SECTION 8: Safety and Emergency Preparedness

Safety isn’t just physical. For Deaf+ students, safety means knowing:

• what’s happening

• what to do

• how to ask for help

Without language and predictability, even routine drills or transitions can trigger panic and elopement.

We’re not just preventing injuries. We’re preventing fear, confusion, and isolation.

🔹 Why Safety Plans Are Essential

Deaf+ students are more likely to:

• bolt or hide during fear

• struggle with transitions

• resist unexpected changes

• be unable to explain what happened

• be misunderstood by emergency responders

Many are non-speaking or minimally verbal. Many do not respond to shouted instructions.

You need a plan.

🔹 Safety Planning Basics

Component	Why It Matters	Tips
Elopement plan	Student may flee during stress	Create map with likely routes. Assign adult to shadow during high-risk times.
Visual Emergency Plan	Deaf+ students can’t follow verbal commands	Use sign-supported visuals posted in room. “Fire → Outside. Lockdown → Hide.”
Break passes	Avoid escalation	Allow exit without verbal explanation. Student points to or hands off visual.
Personal calm-down kit	Regulation on the go	Include visuals, preferred items, fidget, weighted lap pad. Store in backpack or drawer.
Assigned safe adults	Build connection	Post photos of 1–2 adults with “Help” sign cue. Teach student to go to them.

🔹 Emergency Drills: Deaf+ Considerations

Drill Type	Access Modifications
Fire	Use flashing lights. Teach visual cues. Pre-walk the route weekly. Practice with visuals.
Tornado	Avoid overhead noise. Teach “head down” via modeling. Use physical modeling if language fails—but never without consent or prep.
Lockdown	Explain why in calm moments. Use “hide” and “quiet” visuals. Assign a calm adult. Sensory kits should be accessible.

Don’t surprise practice. Always preview and use visual countdowns or storyboards.

🔹 Visual Safety Tools to Keep Posted

• Emergency route maps with photo directions

• First–Then visuals for safety steps: First: Quiet. Then: Go outside.

• Flashcard sets with signs: Fire, Hide, Wait, Go, Stop

• Calm-down zone with communication board

• Backpack tags with name, “nonverbal,” and emergency contacts (on field trips or high-risk days)

🔹 Teaching Advocacy and Boundaries

Teach students to express:

• “I don’t like that.”

• “I want help.”

• “That hurts.”

• “I need break.”

Pair signs with real-life events. Model often.

The more they understand their body, the more they can protect it.