Schools nationwide have faced threats in recent weeks, raising concerns about how students and staff are alerted during emergencies. For the deaf and hard-of-hearing community, the question arises: How can they be notified of dangerous situations like a lockdown or evacuation when they can’t hear traditional alarms or announcements?
As education professionals, your role is crucial in ensuring the safety of all students, including those who are deaf or hard of hearing. Several specialists, including Aliza Long from the Deaf and Hard of Hearing Center (DHHC), are shedding light on the safety protocols to protect this vulnerable group, and your active participation is key.
Adapting Emergency Protocols for Deaf and Hard of Hearing Students
Aliza Long, an access specialist at the DHHC, shared her insights on how schools can effectively notify deaf or hard-of-hearing students during emergencies. Long, who is deaf and uses a cochlear implant, stressed the importance of clear communication, underlining its crucial role in ensuring the safety of all students.
“It’s important to communicate. We want to make sure that we have some kind of equipment that we put up. It has to be silent. We can make sure that we alert staff and faculty and especially students,” Long explained.
She highlighted that while many rely on sound-based alerts, schools must have visual methods to ensure everyone, including those who cannot hear, is informed of a lockdown or emergency.
Specialized Training and Technology in Schools
Kimberly Patella, Coordinator for the Regional Day School Program for the Deaf at Corpus Christi Independent School District (CCISD), explained how the district has developed safety measures for deaf or hard-of-hearing students.
Kimberly Patella, Coordinator for the Regional Day School Program for the Deaf at Corpus Christi Independent School District (CCISD), explained that they train their staff at all three cluster sites to recognize ASL signs for those emergency situations. This training involves regular practice sessions and simulations of emergency scenarios.
Most CCISD’s deaf or hard-of-hearing students attend these cluster sites—Webb Elementary, Kaffie Middle School, and Veterans Memorial High School. However, the district’s safety measures go beyond staff training.
For instance, at CCISD, They have implemented lights in all classrooms distinct from those used for fire drills, allowing students and staff to differentiate between various alerts.
Moving Beyond Sound: Visual Alerts Are Key
One might assume that increasing the number of alarms would solve the problem, but Thomas Burnside, the DHHC Technology Specialist, explained why there are better solutions than this.
Burnside said, “It’s not all about loudness; it’s about the tones. We recommend going to a visual technology rather than relying on sound or loudness.” This visual technology includes flashing lights, color-coded alerts, and other visual cues more effective for the deaf and hard-of-hearing community.
Burnside emphasized that visual alerts, such as flashing lights or other visual cues, are not just an alternative but a more effective solution for the deaf and hard-of-hearing community. According to Burnside, this reassurance is essential in Corpus Christi, where one in five people experience hearing loss.
Conclusion
As threats to school safety continue to pose challenges, it is vital to ensure that emergency protocols include all students, including those who are deaf or hard of hearing. Schools are stepping up by implementing visual alert systems, providing staff with specialized training, and adapting technology to meet the needs of the deaf community. These efforts ensure no student is left in the dark during critical situations.