Disability through an inclusive lens: disaster risk reduction in schools

Abstract

Purpose The purpose of this paper is to use an inclusive lens to explore pathways and considers, through the voices of children and adult participants, the complexities in implementing effective disaster risk reduction (DRR) in schools comprising children with disabilities. It identifies obstacles and suggests policy recommendations that consider their needs in DRR. Design/methodology/approach This paper draws on a case study of two schools supporting children with disabilities in the New Zealand regions of Hawke’s Bay and Auckland, each with differing experiences of past natural hazards and disasters. Data from children’s workshop activities, participant observation, semi-structured interviews, workshop photographs, school safety and policy documents were coded in Nvivo software to categorize data and to identify themes for cross-case analysis and discussion. Findings The research reveals three key pathways that schools can take in promoting inclusiveness in DRR. They are the provision of safe and accessible school building designs and facilities, avenues for children’s involvement and leadership in DRR initiatives, and in decision-making processes. Schools also offer opportunities for a collaborative effort towards inclusiveness in DRR within the school and with other stakeholders. Research limitations/implications Based on the findings, the paper suggests four broad policy recommendations for consideration towards strengthening the role of schools in disability-inclusive DRR. Originality/value The paper contributes to ongoing DRR efforts and adds new information to the disaster literature on the role of schools in disability-inclusive DRR.

Five Years Later: Assessing the Implementation of the Four Priorities of the Sendai Framework for Inclusion of People with Disabilities

“…In the last 5 years, there is evidence of a lack of inclusion among people with disabilities when plans are developed or in receiving guidance (Ronoh et al 2015;Ronoh 2017;Lunga et al 2019). More importantly, evidence of negative attitudes and discrimination for people with disabilities are often culturally engrained (King et al 2019;Lunga et al 2019).…”

“…The factors which may assist in building capacity among people with disabilities have not been included in several disaster risk reduction activities in Queensland (Quaill et al 2019). Similarly, ability and ageappropriate resources have not been adequately developed in New Zealand (Ronoh et al 2015;Ronoh 2017; and see also Saunders et al 2020). Furthermore, in Zimbabwe, researchers noticed that people with disabilities were not key collaborators during the development of disaster risk reduction measures (Lunga et al 2019).…”

“…Nearly all research on people with disabilities and disaster risk reduction mentions a need for investment in data collection and policy development to decrease vulnerability (Ronoh et al 2015;Ronoh 2017;Twigg et al 2018;King et al 2019;Quaill et al 2019). However, there are only a few that mention actual ongoing investments (Baker et al 2017;.…”

“…Phibbs et al (2016) presented seven concepts that resonate with contemporary public health practice that would assist with enhancing disaster preparedness, which include the social determinants of health and inequality and inequity, among others. These studies identify the potential for a real increase in social and human capital for people with disabilities; furthermore, some studies showed that by providing a voice to the voiceless, attitudes shifted towards inclusiveness (Ronoh 2017). indicated that disability inclusiveness had not been achieved by many government entities concerning the full participation of people with disabilities in society.…”

Designing Evacuation Routes and Assembly Point in Schools for Students With Disabilities: A Case Study of YPAB School in Surabaya, Indonesia

“…Thus, promoting disaster risk reduction will enhance SWDs resilience during disaster events. Prerequisites to enhance SWDs resilience include the design of safe and accessible school buildings and facilities; children's involvement in DRR initiatives and decision-making processes; and collaboration with other stakeholders (Ronoh, 2017). The promotion of such principles is mandatory as stipulated in National Agency for Disaster Management (BNPB) Regulation No.…”