Title:
Emergency preparedness planning and; policy and vulnerable populations in public schools: a literature analysis

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dc.contributor.advisor Sawicki, David S.
dc.contributor.advisor Clark, Jennifer
dc.contributor.author Brandon, Brook Estelle en_US
dc.contributor.committeeMember Baker, Paul M.A.
dc.contributor.committeeMember Mitchell, Helena
dc.contributor.department Public Policy
dc.contributor.department City and Regional Planning en_US
dc.date.accessioned 2008-09-17T19:34:53Z
dc.date.available 2008-09-17T19:34:53Z
dc.date.issued 2008-07-15 en_US
dc.description.abstract The U.S. disability population is growing at significant rates among adults as well as youth. According to the 2000 Current Population Reports, approximately 54 million Americans about 1 in 5 - are affected by the presence of a disability stemming from birth or life incident. Demographic increases are also noted among American youth as well, with one in 166 children is diagnosed with autism - estimated 67 children each day. Consequently, there have been federal-level responses in the form of legislation, executive orders and local-level program flinding such as REMS grants - addressing various disability issues. Likewise in recent years, another critically important matter has emerged with increasing priority on the nation s policy agenda: school emergency preparedness planning. A broad spectrum of crises incidents, ranging from student-initiated assaults to natural or man-made disasters, has become a well-documented reality where schools have experienced tragic impacts sometimes as severe as mass casualties These occurrences, coupled with an expected increase in potential evacuees with special needs, demonstrate the critical need for inclusive school evacuation planning at all levels of administration that actively considers its impact on vulnerable populations. This is of particular importance to public schools today; the presence of disabled students can be deduced from U.S. Census and NOES statistics while studies conducted by Georgia Tech s Center for Assistive Technology and Environmental Access (CATEA) illustrate the presence of teachers with disabilities. As the scope of interest in this field expands, the availability of related literature becomes more prevalent as well. While disability preparedness planning in schools is briefly mentioned in some articles and reports on emergency preparedness in general, it has yet to be the sole focus of one to date. Policymakers and practitioners in preparedness planning would likely benefit by broadening to its literature scope to include research that focuses solely on analyzing policy strategies and processes used in school emergency preparedness planning for students and teachers with disabilities. Therefore, this thesis project will compile available related literature into a topology in aimotated bibliography form through the lens of disability preparedness planning and policy in public schools. The research goal is to provide a qualitative assessment of available literature in the form of a reference guide of strategies and recommendations on disability preparedness, specifically intended for public school settings. Additionally, this compilation will outline the rationale supporting a more inclusive policy and planning formulation processes that actively engage the needs students and teachers with disabilities prior to the implementation stage. en_US
dc.description.degree M.S. en_US
dc.identifier.uri http://hdl.handle.net/1853/24751
dc.publisher Georgia Institute of Technology en_US
dc.subject Policy formulation en_US
dc.subject Public schools en_US
dc.subject Disabilities en_US
dc.subject Preparedness planning en_US
dc.subject.lcsh Public schools
dc.subject.lcsh Preparedness
dc.subject.lcsh Emergencies
dc.subject.lcsh Emergency management
dc.subject.lcsh People with disabilities
dc.title Emergency preparedness planning and; policy and vulnerable populations in public schools: a literature analysis en_US
dc.type Text
dc.type.genre Thesis
dspace.entity.type Publication
local.contributor.corporatename College of Design
local.contributor.corporatename School of City and Regional Planning
local.contributor.corporatename School of Public Policy
local.contributor.corporatename Ivan Allen College of Liberal Arts
local.relation.ispartofseries Master of City and Regional Planning
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