The University of Toledo

Emergency Procedures

Emergency Procedures

Emergencies such as fires and tornadoes occasionally occur as well as emergency drills.  Instructors and staff should develop a plan of action if they are aware that they have a student with mobility, visual, or hearing limitations in their classroom.  Ultimately, the person with a disability is responsible for his/her own safety in an emergency situation, but it is important that classroom instructors play a role in student evacuation.  The following are some suggestions:

Students with Mobility Impairments

In case of tornado, individuals with mobility impairments should be directed to an area of refuge.  This can include a stairway, a classroom adjacent to a stairway with a fire-rated door or walls, or an internal room away from windows (in case of tornadoes).  Note the location of the stairway or adjacent room.  The student should not block the stairway.  This can result in harm to the student and others as people evacuate via the stairway.

• The instructor should alert emergency personnel of the location and need for evacuation of the person with a disability.
• Assist the student with limited mobility to access an area of refuge, and let him or her know you will be contacting appropriate rescue personnel.
• If you have a cell phone and the student does not, leave the cell phone with the student.
• In most instances, do not attempt to carry a person in a wheelchair.  You can injure yourself or the student.

Elevator Breakdowns and Repair

When an elevator ceases to operate, contact the Facilities immediately.  If a person who uses a wheelchair is stuck on an upper level floor and uses a respirator to breathe, time is of the essence.  Consult with the person in question to determine the amount of oxygen remaining in the respirator and assess their desire for emergency rescue.

If there is a breakdown of the main elevator and there is a freight elevator available, assist the student in finding the freight elevator.  Students sometimes need assistance getting on and off a freight elevator.  If you become alert to long-term repair issues with an elevator and you have a student taking a class in an upper-level classroom, contact OA.

Students Who Are Blind or Have Low Vision

Students who are blind or have low vision should already be familiar with their surroundings after mobility and orientation training.  They may not, however, be aware of emergency exits.

• In case of emergencies, alert the student to the nature of the situation.  Offer assistance to the student and guide him or her to the nearest emergency exit and away from the building to safety.  Some types of emergencies require safety within a building.  Depending upon the nature of the emergency, during crisis periods, there may be a lot of commotion and noise.  A student who is blind may not be able to orient himself or herself as well as in calmer times.  Your assistance is critical to their safety.
• A good way of offering assistance to a person who is blind is to use what is known as the sighted guide technique.  You do this by offering this person an elbow.  The person holds on to your elbow, and you proceed ahead.
• As you walk, alert the student to where he or she is and inform him or her of any obstacles, debris, doorways, or narrow passages.
• Once safe, orient the student to his or her surroundings and determine if further assistance is needed.

Students Who Are Deaf or Hard of Hearing

Students who are deaf or hard of hearing may not hear alarms or other audible warnings.  Instructors should inform the student of an emergency.  There are three ways to get this person’s attention:

• Write a note for the student alerting him or her to the emergency and instructing him or her where to go.
• Turn the light switch off and on to gain attention.
• Tap his or her shoulder.

In most instances, an interpreter/transcriber will be in the classroom to explain the emergency to the student.  Provide any assistance a student might need during the evacuation process.

Seizures

Most persons who have a seizure disorder are able to control their seizures through the use of medication; however, medical management of a seizure disorder is not always totally effective.  Seizures may occur in your classroom.  Students with an active seizure disorder will likely speak to you about their seizures and direct you how to respond to the seizure.  Some students have unexpected or infrequent seizures.

What to do during a seizure:

• Keep objects away from the individual’s mouth
• Cushion the head with an available sweater, sweatshirt, coat, etc.
• Turn the individual on his or her side
• Do not restrain the individual

What to do after a seizure:

• If the individual is disoriented, look for a medical I.D.
• Ask the person to identify self and location
• If the person is confused, incoherent, or not able to answer, contact University Police

Call for emergency assistance in any of the following situations:

• The seizure lasts longer than one minute
• The person is passing from one seizure to another
• The person has difficulty breathing or pulse is faint or nonexistent
• The person is extremely disoriented after emerging from the seizure

Instructors and staff should assess the situation and use their best judgment in determining the need for immediate medical intervention.  Erring on the side of caution is usually the best course of action when a student is having a seizure.