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SPCED-Eng 
Module 3 : Developing an Emergency Response Plan

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Let’s Think About This : Formulate an emergency action for each type of learner during an earthquake

Started on Monday, 6 September 2021, 12:12 PM

State Finished
Completed on Monday, 6 September 2021, 12:25 PM
Time taken 13 mins 9 secs
Grade Not yet graded

Question 1

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Learners who are blind

Cynthia is a second-grade learner with a vision impairment (i.e., blindness). Her ability to move is not good. She still has
a hard time using a walking stick. She depends on friends and her teacher to go from one place to another (e.g., library,
canteen, or toilet). She sits in the left corner of the second row.

State your action plan for Cynthia in the space provided below !

• Briefly describe the nature of the emergency that occurred and offer your hands to guide her.

• Give verbal instructions as suggestions about routes to take and safety precautions while giving distance
estimates and directions.
• While walking, tell her where you are and if there are obstacles along the way.

• When you arrive at a safe place, help her get comfortable and ask if she needs further assistance.

Cynthia
belongs to the second category in terms of ability to move. During an
earthquake, she can hide under a table.
But to go out to the school yard, she
needs a companion or guide. A friend should sit next to her to act as her
companion during an emergency. To evacuate more easily, she should sit in the
front row near the exit.

 Question 2

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Learners
who are deaf
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Adam is a third-grader who cannot hear but can communicate

by reading lip movements and sign language. He knows
the evacuation procedure
when an emergency occurs. He sits in the front row.

State your action plan for Adam in the space provided below !
Course dashboard

• A note to inform Adam about the situation, the nearest evacuation route, and a place to meet outside.

• Turn the lights on and off repeatedly to get his attention then use written signs or notes to tell him what is
happening and what they should do.

• Give visual instructions to suggest the route or safest direction to take by pointing to the exit or using an
evacuation map.

During
an earthquake, Adam should hide under a table. He can go outside to a safe
meeting point on his own. He can
also help other blind friends who may need
assistance. He can also push someone on a wheelchair, if necessary.

Question 3

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Learners
with mobility problems

Bintang is a sixth-grader who has a mobility impairment. She uses a wheelchair every day. Since she occupies a lot of
space, she sits at the far-right corner at the back of the class. She has no seatmate to her right.

State your action plan for Bintang in the space provided below !

ask her about their needs and choices regarding:

o How she want to be moved

o If she can move hands and legs when they are being moved or if they feel pain

o If she need their chair with them

o If she want to be put back on their wheelchairs after evacuation

Bintang falls under the third category in terms of mobility because she cannot hide under a table and evacuate on her
own. As such, she needs PPE, including a helmet she can easily reach during evacuation. You can place this helmet on
her wheelchair handle. Ask a learner sitting next to her to guide her to the school yard during evacuation. It is also best
for her to sit near an exit door
 Question 4

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Learners
with autism
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Awan is a third-grader with autism. He has language limitations and may not be able to recognize dangers. He sits in
front of the teacher’s desk in class.

State your action plan for Awan in the space provided below !
Course dashboard

Show him a template note (picture) about the condition (we have to prepare this template before)

Ask him to stay near you and follow the sign to a safe place

Awan falls under the second category in terms of mobility. He needs guidance to stay safe. You can show him while
giving verbal instructions how to protect himself during an emergency. Ask his peers to stay with him so he does not
panic.

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