Emergency/Crisis Response Resources
Emergencies and crises—like gun violence, severe weather, health outbreaks (such as COVID-19), or other disasters—can happen anytime, anywhere. These events are becoming more common and more dangerous, making it harder for colleges to respond quickly and effectively. Effective emergency preparedness requires a shift from an “if” mindset to an “as if” approach—planning with the assumption that crises will occur rather than just reacting when they do.
Many colleges and universities rely on Crisis Response Teams (CRTs), Behavioral Intervention Teams (BITs), and Threat Assessment Teams (TATs) to manage emergencies, student well-being, and campus threats. However, these critical groups often lack representation from disability support and accessibility professionals, missing vital perspectives on the needs of deaf and disabled students. Research shows that most deaf students don’t get enough training for emergencies.
To ensure true campus safety, institutions should embed Disability Support Services (DSS) staff or campus accessibility professionals directly into these crisis teams. Having these connections also allows teams to engage deaf students directly about their experiences and needs, rather than placing the additional burden of system advocacy onto the students themselves. Barriers to communication, lack of access to important information, and missing resources put deaf students at even greater risk. For example, during the COVID-19 pandemic, many deaf and disabled people had trouble getting reliable health information, especially in rural areas. Deaf students were also two times more likely to drop out of college than their hearing peers, showing how serious the impact of poor planning can be.
Including access experts on crisis teams would help campuses anticipate these challenges, proactively advocate for accessible safety measures, and fulfill legal obligations like those outlined in the Clery Act. True emergency preparedness must reflect the diversity of all students’ experiences, and that begins with having knowledgeable access advocates at the table when critical decisions are made. This page is a guide to planning for emergencies with deaf students in mind. It covers common emergencies, key things to consider, helpful recommendations, and best practices to help campuses prepare before disaster strikes—so everyone, including deaf students, stays safe.
CLEAR: Best Practices for Assisting Deaf Students in Emergency Situations
C — Communicate Clearly
Make sure all communication is direct and easy to understand. Use text, visual signals, or ASL interpreters. Avoid complicated words or jargon.
L – Lighting Options
Provide alternative lighting sources like glow sticks, flashlights, or illuminated signs, especially for low-light situations, or when lights are turned off for safety reasons (such as during an active shooter situation). Make sure everyone, including those with low vision and visual disabilities, can see important signals.
E – Emergency Alerts
Use emergency alert systems that are accessible to deaf students. This can include strobe lights, text messages, or ASL video alerts to share real-time updates.
A – Accessible Resources
Make sure emergency resources—like evacuation maps, shelters, and safety plans—are accessible to deaf students, including those with additional disabilities. Provide these resources in ASL and other accessible formats.
R – Responsive Support
Train staff and faculty to respond to the needs of deaf students during emergencies. This includes having qualified interpreters available, sharing information quickly, properly training staff on assistive technology, and ensuring students have access to mental health support after an emergency.
True safety includes everyone. Schools must ensure that all students, including deaf students, are fully supported and protected in a crisis. Making emergency communication and response accessible is not optional—it’s a fundamental part of campus safety. Deaf students deserve a safe environment where their needs are planned for and addressed with the same urgency as their hearing peers.
Ensure That All Students Stay Safe in Crises
Research on crisis drills at colleges with deaf students shows troubling patterns. Many deaf students reported that “deaf students weren’t brought into consideration” or recounting experiences of “poor interactions with folks who didn’t sign,” leaving them without proper guidance in emergencies. This highlights the need for schools to go beyond basic legal requirements and actively include deaf students in emergency planning. For example, the Indiana School for the Deaf’s Emergency Preparedness Manual outlines strategies and best practices to keep deaf students safe in crises. This guide offers valuable insights that can help other schools create strong emergency plans centered on accessibility.
Schools must understand that including deaf students in emergency planning is not an extra feature—it’s essential to making sure all students are prepared for emergencies. This means setting up accessible communication systems, training staff properly, and developing emergency plans that meet every student’s needs. For example, visual safety features in dorms are critical. Our Visual Emergency Alerting Systems resource explains how these systems provide equal access and help deaf students evacuate safely. You may also find Section 6: Access to Facilities (pages 31–33) in NDC’s Access Guide helpful, as it outlines important safety standards for residence halls. Additionally, reaching out to your state’s Assistive Technology Program or Commission of the Deaf and Hard of Hearing can help you find these critical devices.
When schools prioritize accessibility in emergency planning, they go beyond compliance—they create safer, more resilient communities. True safety is a shared responsibility, and it starts with including those with disabilities and considering all students’ needs at the planning stages and beyond—no exceptions.
Not All Emergencies Are the Same:
Recommendations for Accessibility Practices in Emergency Situations
| Category | Key Features | Accessibility Enhancements |
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Emergency Communication |
Mass notification systems (text, email, apps) |
Ensure alerts are available in ASL videos, captions, and vibration-based notifications. |
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Safety Apps |
Mobile apps for campus safety and emergency reporting |
Include text-based communication, video call options, and access to interpreters. |
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Blue Light Systems |
On-campus emergency call stations |
Add flashing lights and connect to interpreters for real-time help. These systems can be expensive and may not work for everyone. Teach students how to use them and provide alternative options, like pressing the button three times to signal urgent help. |
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Qualified Interpreters |
Involvement in emergency drills and responses |
Ensure interpreters are available in-person or virtually for effective communication. Use qualified deaf interpreters for safety briefings. |
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Buddy Systems |
Peer-to-peer safety measures |
Create buddy programs where students learn how to assist peers with disabilities (including deaf people with additional disabilities), such as helping navigate stairwells and smoky areas. |
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Campus Safety Staff |
Training for campus police and emergency teams |
Require disability awareness training, as well as deaf awareness and including how to communicate with deaf individuals and when to use interpreters. |
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Physical Safety Measures |
Surveillance cameras, lighting, and secure entrances |
Improve safety systems with visual alerts and vibration-based alarms to support different sensory needs. |
Promising Practices for Environmental Emergencies
| Emergency Type | Access Concerns for Deaf Students | Promising Practices | Tools & Resources | Notes |
|---|---|---|---|---|
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Fires |
Inability to hear alarms; delayed evacuation; photosensitivity to flashing lights for Deaf with Additional Disabilities |
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Severe Weather |
Missed evacuation notices; inaccessible shelters due to physical barriers |
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Earthquakes |
Lack of visual alerts for aftershocks |
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Snowstorms |
Isolation due to inaccessible communication about closures |
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Tornados |
Lack of visual alerts in dorms and unclear shelter instructions. Over-reliance on tornado sirens which are often behind as is. |
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Flooding |
Missed evacuation warnings. |
Provide dorm residents with waterproof emergency kits containing visual communication tools, with additional tactile elements for photosensitive individuals. |
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Promising Practices for Other Emergency Situations
| Emergency Type | Access Concerns for Deaf Students | Promising Practices | Tools & Resources | Notes |
|---|---|---|---|---|
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Active Shooters |
Delayed access to safety updates, sirens, walking in hallways, etc.; lack of clear instructions |
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Health Emergencies |
Limited access to interpreters for health updates and care guidance. Dependent on the size of the institution, limited access to medical care in general. |
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