Throughout emergency situations, the teacher or an assigned "buddy" should (a) indicate the nature of the situation, and (b) responsibly and quickly move students to safety. Practices of potential emergency responses are essential (Waldron, 2006).
Many alarm systems are based solely on a person’s ability to hear the signals as they are activated. A child who is deaf or hard of hearing may have difficulty hearing the alarm sounding throughout the classroom and school.
It is important for the teacher to set up a system for the student to understand what is going on. This could include writing on the board in capital letters “FIRE DRILL,” posting a neon sign on the board or the student’s desk, or using a picture cue to tell the child that there is an alarm sounding. The best way to accommodate the student would be to have a flashing fire alarm (or other alarm system) installed within the room (Keller, 2004). This way, a child who cannot hear the alarm sounding would independently understand what is going on within the room. In many areas, laws require flashing lights to be part of an emergency indicator structure.
Chapter 1: The Spirit of Inclusion
Chapter 3: Technological and Medical Interventions
Chapter 4: Teaching Strategies and Accommodations
Chapter 5: Activities
Chapter 6: Social Skills
Chapter 7: Counseling Students with Hearing Impairment
Chapter 8: Working with Families