serious impacts upon Australia (IPCC, 2007). Despite instances ofimperfect scientific peer-synthesis by the Intergovernmental Panel on Climate Change (IPCC), theweight of scientific evidence suggests continuing, serious and potentially catastrophic climate change,largely due to human actions. Climate change risk scenarios for the next two decades show a highprobability of increased average temperatures, sea level rises and water cycle implications globally.Across Australia these include higher intensity and frequency of weather-related disasters such as floods,cyclones, droughts, heat waves and fires (Commonwealth Scientific and Industrial ResearchOrganisation (CSIRO) & Bureau of Meteorology (BOM), 2007). Recent reviews of climate changescience have resulted in bringing forward the predicted timing of such events, making them moreimminent (Steffen, 2009). Since climate change and its ramifications are becoming incontrovertible,increased research on its social and cultural dimensions is necessary (Hulme, 2008).223
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