Purpose
Approximately one of every 10 people in the United States, 28 million, has some degree of hearing loss[1]. The complex communication issues faced by the vast numbers of people who are deaf or hard of hearing pose staggering challenges. Even more striking are the obstacles posed in communicating with individuals who have a hearing loss during an emergency situation or national disaster.

Depending upon the age of onset of hearing loss, different sets of problems may arise. If the hearing loss occurs during infancy or early childhood – the years of language acquisition – it is likely that the individual has English as a second language and depends upon a variety of communication methods (i.e., sign language, spoken communication, and/or written communication). If the hearing loss develops later in life, the individual may depend upon spoken communication and whatever residual hearing is available. However, this is misleading; speechreading is barely effective, and emergency situations may create a noisy environment, making it difficult for hard of hearing individuals to communicate. There are also deaf-blind individuals who may have limited or no vision, adding to the communication barriers in emergency situations.

In the weeks after the September 11, 2001 attacks, Telecommunications for the Deaf and Hard of Hearing, Inc. (TDI), through its members and the various coalitions in which it participates, uncovered serious lapses in emergency communication systems around the country. In fact, the nation received a failing grade in a December 10, 2004 report, Emergency Preparedness and Emergency Communication Access: Lessons Learned Since 9-11 and Recommendations, prepared by the Deaf and Hard of Hearing Consumer Advocacy Network (DHHCAN) and the Northern Virginia Resource Center for Deaf & Hard of Hearing Persons (NVRC).

This Emergency Responders and the Deaf and Hard of Hearing Community: Taking the First Steps to Disaster Preparedness course, developed by TDI and its partnership with four regional centers, is a major initiative supported by the U.S. Department of Homeland Security (DHS) through the Office for Grants and Training (OGT). The course is designed to provide deaf and hard of hearing individuals and emergency responders with the information and skills needed to prepare for, respond to, and recover from emergency situations involving people with hearing loss.

Key consumer leaders and emergency responders in the area where training is held will be recruited by the host or sponsor and the instructor.  This will promote and foster interaction between the two communities and information sharing among all stakeholders, including policy makers.

Instructional Goal

Cognitive Goals

This course will provide participants with an understanding of the tools and knowledge needed to prepare a community response, as well as respond to and recover from emergencies ranging from weather-related emergencies to a terrorist attack, for deaf, hard of hearing, late-deafened, and deaf-blind individuals.

Affective Goals

At the conclusion of the course, participants will be able to

·    Understand the elements or steps needed to prepare for and respond to emergency situations involving deaf, hard of hearing, late-deafened, or deaf-blind individuals

·    Understand and network with the local, state, and federal resources that are available for such situations

·    Possess the necessary knowledge to become aware of the varying communication modes among individuals, and identify best options in each emergency situation

·    Be prepared for a variety of emergencies

Target Audience

Basic Characteristics

This course is designed to provide deaf and hard of hearing (including deaf, deaf-blind, hard of hearing, late-deafened and other individuals with hearing loss) and emergency responders with the basic skills they need to communicate with each other in the event of emergencies such as terrorist attacks and natural and biological disasters. The course will also instruct participants how to respond to a variety of emergency situations. Because this course is geared toward an entry-level audience and its framework is one of problem-solving and small-group work, the ideal participant to instructor ratio is 10:1.

Key members of community planning teams (i.e., local and appropriate state and federal officials) will also benefit from this course, especially in developing or strengthening current emergency plans to communicate with people who have a hearing loss.

Target Audience Needs

This course will provide consumers with competency in the following areas:

·    Recognize and understand types of emergencies 

·    Understand emergency responders’ priorities and needs

·    Know the emergency services resources that may be available within the community/region

·    Identify a network of local community resources (i.e. Citizen Corps, CERT, American Red Cross, interpreting agencies, etc.)

·    Participate in community activities

·    Understand local & state emergency management/disaster planning protocols 

This course will provide emergency responders with competency in the following areas:

·    Recognize and understand hearing loss 

·    Understand which communication mode is appropriate for different scenarios and/or different hearing loss types.

·    Know the resources that may be available within the community/region

·    Develop an infrastructure of community sources

·    Develop a plan to identify, collect, and share information with state and federal agencies

·    Share information with state and federal agencies and consumer leaders within the deaf, deaf-blind, hard of hearing and late-deafened communities. Identify a network of local community resources (i.e. Citizen Corps, CERT, American Red Cross, interpreting agencies, etc.)

Emergency responders and policymakers are key to successfully integrated accommodations for emergency preparedness procedures affecting individuals with hearing loss. In addition to emergency response workers, an emergency involving an individual with hearing loss may also include, but is not limited to:

·    People who are deaf, deaf-blind, hard of hearing or  late-deafened and their families, friends, co-workers and neighbors

·    Elected/appointed officials (e.g., mayors, governors, and task forces)

·    Regulatory/enforcement agencies such as the Federal Communications Commission, U.S. Department of Justice, and the U.S. Department of Homeland Security

·    Local, state and national advocacy groups and organizations serving individuals with hearing loss including but not limited to the National Association of the Deaf, Hearing Loss Association of America, Association of Late-Deafened Adults, and the American Association of the Deaf-Blind

·    Public utilities (e.g., phone, power, gas, water, waste management)

·    Disaster planners

·    Homeland security officials

·    Office of Emergency Management

·    Emergency response community

·    Medical community

·    Mental health/disaster counselors and social workers experienced and skilled in working with people who have a hearing loss

·    Public health officials

·    Public information officers

·    Transportation officials (particularly mass transit)

·    Civilian volunteers

·    Military reserve corps.

·    Community-based social service organizations

·    Faith-based groups and ministries

·    And others who may be indirectly or directly affected.

Scope of Course

At the conclusion of this course, participants will gain the skills they need to prepare for and respond to an emergency situation involving individuals who are deaf, deaf-blind, hard of hearing or late-deafened,. The course materials will train participants to identify and recruit those in their neighborhood whose daily activities place them in a unique position to identify potential barriers to effective communication as well as proven solutions to work around such obstacles.

This course is designed to promote emergency preparedness, community response, and recovery from emergencies involving individuals with hearing loss. The one-day course contains lectures, interactive activities and group discussions in most modules to ensure that participants have a better understanding of the needs of individuals with hearing losses, especially in times of emergencies.

The course is divided into seven sections, termed modules. Modules 2a and 2b will run concurrently to emergency responders and consumer leaders separately. The modules and suggested time frames for each are included in the following table:

TABLE 1.1: COURSE MODULES AND TIME ALLOCATION (SLIDE 1-12)

Module 1: Introduction and Administration

In this module, participants will complete all course administrative requirements, introductions, and pre-tests. Participants will also be provided with index cards on which they may write questions to be addressed at the end of the course.

Emergency preparedness and its impact upon individuals with hearing losses will be discussed. Telecommunications for the Deaf and Hard of Hearing, Inc.’s (TDI) Community Emergency Preparedness Information Network (CEPIN) Project will be introduced; and information about its goals and structure will be presented. An overview of the Emergency Responders and the Deaf and Hard of Hearing Community: Taking the First Steps to Disaster Preparedness course will be provided to participants. Participants will view a role reversal video.

Module 2a: Understanding Hearing Losses and Communication Barriers

This module will be given to emergency responders in the class by a consumer instructor. Module 2a will run concurrently with Module 2b.

Emergency responders are provided an overview of the different types of hearing losses, how they affect communication, and what can be done to promote effective communication in all situations, including emergencies. Participants will be asked to demonstrate how they can give information to responders.

Module 2b: Understanding the Role of Emergency Responders and Emergency Preparedness Basics

This module will be taught to consumers by an emergency responder instructor. Module 2a will run concurrently with Module 2b.

In this module, consumers will learn the difference between an emergency and a disaster and how to prepare and respond to both.

Participants will become familiar with the different types of emergency responders and the roles of each during an emergency event. Participants will also gain knowledge of the tools and equipment utilized by emergency responders.

Module 3: Discussion of Scenario Solutions

In this module, participants will review the concerns developed by the emergency responder and consumer groups during the scenario presented in Modules 2a 
and 2b.

Module 4:  Legal Responsibilities, Communication and Warning Issues, and Case Studies

This module presents case model program studies of different types of emergencies and disasters. Participants will apply the respective responsibilities for emergency responders and consumers. They will learn how to be as prepared as possible for emergencies, and how to work with existing emergency preparedness plans and emergency responders for the most effective communication possible during emergencies.

Module 5: Lessons Learned: Partnering for a Safer Community

In this module, participants will examine the influence grassroots advocacy and public policies exert upon emergency preparedness, as well as strategies to build alliances between emergency responders, public officials, and representatives from the consumer community. Consumers will also identify ways they can proactively participate in community organizations, such as Citizen Corps and Red Cross, and be part of these organizations through various methods such as volunteering at booths or in clean-up/recovery efforts (i.e., sandbagging or handing out bottled water).

Module 6: Assessment and Evaluation

During this module, participants will complete a post-test, a course evaluation form, and provide feedback regarding the content and instruction of Emergency Responders and the Deaf and Hard of Hearing Community: Taking the First Steps to Disaster Preparedness. Participants are required to score a 70% or better on the post-test to successfully complete the course. Question and Answer cards passed out in module 1 will be addressed.

Testing and Evaluation Strategy

Mastery of Cognitive Goal and Objectives

Participants will be administered two tests:  a pre-test administered during the first module (prior to instruction), and a post-test administered at the end of the course. Each test will include one or more items designed to assess participants’ mastery of each module’s objectives.

Achievement of Affective Goals

Instructors will evaluate participants’ achievement of affective goals based upon the individual’s completion of practical exercises, participation in the classroom, class comments, and an end-of-course evaluation.

Participant Feedback

Participants are required to complete an end-of-course evaluation focusing on the following issues:

·    Effectiveness of instruction (instructors presented content in an understandable manner, used relevant examples, encouraged participation, and answered questions in a clear and concise manner)

·    Relevance of instruction to each participant’s assessment of real-world requirements and concerns

·    Value of materials in supporting the course goal and module objectives

Resource Requirements

Instructional Resources Required

The following is required for each instructor:

·    Instructor Manual

·    Participant Manual

·    Laptop computer with DVD player

·    Permanent markers (black) and dry-erase markers

·    Instructor CD-ROM to include (all files are in Word/PDF format, unless otherwise noted):

o        Course appendices

-     Appendix A – Glossary of Course Terms

-     Appendix B – Glossary of Communicative Methods

-     Appendix C – Categories of Deafness

-     Appendix D – Tips for Emergency Responders

-     Appendix E – The National Incident Management System (NIMS)

-     Appendix F – NIMS Glossary of Key Terms and Acronyms

-     Appendix G – Civil Rights for Consumers

-     Appendix H – Assistive Devices

o        Are You Ready? – a series of 15 fact sheets from CEPIN

o        Homeland Security Presidential Directives 1-14

o        Participant pre-test

o        Instructor pre-test

o        Participant post-test

o        Instructor post-test

o        Test answer sheets

o        Course evaluation form

o        Presentation slides (PowerPoint)

·    Deaf and Hard of Hearing Consumer Advocacy Network report

·    Presidential Executive Order #13347

In addition to a manual, each participant must have a CD-ROM with the following:

·    Course appendices

o        Appendix A – Glossary of Course Terms

o        Appendix B – Glossary of Communicative Methods

o        Appendix C – Categories of Deafness

o        Appendix D – Tips for Emergency Responders

o        Appendix E – The National Incident Management System (NIMS)

o        Appendix F – NIMS Glossary of Key Terms and Acronyms

o        Appendix G – Civil Rights for Consumers

o        Appendix H – Assistive Devices

·    Are You Ready? – a series of 15 fact sheets from CEPIN

·    Homeland Security Presidential Directives 1-14

·    Latest edition of FEMA’s Are You Ready? Book

·    Interactive map from National Organization on Disability’s Emergency Preparedness Initiative at www.nod.org/EPIResources/interactive_map.html

Communication Access

Due to the additional requirements that this course has in terms of communication support services, it is strongly recommended that the host or sponsoring agency designate a Point of Contact (POC) for each delivery. The POC should be familiar with the setup of the facility, be able to provide information to the instructors in regard to local emergency responder or consumer resources, and be familiar with communication support services in the area.

Host or sponsoring agencies are required to make the plan for the following communication access:

Assistive Listening System (ALS)

·    Assistive listening system with headsets and neck loop receivers with microphones for interpreters and speakers or other assistive listening system depending on what is available.

Public Address (PA) System

·    With microphones for interpreters and speakers

·    Ideally PA and ALS systems should be connected so that only one set of microphones is needed. System must support multiple microphones.

Interpreters

·    Four Certified American Sign Language (ASL) Interpreters

·    Two Certified Deaf Interpreters to mirror questions/comments from audience or act as platform interpreters

·    Two Certified DeafBlind Interpreters (if DeafBlind are registered as participants)

·    Captioners:

·    Two Qualified Communication Access Realtime Translation (CART) providers

Module 1: Introduction and Administration

Summary

In this module, participants will complete all course administrative requirements, introductions, and pre-tests. Participants will also be provided with index cards on which they may write questions to be addressed at the end of the course.

Emergency preparedness and its impact upon individuals with hearing losses will be discussed. Telecommunications for the Deaf and Hard of Hearing, Inc.’s (TDI) Community Emergency Preparedness Information Network (CEPIN) Project will be introduced; and information about its goals and structure will be presented. An overview of the Emergency Responders and the Deaf and Hard of Hearing Community: Taking the First Steps to Disaster Preparedness course will be provided to participants. Participants will view a role reversal video.

Time Allocated: 1.0 hour

Method of Instruction: Instructor-led discussion and group activities

Course Goal

This course will provide participants with the skills they need to prepare a community response, respond to, and recover from an emergency, ranging from a house fire to a terrorist attack, especially when individuals with hearing losses are involved.

Terminal Learning Objective

Participants will summarize the course goal and major module objectives. They will be able to describe the impact hearing loss poses to both emergency responders and civilians during an emergency response.

Enabling Objectives

At the conclusion of this module, participants can

1-1       State how the CEPIN Project is structured and list its goals

1-2       Summarize the course and its agenda

1-3       Describe how hearing loss impacts emergency response

1-4       State how participant learning will be evaluated

Instructional Resources Required

·    Liquid crystal display (LCD) projection unit

·    Projection screen

·    Computer with presentation software

·    External sound system for LCD projection unit

·    Presentation software CD-ROM

·    Instructor Manual

·    Easel

·    Easel paper pad

·    Markers

·    Masking tape

·    Attendance sheet

·    Participant registration form

·    Tent name card

·    Pre-test (one per participant)

·    Pre-test answer key

·    Test answer sheet

Evaluation Strategy

·         Instructor observation of participant classroom performance

·         Instructor-led discussion to ensure participants understand how their performance will be evaluated and the impact of that evaluation on participant outcomes

·         Moderated group discussion

Module 2a: Understanding Hearing Loss and Communication Barriers

Summary

This module will be given to emergency responders in the class by a consumer instructor. Module 2a will run concurrently with Module 2b.

Emergency responders are provided an overview of the different types of hearing losses, how they affect communication, and what can be done to promote effective communication in all situations, including emergencies. Participants will be asked to demonstrate how they can give information to responders.

Time Allocated: 2.0 hours (to run concurrently with Module 2b)

Method of Instruction: Instructor-led discussion and group activities

Terminal Learning Objective

Participants will list the different types of hearing losses and the potential obstacles posed by each in emergency situations.

Enabling Objectives

At the conclusion of this module, participants will be able to perform the following:

2a-1    Recognize commonly held hearing loss myths

2a-2    Identify the different types of hearing loss

2a-3    Recognize how lack of understandable information creates safety barriers for             emergency responders and consumers

2a-4    Summarize communication barriers emergencies            present to both emergency   responders and consumers

2a-5    Recognize different communication methods used by people with hearing loss

2a-6    Recognize how hearing loss affects emergency preparedness

2a-7    Recognize different accommodations used by people with hearing loss

2a-8    Recognize which methods are best for providing consumers with emergency    notifications

Instructional Resources Required

·    Module 2a presentation slides

·    Participant Manual

·    Cards with Gesturing Activities

·    Blank Paper to Roll Up for DeafBlind Activity

·    Assistive Technology Equipment or Pictures for Display

Evaluation Strategy

·    Instructor observation of participant classroom performance

Module 2b: Understanding Emergency Preparedness Basics and the Role of Emergency Responders

Summary

This module will be taught to consumers by an emergency responder instructor. Module 2a will run concurrently with Module 2b.

In this module, consumers will learn the difference between an emergency and a disaster and how to prepare and respond to both.

Participants will become familiar with the different types of emergency responders and the roles of each during an emergency event. Participants will also gain knowledge of the tools and equipment utilized by emergency responders.  

Terminal Learning Objectives

Participants will be able to identify the emergency responders in their community, explain the role of emergency responders during an emergency or disaster, and identify some of tools utilized by emergency responders during an emergency situation. Consumers will be able to identify what they can do aid in communication with responders.

Enabling Objectives

At the conclusion of this module, the participants can

2b-1    Identify the differences between an emergency and a disaster, especially as   they relate to emergency responders’ preparation and response

2b-2    Identify what consumers should do to prepare for             communication with             responders in an emergency or disaster

2b-3    Recognize the emotions that may arise during an initial encounter with          emergency responders (or in a disaster/emergency)

2b-4    Identify a variety of emergency responders within the community

2b-5    Identify the primary roles of (and tools used by) emergency responders            (specifically firefighters, emergency medical personnel, and law enforcement       officers) during an emergency situation

2b-6    Provide an overview of the National Incident Management System (NIMS) and            how it controls emergency preparedness efforts

Instructional Resources Required

·    Module 2b presentation slides

·    Participant Manual

·    Hand out CEPIN’s “Are You Ready” newsletter, September 2005, “Grab n Go” on Emergency Kits

·    Emergency Kit Demo

Evaluation Strategy

·    Instructor observation of participant classroom performance

Module 3: Discussion of Scenario Solutions

Summary

In this module, participants will review the concerns developed by the emergency responder and consumer groups during the scenario presented in Modules 2a 
and 2b.

Time Allocated: 0.50 hours

Method of Instruction: Instructor-led discussion and question and answer session

Terminal Learning Objective

Participants will analyze how their counterparts view the scenario presented in Modules 2a and 2b. Participants will also have the opportunity to ask the presenters and other participants in the group questions about the concerns identified.

Enabling Objectives

At the conclusion of this module, participants will be able to perform the following:

3-1       Identify how the concerns of emergency responders and consumers differ        during an emergency

Instructional Resources Required

·    Module 3 presentation slides

·    Participant Manual

·    Dry-erase boards or flip charts

Evaluation Strategy

·    Instructor observation of participant classroom performance

Module 4: Legal Responsibilities, Communication and Warning Issues, and Case Studies

Summary

This module presents case model program studies of different types of emergencies and disasters. Participants will apply the respective responsibilities for emergency responders and consumers. They will learn how to be as prepared as possible for emergencies, and how to work with existing emergency preparedness plans and emergency responders for the most effective communication possible during emergencies.

Time Allocated: 1.0 hours

Method of Instruction: Instructor-led discussion and group activities

Terminal Learning Objective

Participants will be able to summarize the components of events and emotions during an emergency, and identify which available accommodation is most appropriate.

Enabling Objectives

At the conclusion of this module, participants will be able to perform the following:

4-1       Summarize the moral, ethical, and legal responsibilities of emergency responders

4-2       Identify communication and warning issues that are critical during an emergency

4-3       Use model programs presented to identify which accommodations are available and appropriate during emergencies in your area

Evaluation Strategy

·    Instructor observation of participant classroom performance.