"Get Out - Stay Out"

"Get Out - Stay Out"
This scenario card lesson plan is designed to teach early elementary school children about fire escape planning and practice in the school setting and the importance of escape planning for children with disabilities.
Each scenario includes a different disability and provides an opportunity for school children to discuss how to assist others or be assisted in escaping. The scenarios are pictorial and can be used in a variety of activities including role playing, sequencing, and story starters.
Materials
• Sequence cards (set of 5 – laminated, if possible). Place each set of cards in a manila envelope
Objectives
• Students will be able to state why it is important to have and practice a fire escape plan for persons of all ages and abilities.
• Students will be able to identify the sound of the fire alarm or the visual alert from a strobe alarm, at least two ways out of the classroom and the outside meeting place at school.
• Students will be able to describe at least one way they could help someone with disabilities get out of the school when the fire alarm sounds or flashes.
Procedure
1. Write the word “Plan” on a chalkboard or whiteboard.
2. Ask students “what is a plan?” (A plan is like a road map. It tells you where to go and gives you ways to get to where you want to go.)
3. Explain that it is important to have a plan for how to get out of every room in the school.
4. Ask who knows what a fire alarm sounds like? Some fire alarms don’t make a sound. Instead, these alarms flash so that persons who are not able to hear are still able to know there is an emergency and that they need to respond. Have students demonstrate the sound of a fire alarm. Also demonstrate the flash of a strobe light. What does it mean? (There is a fire or an emergency – get out)
5. Review how you would get out of your classroom and other areas of the school such as the cafeteria, library or bathroom, or down the stairs. Talk about how a child in a wheelchair would be able to be transferred to a rescue mat or rescue chair for a safe evacuation down the stairs. Talk about how important it is for the students to wear or carry their medical passports (medical records on a flash drive) during an emergency evacuation. Identify two ways out of every room in case of an emergency. Doors should be closed after everyone has left the room. Practice the escape plan from start to finish at your outside meeting place. Practice alternative escape routes in case the primary exit is blocked.
6. Ask why is it important to have an outside meeting place. (So that you know that everyone is safe) Return to the classroom.
7. If someone could not hear the fire alarm, how could we help the person if the fire alarm sounds? (Use sign language or point to the alarm to tell them that we need to get out and then be a buddy to help them get out) . Another course of action would be to have strobe alarms installed at your school so that children who have a hearing disability also would be alerted.

If you are with someone in a wheelchair and the alarm sounds or flashes, how could you help the person? (Remember to always ask the person in the wheelchair if he or she needs help being pushed before doing so. If a teacher, teacher’s aid or personal care assistant already is pushing a person in a wheelchair, ask if you can be of help to make certain they get to the meeting place. You may be able to hold a door open so the wheelchair can get through.)

If someone can’t see and the alarm sounds, how could we help the person? (Have the person hold your elbow and guide the person out of the classroom. Tell the person where you are going and what is ahead so they understand what you are doing.)

If someone has broken their leg and is using crutches and the fire alarm sounds, how could we help the person? (Help the person pick up their crutches, hold a door open for the person.)

If someone is not feeling well and the fire alarm sounds, how could we help the person? (Hold the person’s hand and help him or her leave the classroom. The teacher or school nurse will be bringing medicines and medical equipment that children need once they get to the meeting place.)
8. It’s important to know that sometimes we might need help to get out. Sometimes it’s the teacher who will help. Students can help, too – holding doors, being a good buddy, and being friendly. Who else could be a helper at school? (school nurse, janitor, principal, guidance counselor, librarian, bus driver, etc.)
9. Use the sequence cards to review how students and grown-ups can help each other during a fire drill.
10. Use the sequence cards as visuals as students recite the following poem:

If the fire alarm sounds or flashes, I know what to do.
I can be a helper or you can help me, too.
I know the plan. It’s easy as can be.
If the alarm sounds or flashes, I’ll get out quickly!
11. Plan for any students who may need assistance escaping during a fire or emergency.
12. Teachers, teacher aides, and personal care assistants (PCAs) should hold primary responsibility for helping children who need assistance escaping. However, students, school nurse, janitor, etc. can be helpers, signing instructions to other children, holding doors, leading students out of the classroom, etc.
13. Have students act out each scenario. Allow students to work in a learning center to put the sequence cards in the correct order.
Extensions
Provide each student with a set of sequence cards. Have students cut out the cards and paste them in order on a piece of paper. Older students can write the numerals 1 through 4 to designate the correct sequence.
Using the sequence cards as prompts, have students create a story to go with the cards. This can be done as a activity with the teacher recording sentences on newsprint or students can act out each story or write their own stories in a journal.
Have students identify the beginning, middle, and end of the sequence of events for each set of cards.
Background information for teachers
Every student with a disability needs a personal school emergency evacuation plan. The plan should be part of the Individual Educational Program (IEP) to provide for the safety of the child during a building emergency, including an evacuation. The IEP will specify recommendations from a child’s physician or other medical staff on considerations or special needs that must be planned for during a child’s emergency evacuation. NFPA’s personal school emergency evacuation document provides an overview and checklist to address the specific needs of a child during emergency evacuations.
Some evacuation plans will require safety products to assist in the transfer of children with disabilities down stairs such as transfer slings, rescue chairs or mats. Make certain IEP teams are aware of the Safe Escape Program as a resource for making recommendations for evacuation products and education for school staff and families. See www.escapesafe.org or call +1 888 365-2022 for more information.
A portable health file for each child is important. This file should be with the child so that emergency responders can have access to the information.
Once the child has evacuated to the outside meeting place, if the child needs immediate medical attention, first responders on the scene need to be made aware immediately of the child’s needs.










"Get Out - Stay Out"

Mayo O2 Ability Awards

From: Caroline Casey

To: thomaschambers@eircom.net
Cc: 'Sarah Conroy'
Subject: O2 Ability Awards


Dear Thomas,

Thank you for your email of 26th January and sincere apologies for the delay in replying to you. I appreciate your feedback and am sorry to hear of your experiences with Mayo County Council. As a person with a disability myself I fully understand everyday frustrations with day-to-day life. As you may be aware we are attempting to establish a benchmark of excellence in the employment of people with disabilities, what we’re also doing is concentrating on the positive. No organization is doing a perfect job but companies that have the right attitude should be commended and some rewarded.

The O2 Ability Awards were designed to award companies that are striving to embrace diversity in their organisations. No organisation is perfect as is no person. The journey of recognising the potential and contribution that people with disabilities make to business is going to take time. As with anything, mistakes will and have been made, but it is how we overcome those mistakes and the fact that we continually strive for improvement is what truly deserves attention and is the reason for any success. These Awards are about encouraging Irish business to see that employing people with disabilities is both possible and good for business. By using the examples of those companies that have begun to do this and whose philosophy is to treat people equally we can create future opportunities. The O2 Ability Awards is about continuous improvement. They encourage business leaders and companies to ask questions, to assess themselves and their progress and to create an environment where success is rewarded. There is no full stop or perfect point. The O2 Ability Awards recognise the beginning of a journey to ensure the momentum is sustained!

Kindest regards,

Caroline.

Caroline Casey
Founder and Development
The Aisling Foundation
The rear of 1 Mount Street Crescent
Dublin 2
Ph : 00 353 1 634 0018
Mb : 00 353 87 242 3792



.

Newport Town and Access?

Cllr. Johnny O’Malley
The Demesne
Westport
Co. Mayo

Dear Johnny,
I am writing to you because I wish to highlight several issues around Newport in relation to access issues. As you might be aware I have been involved in highlighting and campaigning for improved access for all in Mayo.
I am very concerned about several issues here in my home town in Newport and I wish to raise them with you to request your help in correcting them.
The following issues are outstanding in Newport
The parking outside the post office for those that are wheelchair bound should have the yellow box on the right-hand side.
The signage that has been erected is not the correct signage. The sign itself should be blue with white logo however the sign that has been erected has a black logo with a white background.
The surface around the new bus terminal is uneven and a new surfaced should be completed as soon as possible.
Access is required from the park to the Health Centre as there is no roadway access. Clear and well marked tactile warnings should be installed.
A rail that surrounds the entrance to the viaduct in Newport does not turn down as suggested in the handbook and by regulations. Also there is no ramp access for people who are wheelchair-bound to the viaduct. This takes from the town’s accessibility for wheelchair users and mother with buggies.
The new Newport office entrance ramp is far too steep and should be lowered so that access is easier. Also the rim around the base of the door is not flush with the ground and could pose a problem for people with wheelchairs.
There is no disabled parking marked out in the area.
A disabled parking space should be installed at the Local Hall as there are frequent events held at the hall and this would be an ideal place for a disabled parking space.
Parking is also a problem in this area as many people park in front of the access places for buggies and wheelchairs and people have to move around them often for some distance to give access to the footpath and shops.
Gullies are also a common problem in the town. When the roads are resurfaced the gullies are not moved up to the level of the new road and become the lower than the road.
The ramp on Main Street does not seem to fit the area as there is a loading bay at one end and people have found it difficult to gain access to the ramp because of the loading bay. Also the yellow box has been placed at the rear of the space. The railing also needs to recheck as the railing would not prevent any person from falling off the footpath and injuring themselves.
Sections of the footpath are missing and have been replaced by a sheet of wood. This should be taken into consideration when the path is being patched up.
A parking bay should be installed at Chambers shop. This is to facilitate people in wheelchairs as there is no real access in the area as the gullies are still posing a problem for wheelchair users.
Seaview has ramps that are made from cobbles and are proving to be a great problem. Access is virtually impossible as the cobbles are rough and not smooth. These should be removed straight away as we have been informed that a number of residents use some form of mobile transport for the elderly or disabled people.
The speed ramps on the quay road are too close to the footpath and people have to travel on the main road as the footpath is too rough to travel on in a wheelchair or otherwise.
A crossing should be installed at the hotel corner so that people can access from the opposite side of the street.
Tactile warnings should be installed from the edge of wall to the edge of the footpath for those that are visually impaired or otherwise.
The ramp at Chamber’s on George’s Street has been removed and the residence would like to see it replaced.
A footpath from town should be continued to the football pitch as the footpath that is currently in place only goes as far as the school.
Foliage on the Quay Road also poses a problem as people have to move free from the foliage to gain access to the rest of the footpath.
The work fails to comply with building regulations.
Yours sincerely
_______________
Thomas Chambers
Disability Campaigner
“The Billy Ranch”
Knocknageeha
Newport
Co. Mayo

WHY WORRY?

There are only two things
To worry about-
Either you are well, or you are sick.
If you are well, then there is nothing
to worry about-
But if you are sick,
There are two things to worry about.
Either you will get well, or you die.
If you die, then you have
Two things to worry about.
Either you go to Heaven or to Hell
If you go to Heaven, then there is
Nothing to worry about-
But if you go to Hell,
You will be so damn busy
Shaking hands with old friends,
You won’t have time to worry.