Safety Needs of People With Disabilities During Earthquakes

Aryankhesal, Aidin; Pakjouei, Shahrzad; Kamali, Mohammad

doi:10.1017/dmp.2017.121

Cited by 26 publications

(13 citation statements)

References 20 publications

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“…However, limited studies are available on the needs of people with disabilities (especially educational needs) at the international [11,12] and national levels [13]. Therefore, due to the importance of education for people with disabilities, especially people with physical disabilities and because of their special conditions and mobility restrictions to escape the danger [14], and considering that these people 40% of the total population are people with physical dis-abilities in Iran [15], the present study was conducted as part of a larger study to identify the educational needs of people with physical disabilities and related groups from their perspectives of family, people, rescuers, and disaster managers.…”

Section: The United Nations World Conference On Disaster Riskmentioning

confidence: 99%

Earthquake and the Educational Needs of People With Physical Disabilities and Associated Groups: A Qualitative Study

Pakjouei

Aryankhesal

Kamali

et al. 2021

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Objective People with disabilities are highly vulnerable during disasters and their mortality is higher than normal population. The causes of this vulnerability, in addition to the physical problems and movement limitations, can be lack of their knowledge in facing with disasters. Such deficiencies can adversely affect their preparedness surviving in the disastrous situations and cause adverse consequences. Hence, this study aimed to identify the educational needs of people with physical disabilities and related groups in earthquakes, through understanding their views. Materials & Methods The study was done in a qualitative method. Participants were selected from people with physical disability who had an experience of earthquake, literate, and in the age range of 18-60 years, through purposive sampling in two methods of maximum variation and snowballing. Semi-structured interviews were used for data collection and data saturation was reached with the entry of 18 eligible individuals. Thematic analysis was applied for data analysis assisted by MAXQDA software V. 10. Results According to the participants, education was an essential factor for improving their preparedness for earthquake. The educational needs were categorized as two main themes. The first main theme included two subthemes: 1. Basic educational needs such as saving life and prevention of secondary disabilities, keeping calm, stress management, and decision making; and 2. Empowerment educational needs such as coping with disabilities in critical situations, providing relief to other people in case of having enough ability, and educating other people with disabilities. The second theme included two subthemes: 1. General educational needs related to families and public, such as rescue of people with disabilities, saving self-life and prevention of disabilities, proper relief to public for prevention of disabilities, accompanying and psychological support of people with disabilities; and 2. The specialized educational needs for relief workers and disaster managers, including relief to people with disabilities, prevention of disability and injury while rescuing public, familiarity with different groups of people with disabilities and their needs, and considering the needs of people with disabilities in the response measures.. Conclusion Based on the findings, the educational needs of people with physical disabilities and related groups, emerged in the form of preserving life, health and disability prevention, empowerment and improving the quality of services in the earthquake. Fulfilling the educational needs can increase the preparedness of these people in facing with earthquakes, although it requires the development of standard and practical educational programs by obtaining their opinions and implementing it in the situations before the disasters. On the other hand, considering that no serious and principled action has been taken so far in the field of education of people with disabilities, it is necessary for the planners and policymakers to formulate specialized policies in accordance with the country's conditions. This measures can be effective in reducing mortality and improving the health of these people in disaster situations.

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Section: The United Nations World Conference On Disaster Riskmentioning

confidence: 99%

Earthquake and the Educational Needs of People With Physical Disabilities and Associated Groups: A Qualitative Study

Pakjouei

Aryankhesal

Kamali

et al. 2021

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“…Disability is an umbrella term, covering impairment, activity limitations, and social restrictions according to the World Health Organization (2011) [16]. Researchers focusing on children with disabilities and hazards found some risk factors for children with disabilities in hazards as follows: mobility difficulties, prior medical conditions, sensory integration problems, limited language proficiency, lack of social capital, and lack of efficient policies and structures [17][18][19][20][21]. Children with intellectual disability (ID) need specific education on hazards and safety tips.…”

Section: Introductionmentioning

confidence: 99%

Representation of disasters in school textbooks for children with intellectual disabilities in Iran: A qualitative content analysis

Seddighi

Sajjadi

Yousefzadeh

et al. 2021

International Journal of Disaster Risk Reduction

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School textbooks are one of the main sources for teaching and learning in an education system. This study aims to investigate the representation of disasters in school textbooks for the children with intellectual disabilities (ID) in the education system in Iran.This study uses a qualitative content analysis method. All school textbooks for students with ID in the education year 2019-2020 in Iran were collected. Among the whole 164 textbooks, 18 had content about hazards. Data were analyzed qualitatively by MAXQDA 2018 software.Textbooks in most grades cover the topic of disasters triggered by natural hazards including geophysical (earthquakes), hydrological (floods), climatological (extreme temperatures, and drought), meteorological (storms/wave surges) and biological (epidemics and insect/animal plagues). Moreover, there are various topics of disaster risk management in the textbooks including mitigation, preparedness, and response.Natural hazards are well covered in school textbooks for students with ID in Iran. However, more content about sheltering in disasters, reunification, as well as disasters' response and recovery will help children with ID in Iran to perform better during and after disasters. Moreover, the textbooks in several grades provide some debates on the prevention and the spread of infectious diseases for preparedness against epidemics. The COVID-19 pandemic and the significance of preparedness of vulnerable groups against pandemics evidence that school textbooks are a key means to transfer the information of preparedness in emergencies of all sorts to all children including children with ID.

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“…For instance, PwDs were more responsive and prepared for disasters only after the 2010 earthquake experience in Canterbury, New Zealand [ 20 ]. Disaster experience of PwDs in evacuation centres provides valuable insight into construction that considers the availability of essential facilities such as toilets, social and support services, and understanding cultures and norms within societies [ 4 , 21 – 23 ]. Studies have shown that experience, education, and trust in authorities have a substantial impact on preparedness [ 24 – 26 ].…”

Section: Introductionmentioning

confidence: 99%

Exploring persons with disabilities preparedness, perceptions and experiences of disasters in Tuvalu

et al. 2020

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Background Historically, Persons with Disabilities (PwDs) are disproportionately affected by disasters. In Pacific Island Countries (PICs), the risks and vulnerabilities of PwDs arise from social inequalities, as well as environmental barriers. As the frequency and intensity of disasters will increase over the next decade, it is critical that the challenges faced by PwDs are addressed and that they are prepared. Objective This study explores disaster preparedness, perceptions, and experiences with disasters among PwDs in Tuvalu. Methods This qualitative study was carried out among people with physical and sensory disabilities and without post-traumatic stress disorder (PTSD), who are aged 21 and above. Using grounded theory methodology, semi-structured in-depth interviews were conducted with 24 participants, with 7 then participating in a Focus Group Discussion (FGD). Results A total of 31 PwDs participated, of which 65% were male and 35% female, with a mean age of 44 ±15.70. The results showed how the PwDs ability to prepare, their perceptions, and experiences with disasters have contributed to their resilience to disasters. Conclusion This study highlights the importance of understanding PwDs lived disaster experience to improve their preparedness and resilience for future disasters. This knowledge will assist government and non-government organisations, communities, and families to develop policies and plans that will enhance the preparedness of PwDs for disasters.

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Safety Needs of People With Disabilities During Earthquakes

Cited by 26 publications

References 20 publications

Earthquake and the Educational Needs of People With Physical Disabilities and Associated Groups: A Qualitative Study

Earthquake and the Educational Needs of People With Physical Disabilities and Associated Groups: A Qualitative Study

Representation of disasters in school textbooks for children with intellectual disabilities in Iran: A qualitative content analysis

Exploring persons with disabilities preparedness, perceptions and experiences of disasters in Tuvalu

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