Earthquake disaster preparedness training programme for hearing-impaired children: a randomized quasi-experimental trial

Wang, Liang; Li, Gao; Chen, Yi‐Fen; Li, Rongmei; He, Haini; Feng, Xianqiong

doi:10.1016/j.ijdrr.2023.103716

Cited by 4 publications

References 51 publications

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From alert to action: earthquake early warning and deaf communities

Cooper,

Cooke,

Takayama

et al. 2024

Nat Hazards

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Earthquake early warning (EEW) alerts may give people valuable seconds to take protective action, such as drop, cover and hold on, before earthquake shaking starts. In order for individuals to take protective action, they need to receive the alert, understand the alert message, and have enough contextual knowledge to take appropriate protective action. Deaf and hard of hearing (DHH+) persons do not have equitable access to earthquake information, warning systems, training, and participation in disaster decision-making at all levels. Despite international policies for emergency alerts to be accessible to people with disabilities, there are no research publications that specifically address the effectiveness of EEW alerts for DHH+ communities. Missed notifications and misunderstandings about elements of the EEW alert message can delay the response time of DHH+ persons. Furthermore, unequal access to earthquake drills and preparedness information can leave DHH+ persons with insufficient context to take protective action when receiving alerts. The existing gaps in effectiveness of the EEW alerts stem from language inequities for DHH+ persons in our schools, workplaces and families, which we analyze by applying linguistic anthropological and sociolinguistic frameworks to examine the nexus of DHH+ communities’ languages and EEW messaging. To advance language equity in EEW alerting, inclusion of DHH+ communities can improve messaging and reduce misunderstandings so that DHH+ persons can quickly take protective action when they receive an alert.

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From alert to action: earthquake early warning and deaf communities

Cooper,

Cooke,

Takayama

et al. 2024

Nat Hazards

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A Systematic Review and Narrative Synthesis of Strategies for Disaster Risk Reduction Education for People With Disabilities

Lee,

Nam

et al. 2024

Journal of Advanced Nursing

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AimsTo identify the components and characteristics of disaster risk reduction education for people with disabilities and to explore the contents and results of disaster risk reduction education.DesignA systematic review and narrative synthesis.Review MethodsThe review was conducted in accordance with Tawfik's guidelines and followed the reporting standards outlined in the Preferred Reporting Items for Systematic reviews and Meta‐Analysis. The quality appraisal was guided by the mixed methods appraisal tool. The contents of each type of education were narratively synthesised.Data SourcesThe literature search was conducted in December 2023 using several electronic databases, including PubMed, EMBASE, CINAHL, Cochrane library and PsycINFO.ResultsEight quantitative studies were selected for this study. Disaster risk reduction education for people with disabilities has focused mainly on fires and earthquakes, and drills were the most used teaching method. Some of the education was conducted by designating a 1:1 ratio of educators and participants or modifying the ratio according to the type of disability. The staff mainly conducted the education, and after education, the effect of disaster risk reduction education was confirmed in terms of the knowledge and response of people with disabilities during drills.ConclusionThis review provides insights for developing disaster risk reduction education for people with disabilities. However, only a few randomised controlled trial (RCT) studies and quasi‐experimental studies have been conducted, and several studies have bias risks. Thus, practical, continuous, quality interventions are needed for effective disaster risk reduction education for people with disabilities.ImpactThis systematic review analysed the research trends of disaster risk reduction education for people with disabilities. The results provide the basis for quality evaluations of the operation, methods and achievements of educational programmes. Efforts are needed to promote collaboration between researcher and the practitioners to conduct further quality research.Patient or Public ContributionNo Patient or Public Contribution: Systematic review.

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