Safety

1.A: Review and Revise All U-M Response Protocols, Policies, and Practices for Safety and Security as They Relate to Individuals with Disabilities

Presently, it is unclear how the university’s current policies, practices, and protocols address safety and security measures for individuals with disabilities. In partnership with disabled stakeholders, other relevant entities (including the Department of Safety and Security (“DPSS”), the Office for Institutional Equity (“OIE”), the Fire Marshal, and the Architecture, Engineering, and Construction Office (“AEC”)) should evaluate and clarify existing policies and practices. Upon determining the institution’s current strategies for supporting disabled individuals in emergencies, each entity should then explore and implement best practices to help support individuals with disabilities. These best practices should be formally incorporated into the university’s emergency response policies and practices.

Additionally, it is recommended that these policies and protocols be compiled into accessible and usable resources for students, faculty, staff, and other community members. These resources should use simple, clear, and concise language to ensure user comprehension.

1.B: Review and Revise Communication Practices and Procedures in Emergency Situations

In addition to evaluating emergency policies and protocols, the above-mentioned entity should also assess the university’s current strategies for communicating information and guidance during emergency situations. The entity should then survey and subsequently integrate best practices for communicating safety, security, and emergency information so as to be accessible to, and inclusive of, individuals with disabilities. These best practices should include suggestions for words to use or avoid in such communications. See Safety Report, Recommendation 4, Appendix 4.

In addition to providing guidance on what is communicated, it is recommended that the university explore available and emerging technologies that may facilitate disseminating this information to individuals with disabilities. This may include evaluating additional mechanisms to accompany the current text and push notification strategies. See Safety Report, Recommendation 10, Appendix 4.

Contemporaneous and ongoing communication with individuals with disabilities experiencing an emergency is critical. Namely, when an individual with a disability is in an emergency situation, responders are encouraged to maintain continuous communication with the individual until the emergency is resolved, especially if the individual is sheltering in place.

1.C: Review and Revise Current Mapping Strategies to Better Identify Important Safety/Security Information

The university’s buildings employ various strategies to communicate safety elements to users; however, it is unclear whether these strategies are accessible, usable, or effective for individuals with disabilities. To fully understand the various approaches used, a university-wide audit should be conducted of all building mapping and signage strategies, including how or whether safety information (including accessible routes, ingress and egress, areas of rescue assistance, areas of refuge, tornado shelters, etc.) is conveyed. This should also include conducting accessibility assessments of any physical or digital signage as well as building-specific maps and mapping applications. Upon identifying any gaps in accessibility or usability, the university should undertake immediate efforts to remedy these issues or disseminate supplemental materials to clarify a building’s safety features.

See Safety Report, Recommendation 9, Appendix 4.

1.D: Develop an “Active Attacker” Disability Awareness Guide

In addition to developing emergency resources regarding support for individuals with disabilities, a specific “active attacker” guide should be developed on how to provide support and assistance for individuals with disabilities. This resource should not only provide guidance to disabled individuals, but also to first responders and other persons, such as faculty. This guide should be clear, concise, and accessible to ensure consistent and effective use.

See Safety Report, Recommendation 2, Appendix 4.

Having created the disability-specific resources and support described above, it is critical to ensure wide dissemination of this information to individuals with disabilities and others who provide support or assistance to disabled individuals. Providing such resources during all orientation and onboarding sessions, trainings, or events for faculty, staff, and students would provide at least one guaranteed opportunity to share this information. As a supplement, these materials can also be converted to online modules that can be disseminated on an annual basis along with other regular safety communications (such as the dissemination of the university’s Annual Security and Fire Safety Report).

See Safety Report, Recommendation 7, Appendix 4.

Some of the university’s schools and colleges provide information for students traveling abroad regarding emergency response; however, this information does not provide specific guidance for individuals with disabilities.

In order to ensure students are given the support and assistance they may need in new and unfamiliar places, faculty who accompany students abroad should be trained on such situations. Moreover, students in such programs should be given study abroad-specific resources (including links to relevant resources and experiences from alumni) to help them prepare.

See Safety Report, Recommendation 8, Appendix 4.