Earthquake Response for Students with Different Severe Degrees of Disabilities: An Investigation of the Special Education Classes in Primary Schools in Taipei

Yung-Fang Chen, Kuo-Chen Ma, Mei-Hsiang Lee and Mo-Hsiung Chuang
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Yung-Fang Chen: School of Energy, Construction and Environment, Coventry University, Coventry CV1 5FB, UK
Kuo-Chen Ma: Department of Urban Planning and Disaster Management, Ming Chuan University, Taoyuan 333, Taiwan
Mei-Hsiang Lee: Hulu Elementary School, Taipei 111, Taiwan
Mo-Hsiung Chuang: Department of Urban Planning and Disaster Management, Ming Chuan University, Taoyuan 333, Taiwan

IJERPH, 2022, vol. 19, issue 14, 1-15

Abstract: Taipei has been ranked as the most vulnerable city to a wider combination of risks. Although the Special Education Law addresses the consideration of disaster preparedness for students with disabilities enrolling in Special Education Schools, more attention needs to be given to the far larger number of students with disabilities enrolling in normal schools. These schools need to consider the care for students with different types and severe degrees of disabilities. The aim of the research is to investigate challenges of earthquake preparation and response for students with different severe degrees of disabilities who enrol in the special education classes in general primary schools. The objectives of the research include the following: (1) investigating the challenges and requirements for support of students with different severe degrees of disabilities; (2) examining the need and support for students with different degrees of disabilities during the earthquake response process; and (3) exploring the best practice in the curriculum building for students with different severity of disabilities. The purposive sampling was used to select four primary schools in Taipei as participant groups in the research. The research team used semi-structured interviews to interview eight participants: one special education class teacher and one administrator of each school were invited. Findings include the following: (1) ensuring the appropriate design of physical environment for earthquake response in schools, including rapid response, evacuation, and assembly points for students with different severe degrees of disabilities; (2) proposing suitable staff to student ratio to be planned for the response phase; (3) identifying the appropriate individualised curriculum and learning objectives to suit students with different severe degrees of disabilities.

Keywords: special education; disabilities; comprehensive school safety framework; earthquake response; DRR curricula; evacuation (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2022
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