A State University’s Disability-Inclusive Disaster Preparedness Program for Students with Disabilities

Natural disasters cause widespread losses, with earthquakes being the most catastrophic hazard in human history. Since earthquakes strike without warning, disaster preparedness is a critical precaution to prevent loss and destruction. This concurrent triangulation mixed-methods study examined the inclusivity of a state university’s disaster preparedness program for students with disabilities (SWDs), focusing on the experiences and perceptions of deaf students and university personnel. Quantitative surveys (n=19) assessed the level of inclusivity of the features and practices of the disaster preparedness program using a 5-point Likert scale. At the same time, qualitative interviews (n=6 deaf students, n=5 personnel) explored the experiences of deaf students and perceptions of university personnel regarding disaster preparedness inclusion. Quantitative results revealed moderate overall awareness (Mean = 2.68) and satisfaction (Mean = 3.11) but low scores in understanding (Mean = 2.58), access to information (Mean = 2.58), timeliness of updates (Mean = 2.47), and inclusion (Mean = 2.42), indicating a gap between general awareness and actual comprehension. Qualitative findings highlighted communication challenges due to a lack of clear and accessible information channels, reliance on peers for information, and a desire for targeted measures like visual signage, dedicated resources, and individualized plans. The study recommends investing in accessible communication, empowering deaf students through their involvement in planning and implementation, and continuous evaluation and improvement to create a genuinely disability-inclusive disaster preparedness program.