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Debriefing Large-scale Emergency Response in Education

Currently, there are no AODA education standards. However, two AODA standards development committees have drafted recommendations of guidelines that AODA education standards should include. One committee has recommended guidelines for the kindergarten to grade twelve (K-12) education system. In this article, we outline recommendations for debriefing accessible large-scale emergency response in education.

Debriefing Large-scale Emergency Response in Education

At the end of a large-scale emergency like the COVID-19 pandemic, the Ministry of Education should analyze its response. This analysis or debriefing will help the Ministry make improvements to its:

Therefore, after any large-scale emergency, both the Ministry and school boards should update their emergency response plans. These updates should concentrate on ways to improve access to learning and healthcare services for students with disabilities. For example, the updated plans should ensure that the Ministry and school boards have all the equipment and supplies they need to support students during an emergency. Likewise, plans should include updates and maintenance of any infrastructure changes. As a result, the Ministry’s plan should include funding for all these goods, services, and facilities.

Moreover, debriefings should be based on feedback from students with disabilities, their families, and staff who work with them. For instance, students and parents can provide feedback about their experiences with online learning. School boards should use this feedback, and Ministry requirements, to identify, remove, and prevent barriers to online learning, including:

Furthermore, the Ministry can learn through debriefing about how practices to solve emergency problems can continue to support students in non-emergency conditions. For example, many students have succeeded in accessing services or therapies remotely, because of the pandemic. As a result, the Ministry should consider the benefits of continued access to these remote services. For instance, the Ministry can create policies authorizing remote services for students who lack local access to in-person services.

Removing Barriers

Conversely, the Ministry’s debriefing should note barriers that students have experienced, and implement solutions. For example, school boards should have steps to implement public health guidelines in accessible ways that reduce risks and allow more students to safely access school buildings and spaces. Similarly, school boards should ensure continued access to non-educational but vital programs through partner organizations that take place in schools, including:

  • Food or nutrition programs
  • Clothing donations

Likewise, school boards should have protocols for safely accommodating students who need support for the process of:

  • Detecting symptoms of illness, including:
    • Viruses
    • Flu
    • Respiratory infections
  • Isolating
  • Contact tracing

Furthermore, the Ministry’s plan should involve ways to work with other government departments to provide remote mental health supports for students. Similarly, school boards should recognize and meet any needs for increased staff and services, such as:

  • Psychologists
  • Social workers
  • Guidance counsellors
  • Educational assistants

Likewise, volunteers with disabilities should be able to continue offering their services safely during emergencies. While some people may volunteer virtually, others should be able to volunteer safely in-person.

In addition, all students should have the knowledge needed to access these and other learning resources remotely. Therefore, students in Kindergarten to Grade Twelve should receive lessons in class to introduce them to the online learning platforms their schools use. These lessons will prepare students for any future sudden transitions to remote learning. While it is developing these lessons, the Ministry should provide school staff with access to resources that will help students learn this information. Moreover, school boards should have procedures to reduce security risks within their online learning platforms. Furthermore, students’ remote learning should include access to social activities.

Additionally, the Ministry should also provide guidelines to help families access childcare for students who must learn remotely during an emergency.