First Responder Tips In Detail 2023

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Do you know how to be a first responder in an emergency situation? As a first responder, your actions can help save lives and reduce injury – but it is essential to make sure that you have the right techniques and knowledge to do so effectively.

First Responder Tips in Detail

Most sections of this guide will have a similar format regarding tips for FirstResponders:

  • General Characteristics: will provide a quick understanding of a given disability or situation.
  • How To Approach: will give suggestions specific to the disability.

TIPS is meant to provide helpful ways to interact with people with disabilities. It is not meant to diagnose any condition.

first responder tips

 

Disability

General Characteristics: The following is a general approach to interacting with people with disabilities in an emergency. Understand that people with disabilities may need varying degrees of assistance or none at all.

Below are the best suggestions that you might find useful:

  • Introduce yourself.
    • My name is… I’m here to help you. I am a … (name your job).
    • Show them your badge, but say “I look different from the picture on my badge because (for example) I am wearing protective equipment.”
  • Explain the nature of the emergency.
    • I am here because… Describe the situation using simple and concrete words. Do not go into grave detail.
    • Explain what you are going to do to help them to safety.
    • Explain when they will be able to contact or rejoin loved ones (if you know for sure).
  • As a first responder, you should only ask for the information you need to assist that individual as it relates to their disability.
  • Your best resource for helping anyone with a disability (including children and seniors) is to work with their existing support system, if available. Start with these questions:
    • If a child, asks if their mom or dad is home. If not, how can you reach them?
    • Do you live alone?
      • If yes, who do you call when you need help?
      • How can I reach that person right now?
    • If you live with someone, is that person here now?
  • If an individual is not able to assist in locating a caregiver, check to see if their cell phone has an ICE (In Case of Emergency) contact. (Search ICE in contact list.)
  • Visually check to see if there is a wrist bracelet, necklace, or shoe tag that identifies the person as having special health care needs. These identify a medical need, but not necessarily a disability.
  • If a person is exhibiting erratic or aggressive behavior, seek professional assistance immediately and refer to the section on mental illness.
  • When communicating with someone with a disability:
    • Be aware that not everyone can communicate verbally.
    • Use “People First” language. Put the person before the disability. You might be helping a boy with autism, not an autistic boy.
    • Give accurate, honest information.
    • Use pictures and objects to illustrate your words.
    • Use simple language.
    • Avoid using phrases that have more than one meaning, such as “knock it off” or “cut it out.”
    • Be patient. If needed, give extra time for the person to process what you are saying and to respond.
  • Watch for signs of stress and/or confusion (e.g. withdrawing, rubbing hands).

How to Approach

  • Approach the person in a calm manner.
  • Respect the dignity of the person as an equal (e.g. speak directly to the person).
  • Offer your arm or elbow to the person to hold as they walk, if needed.
  • Remember that the person may not understand typical social rules, so maybe dressed oddly, invade your space, prefer to be farther away from you than typical, or not make eye contact.
  • Be aware of conditions that might be misinterpreted. For example:
    • Cerebral Palsy is sometimes mistaken for drunkenness.
    • people with autism might act as if the situation is not serious.
    • people with hearing limitations might appear to be ignoring you.
  • Items to bring with the person: Ask the individual what items they will need. It is important to evacuate those necessary items. The goal is for the individual to be as independent as possible in order to reduce additional trauma. Make sure you check/ask for:
    • Essential equipment and supplies (e.g., wheelchair, walker, service animal, hearing aids, glasses).
    • Medication and health instructions.
    • Technology and/or communication devices.
    • Contact information.
  • Trauma: If a person is experiencing trauma, efforts should be made to get this person to a trained health professional. Some people may benefit from a spiritual leader or chaplain. Symptoms or signs of trauma might include:
    • Extreme behavior.
    • Detachment and withdrawal.
    • Lack of concentration.
    • Irritability.
    • Aggression.
    • Flashbacks.
  • Service Animals are used for a number of disabilities.
    • MUST be evacuated with the person.
    • Only two questions can be asked to determine if an animal is a service animal: Is the animal trained to perform a service for you? With what tasks or duties does the animal assist you?
    • Do not touch or give the animal food, water, or treats without the permission of the owner.
    • See Service Animals section for more TIPS.
  • Pets: Pets are vitally important to people. People affected by disasters may actually jeopardize their own well-being to save a pet from harm. For this reason, the government has determined that pets can be evacuated with their owners and provided for through the mass care function.
  • Comfort Animals: Emotional support animals or comfort animals provide comfort and support in the forms of affection and companionship for an individual suffering from various mental and emotional conditions. These animals are not required to perform any specific tasks like a service dog. They are not designated as service animals by the Americans with Disabilities Act (ADA). If at all possible, allowances should be made to accommodate the comfort animal and handler as much as possible.

 

Autism

General Characteristics: Autism spectrum disorder (often just referred to as autism) affects a person’s ability to communicate and interact with others.

It is important to know that 50% of children with autism wander.

Keep them away from potential dangers (busy streets, etc.) since they may not have fear of danger.

Autism affects people in different and varying degrees, but a person with autism might have some of the following characteristics:

  • An intense focus or fixation on:
    • specific interests or ideas.
    • objects.
    • sensory aspects of the environment and may become overstimulated by excessive noise or other distractions.
  • Language: They may:
    • be verbal or non-verbal.
    • have delayed learning of language.
    • have an unusual or monotone voice.
    • have repetitive speech: the person may repeat what you have said, repeat the same phrase over and over, or talk about unrelated topics.
    • have difficulty maintaining a conversation.
  • Behaviors: A person with autism may:
    • show repetitive mannerisms (hand-flapping, twirling objects). Do not try to stop these behaviors unless risk of injury.
    • have difficulty making eye contact or might look at you at an odd angle.
    • appear to not take the situation seriously.
    • display behaviors that you might misinterpret as drug abuse or belligerence. Don’t assume!
    • not understand typical social rules, so may be dressed oddly or invade your space.
  • They may have difficulty with reasoning and planning.
  • Some people with autism don’t show indications of pain; check for injuries.

How to Approach

  • Approach HIM/HER in a calm manner.
    • Use direct, concrete phrases with no more than 1 or 2 steps.
    • Use alternate means of communication if necessary, look for a picture communication system (physical or electronic), or write brief instructions on a pad if the person can read.
    • Gesture and move slowly.
  • Tell them what you are doing now and next.
  • Allow extra time for response.
  • Avoid touching the person.
  • If possible, turn off sirens, lights, and remove responder’s canine partner, if present. Attempt to find a quiet location for the person, especially if you need to talk with them.
  • Some people on the autism spectrum are very sensitive to noise and vibration. If a person is negatively affected by these stimuli, it would be best to consider not to choose helicopter transport. If possible, speak with family or advocates about how a person might respond to extreme vibrations and noise as experienced in a helicopter before choosing that route.
  • Watch for outbursts or impulsive behavior. Wait until these behaviors subside as long as the person is not causing harm to themselves or others.

 

Mobility Limitations

>> Complete Tips Got Covered Here <<

 

Blind/Low Vision

General Characteristics: There is a difference between visual limitations and blindness. Some people who are “legally blind” have some sight, while others are completely blind.

How To Approach

  • Announce your presence.
  • Speak naturally and directly to the
  • Do not shout.
  • Don’t be afraid to use words like “see,” “check”, “look,” or “blind.”
  • Ask if you can help guide them. Let the person explain what help is needed.
    • Don’t grab them.
    • Offer your arm, elbow, or shoulder. He or she can feel change of direction and other obstacles through you. He or she may also use a white cane to obtain additional environmental cues while grasping your elbow.
    • As you walk, advise them of any obstacles (doors, stairs, ramps, etc).
    • To assess your body’s reactions to obstacles, they might opt to walk a little behind you.
  • When guiding someone to a seat, place the person’s hand on the back of the chair.
  • If leading several individuals with visual limitations, ask them to guide the person behind them.
  • Remember that you’ll need to orally communicate any written information.
  • When you have reached safety, orient the person to the location and ask if any further assistance is needed.
  • If he/she has a service animal, don’t pet it unless he/she says it is okay to do so. Service animals must be evacuated with the owners.
  • Items to bring with the person: Ask the individual what items they will need. It is important to evacuate those necessary items. The goal is for the individual to be as independent as possible in order to reduce additional trauma. Make sure you check/ask for:
    • Essential equipment and supplies (e.g., wheelchair, walker, service animal, hearing aids, glasses).
    • Medication and health instructions.
    • Technology and/or communication devices.
    • Contact information.
  • Many individuals who are blind have service animals. Refer to the Service Animals section for additional tips.
  • Some individuals who are blind are also deaf and have additional needs. Refer to the Deaf-blind section for more specific tips.

 

Brain Injury/TBI

General Characteristics: Brain injury is often an “invisible disability” with no physical scars or mobility deficits.

However, brain injury can affect how the person acts, responds – or doesn’t respond – to questions, walks, talks, reacts to the situation, or controls movements.

Brain injury can affect a person’s cognitive functioning, mobility, perceptions, senses, and emotions.

The person may have all, a couple, or only one of these areas of functioning impacted. Keep in mind that every brain injury is unique.

  • An individual with brain injury:
    • may have trouble with impulse control and may do things without thinking of the consequences.
    • may have mood swings, and can go from one extreme to the next very quickly.
    • may not read social cues and may say or do something inappropriate or irrational.
    • can become impatient, irritable, or very emotional.
    • may be sensitive to light and might wear sunglasses inside.
    • may have sensitivity to noise. If possible reduce noise, and move to a quiet location to talk.
  • The person may have difficulty with motor skills, including walking steadily, walking in a straight line, or grasping objects.
  • The person may be prone to seizures. If possible, turn off lights and sirens when transporting the person.
  • Speech can be affected, and the person may slur or have difficulty pronouncing words.
  • Sometimes physical symptoms can be mistaken for drug or alcohol use, don’t assume that is the cause.

How to Approach

  • Avoid complicated sentences. Use direct phrases. When giving instructions, keep steps to a minimum.
  • Some people with brain injury have trouble with short-term memory and may need you to repeat something more than once. You might also write down the instructions/process.
  • The person may have trouble verbalizing thoughts. The person may be able to verbalize but have difficulty understanding what you are saying to him or her. Give extra time for a response.
  • The person with brain injury may have trouble concentrating or be easily distracted. If possible, move to a quiet place to talk.
  • The person may have difficulty reporting events in sequence. Ask step-by-step questions using terms like “first,” “next,” and “last.”
  • Items to bring with the person: Ask the individual what items they will need. It is important to evacuate those necessary items. The goal is for the individual to be as independent as possible in order to reduce additional trauma. Make sure you check/ask for:
    • Essential equipment and supplies (e.g., wheelchair, walker, service animal, hearing aids, glasses).
    • Medication and health instructions.
    • Technology and/or communication devices.
    • Contact information.

 

Chemical Sensitivities

General Characteristics: Chemical sensitivities can include many items – from fabric softeners to soaps to pesticides.

Ideally, first responders should not wear fragrances. Use fragrance-free deodorant, fragrance-free laundry detergent and dryer sheets, and fragrance-free body wash and lotion.

Emergency supplies should be latex-free.

How to Approach

  • Offer reassurance to the individual that you acknowledge their chemical sensitivity and are committed to collaborating with them in delivering care. It is important to inquire about the specific substances they are sensitive to, including any potential reactions to medications that may need to be administered.
  • Offer mask or respirator – or suggest they use their own.
  • Whenever possible, it is advisable to bring the person’s own medical supplies & equipment with them as they may have sensitivities to items provided in shelters or hospitals, including:
    • oxygen mask and tubing.
    • medications.
    • food and water.
    • bedding and clothing.
    • soap and personal toiletries.
  • If the individual is taken to an emergency shelter or a hospital, ensure their protection from air pollution.
  • It is important to prevent the individual from entering rooms that have been treated with recent pesticide sprays, powerful-smelling disinfectants or cleaners, fresh paint or carpet, or have undergone recent remodeling.
  • Be aware of anything in the environment that might cause distress: smoke from a fire, debris from a wind storm, etc.
  • Be responsive to the individual’s request for limitations on exposure if you need to evacuate. Allow and encourage them to take personal items to which they are not sensitive.

 

Children

General Characteristics: If you find an unaccompanied minor, call law enforcement officers immediately to take custody. Of course, you cannot leave a child before law enforcement has arrived.

The most important element when dealing with a child in an emergency is to immediately try and locate a family member or caregiver who might be with the child. This person will know the child’s needs and will be able to help you decide what to evacuate with the child. If possible, try to keep the child and the parent/caregiver together. If there are medical needs, parental approval will be required for medical care.

An unaccompanied minor does not have the right to refuse an evacuation.

How to approach

  • Make sure the child knows who you are, why you are there, and that you are there to help him/her (see details in the introduction section of this document). Show them your badge and talk about your uniform.
  • Understand that children respond in different and perhaps unexpected ways.
  • Remember that your feelings will be communicated to the child. Maintain a posture that is less likely to be perceived as threatening or intimidating.
  • Get down to the child’s level so that you can talk face-to-face. This makes it easier to connect with the child.
  • Stay calm. Be patient.
  • Speak slowly and be direct.
  • Provide verbal reassurance and physical comfort. Be gentle with the child.
  • If time permits, look for the child’s comfort items – a teddy bear or blanket right away.
  • If time permits, talk with the child about topics that interest him/her.
  • Ask open-ended questions to encourage communication.
  • Be an active listener. Restate, summarize, or ask questions about what the child said to let them know you were listening and to provide opportunities for clarification.
  • Respond to questions honestly and calmly, in language, the child can understand.
  • Understand that the child’s chronological age may not accurately reflect their developmental age or abilities.
  • Tell the child what is happening or what is about to happen.
  • Provide as much routine as possible.
  • If evacuating, take age-appropriate supplies and comfort items.
  • Provide distractions, if available, such as age-appropriate videos, toys, etc.

 

Deaf/Hard of Hearing

General characteristics: Hearing aids or cochlear implants do not guarantee that a person can hear and understand speech. They increase volume, not necessarily clarity. Some people can hear almost normally with hearing aids while they provide little help for others.

People who are deaf or hard of hearing are diverse in their approach to communication. They may use any combination of the following: hearing aids, interpreters, cochlear implants, assistive listening devices, sign language, lip reading, or voice.

How to Approach

When communicating with someone who is deaf or hard of hearing then your approach includes:

  • To get their attention by tapping their shoulder, flicking the lights, waving your hands, or stomping on the floor.
  • Establish eye contact with the individual. If an interpreter is present, still maintain eye contact with the individual with whom you are communicating.
  • Ask how best to communicate. A good first step is to offer a pen and paper, a picture communication board (if one is nearby), or a phone with a note screen app. Write slowly & let the individual read as you write. Written instructions should work for many people, but not always.
  • If you are not able to understand someone’s speech, written communication can be particularly crucial.
  • Keep communication short & to the point. Use keywords.
  • Don’t forget to use facial expressions & hand gestures as visual cues.
  • Check to see if you have been understood & repeat, if necessary.
  • While conveying emergency information, make sure others do not interrupt you.
  • Be patient as the person may have difficulty understanding the urgency of your message.
  • Good light is essential for communication. Move to a well-lit area, or shine a flashlight on yourself when you communicate. Do not shine a flashlight on the person who is deaf or hard of hearing’s eyes when communicating. This makes lip reading close to impossible.
  • In case the person gets separated from the rescue team, ensure that they have a flashlight to indicate their whereabouts.
  • Do not shout or whisper. Doing so distorts your mouth and complicates lip reading.
  • Reduce background noises, if possible, including side conversations.

 

Deaf-Blind

General characteristics: People who are both deaf and blind have varying degrees of deafness and varying degrees of blindness.

How to Approach

When communicating with someone who is deaf-blind:

  • To get their attention, lightly touch their hand or shoulder. This helps the person get oriented to where you are standing. Once you get their attention, stand still and allow the person to adjust their position. By doing this, they will put you in a place that is comfortable for them to communicate.
  • When guiding, offer your arm, elbow, or shoulder. They can feel change of direction and other obstacles through you. They may also use a white cane to obtain additional environmental cues while grasping your elbow.
  • When you start communication, identify yourself.
  • Even if the person is wearing a cochlear implant or hearing aid, do not assume they can hear you.
  • Ask the person who is deaf-blind how to best communicate.
  • If they have indicated they can hear you a little, reduce background noises, including side conversations.
  • You might try these other ways of communication:
    • Use your finger to trace letters on the individual’s palm.
    • They may have a smartphone with an electronic braille device. You might be able to text or type messages back and forth.
    • A heavy marker on paper might work.
  • Keep communication short and to the point. Use keywords.
  • Verify that you’ve been understood and repeat if required.
  • Don’t allow anyone else to interrupt you when you are passing the emergency information.
  • Be patient as the person may have difficulty understanding the urgency of your message.
  • Give the person the flashlight needed to show their location in case they get separated from rescuers.

 

Mental/Behavioral Health

General Characteristics: You may not be able to easily determine if a person has a mental illness. If you suspect someone has a mental health issue, be aware that these situations can be unpredictable and can quickly become volatile. Watch for sudden changes in behavior.

Of course, not everybody with mental illness will act out, but in some cases, the situation can be difficult and dangerous.

If the situation does appear to be getting out of control, do not hesitate! Seek assistance!

Make an immediate resource request through your chain of command. Request a professional with specific skills and knowledge of mental or behavioral health.

Depending on the size and scope of the emergency, resources may be available that can range from specially trained emergency medical technicians to Crisis Intervention Teams to on-call mental health professionals to community mental health services providers to voluntary organization’s disaster mental health services workers.

How to Approach

  • Ask if the person has a mental health issue, although they may not be able to accurately articulate their condition.
  • Coping mechanisms for a person with a mental illness might have the appearance of belligerence or toughness. Be careful not to escalate the situation.
  • Be aware that:
    • mental health conditions are sometimes misinterpreted as drunkenness.
    • mental health conditions may be caused by a physical condition.
  • If someone becomes agitated, help them find a quiet corner away from the chaos.
  • In an emergency, If they are pretty confused then please do not give more than two commands instead you can state one thing at a time. Keep your communication simple, clear, and brief.
  • Be empathetic. Make sure you’ve heard their stories and value the things they’ve told you. Reassure them.
  • If someone seems to be delusional, do not fight with them or attempt to convince them of it. Make them know that you are here to assist them.
  • Ask if there are any unavoidable medicines they should carry with them.
  • Be careful not to interrupt anyone who may be lost or talking to themselves. Just inform them that you have to move quickly.
  • Never ever shout or yell at them.
  • Have a forward-leaning body position because this shows interest & concern.

 

Intellectual Disabilities

General Characteristics: Intellectual disabilities are not necessarily readily apparent. You might not consider an intellectual disability until you interact with the person.

On the other hand, intellectual disabilities might be symptomatic of other disabilities. For example, people with Down Syndrome may have intellectual disabilities as well as physical.

How to Approach

  • Introduce yourself using simple language.
    • My name is… I’m here to help you. I am a … (name your job).
    • Show them your badge, but say “I look different than the picture on my badge because (for example) I am wearing protective equipment.”
  • Explain the nature of the emergency.
    • I am here because… Describe the situation using simple and concrete words.
    • Explain what you are going to do to help them to safety.
    • Explain when they will be able to contact or rejoin loved ones (if you know for sure).
  • Show that you are calm and competent.
  • Allow extra time for the person to process the information you’ve provided & to respond.
  • Respect the dignity of the person as an equal and as an adult (example: speak directly to the person).
  • Allow quiet time to rest, if possible, to lower stress and fatigue.
  • Use short sentences.
  • Give accurate, honest information. Look for essential equipment and supplies (e.g., wheelchair, walker, communication devices, etc.).
  • Items to bring with the person: Ask the individual what items they will need. It is important to evacuate those necessary items. The goal is for the individual to be as independent as possible in order to reduce additional trauma. Make sure you check/ask for:
    • Essential equipment and supplies (e.g., wheelchair, walker, service animal, hearing aids, glasses).
    • Medication and health instructions.
    • Technology and/or communication devices.
    • Contact information.
  • Watch for signs of stress and/or confusion (e.g., withdrawing, rubbing hands together).
  • Repeat reassurances (e.g., “You may feel afraid. That’s okay. You’re safe now.”).
  • Give encouragement (e.g., “Thanks for moving fast. You are doing great. Other people can look at you & know what to do.”).
  • Provide frequent updates on what’s happening and what will happen next. Refer to what you told them will happen, for example: “Just like I said before, we’re getting into my car now. We’ll go to…..now.”
  • Reduce distractions, for example, reduce the volume of radio. Use flashing lights on vehicles only when necessary.
  • Explain any written material (including signs) in everyday language.
  • Repeat public address system announcements in simple language.
  • Share the information you’ve learned about the person with other workers who will be assisting the person.

 

Seniors

General Characteristics: For many seniors, their biggest fear is leaving their homes. Some have a fear of the government, a fear of being moved to a nursing home, and a fear of losing their belongings.

Additionally, they may fear losing their pets, which for many seniors is their primary source of comfort and company.

If you need assistance, call the Elder Abuse and Neglect Hotline at 800.392.0210. This hotline is also appropriate for adults with disabilities.

How to Approach

  • Always ask the person in what ways you can help him/her the best.
  • Some seniors may respond more slowly to a crisis & may not fully understand the extent of the ongoing emergency. Repeat questions and answers, if necessary. Be patient!
  • Assure the person that they will be offered medical assistance without the fear of being placed in a nursing home.
  • Explain that this relocation hopefully is temporary.
  • Before moving a senior, assess their ability to see & hear. Plan rescue strategies for sensory limitations.
  • People with hearing loss may appear confused & disoriented however in reality they simply can’t hear you. Make sure the person has a hearing aid. If they do, just cross-check is it working or not. If it isn’t, try to find a new battery to make it work. Adjust your speaking volume as required. (See also the Tips for Deaf/Hard of Hearing.)
  • Items to bring with the person: Ask the individual what items they will need. It is important to evacuate those necessary items. The goal is for the individual to be as independent as possible in order to reduce additional trauma. Make sure you check/ask for:
    • Essential equipment and supplies (e.g., wheelchair, walker, service animal, hearing aids, glasses).
    • Medication and health instructions.
    • Technology and/or communication devices.
    • Contact information.
  • Switch off emergency lights and sirens if the person has dementia. Be sure to identify yourself & explain why you are there. Speak slowly, using short words with a soft voice. Ask “yes” or “no” questions & repeat them, if necessary. Maintain eye contact as well.
  • Your best resource for helping seniors is to work with their existing support system, if available. Start with these questions:
    • Do you live alone?
      • If yes, who do you call when you need help?
      • How can I reach that person right now?
    • If you live with someone, is that person here now?
  • If an individual is not able to assist in locating a caregiver, check to see if their cell phone has an ICE (In Case of Emergency) contact. (Search ICE in the contact list.)

 

Service Animals

General Characteristics: Traditionally the term “service animal” referred to seeing-eye dogs.  However, today there are many other types of service animals. Service animals are used for a number of disabilities.

Service animals MUST be evacuated with the individual.

Only two questions can be asked to determine if an animal is a service animal:

  1. Is the animal trained to perform a service to you?
  2. With what tasks or duties does the animal assist you?

A person isn’t legally required to show evidence of disability that requires a service animal. It is your responsibility to take the claim seriously and take the animal into consideration the animal as a service animal.

If you are unsure make sure you wait until you get to your destination and discuss your concerns with the person in charge of the situation. If the animal is not under control or poses a danger to the person or others then remove it from the site.

How to Approach

  • Remember—a service animal is not a pet.
  • Don’t touch or give the animal food, water, or treats without the owner’s permission.
  • Make plans to take the animal away together with its owner. Don’t separate them. Service animals should also be sanitized along with their owners.
  • Usually when a dog is wearing its harness, it is on duty. A service animal must be in a harness or on a leash. In the event, you are asked to take the dog while assisting the individual, hold the leash and not the harness.
  • According to the ADA, if the harness or leash interferes with the dog’s work/tasks or if the person’s disability prevents it, the dog does not have to be harnessed. If they are not in harness or leash, the handler must have control by voice or hand signals.
  • Pets: Pets are vitally important to people. People affected by disasters may actually jeopardize their own well-being to save a pet from harm. For this reason, the government has determined that pets can be evacuated with their owners and provided for through the mass care function.
  • Comfort Animals: Emotional support animals or comfort animals provide comfort and support in the form of affection and companionship for an individual suffering from various mental and emotional conditions. These animals are not required to perform any specific tasks like service dogs. They are not designated as service animals by the ADA. If at all possible, allowances should be made to accommodate the comfort animal and handler as much as possible.

 

Conclusion

When responding to emergencies caused by natural disasters or terrorist attacks, it’s important to remember that you will likely encounter individuals with disabilities or specific needs.

While some needs may be obvious, others may be harder to detect, such as cognitive disabilities or mental illness.

These Tips provide quick and specific information that can be read before or during an incident response.

Although they are not comprehensive, they will help you better understand how to assist individuals with disabilities and access needs in disaster situations.

If you need more information or have suggestions for future editions of this web resource, please comment them below.

We appreciate permission to reproduce “Tips for First Responders” from Dr. Anthony Cahill, Center for Development and Disability, Albuquerque, New Mexico.

Other contributors were: New Mexico Department of Health, Office of Health Emergency Management; American Association on Health and Disability; New Mexico Governor’s Commission on Disability; and, Research and Training Center on Independent Living, Missouri Department of Mental Health, Missouri State Emergency Management Agency, Kansas City Police Department and Independence Emergency Preparedness Division.

We have carefully reviewed these tips with the help of first responders including law enforcement officers, firefighters, and Emergency Medical Services (EMS) personnel.

 

Resources

Very useful websites, PDFs that you must be aware of:

 

MO Adult Abuse and Neglect and Exploitation Hotline

Responds to reports of abuse and neglect for adults with disabilities 18 years and older adults 65 years and older without disabilities, living in the community or in long-term care facilities.

Call (800) 392-0210 or make an online report.

 

National Sexual Assault Hotline

RAINN provides 24/7 support, information, and referrals to local resources for individuals who have experienced sexual assault or abuse.

You can call the 24/7 hotline 1-800-656-4673 or begin a live chat www.rainn.org

 

National Domestic Violence Hotline

Provides 24/7 support, information, and referrals to local resources for individuals who have experienced domestic violence or abuse from a partner.

You can call the 24/7 hotline 1-800-799-7233 or begin a live chat www.thehotline.org

 

National Suicide Prevention Lifeline

The National Suicide Prevention Lifeline offers around-the-clock support to individuals in crisis or emotional distress.

With a network of local crisis centers, this national lifeline provides free and confidential emotional support to those experiencing suicidal thoughts or distressing emotions.

You can reach out anytime, as they are available 24/7.. Video relay Service – Dial 800-273-8255; TTY – Dial 800-799-4889; Voice/Caption Phone – Dial 800-273-8255

 

Deaf LEAD

Provides 24/7 crisis support through videophone & text for Deaf people. To speak with someone via video phone call 321-800-3323 or text HAND to 839863

 

Disability Etiquette and People First Language

Provides information & videos about how to appropriately & respectfully speak to & about people with disabilities.

 

Americans with Disabilities Act (ADA)

The ADA ensures Civil Rights for Individuals with Disabilities. Experience equal opportunities in public places, workplaces, transportation, government services, and telecommunications.

 

Signing Savvy

Signing Savvy is a sign language dictionary containing several thousand videos of American Sign Language (ASL) signs, finger-spelled words, and other common signs used within the United States and Canada.

 

Google Translate

Google’s free translation service instantly translates words, phrases, and web pages between English and over 100 other languages.

 

A Communication Aid for Emergency Personnel

>>Get Here<< This flipbook provides useful tips and tools for emergency personnel supporting people with unique access or functional needs. It includes general interaction guidelines and communication aids such as picture symbols and common sign language phrases.

 

Hope the above list of First Responder tips finds you well. Also please share with friends who might be interested in the same

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