Table 2. Engagement with participants reviewing the ISAT-EP Phase Two workshops Post workshop recruitment – workshop participants who agreed to recruit people with disability in their networks Disability specialists at DPOs, peak organisations and disability specific organisations Social media Invitation to participate Participants – 33 ISAT-EPs and ISAT-EP review question sheets completed at the Phase Two workshops were collected on completion of the workshop. Some participants wrote directly on their copy of the ISAT-EP and these were also collected (workshop feedback is summarised at Appendix 3). Stakeholders contacted: 5 (4 DSOs/1 LGA/EM/) Phone conversations - 2 Voicemails/messages left: 5 Emails (including request to call and sending review docs) - 8 Face to face meeting - 1 No response: 1 stakeholder Recruited:4 Organisations contacted: 11 Phone conversations – 11 Voicemails/messages left – 7 Emails (including request to call/sending review docs)– 12 No response: 2 stakeholders Recruited: 9 Stakeholders contacted: 1 (EM) Phone conversations: 1 Voicemails/messages left – 2 Emails (including request to call/sending review docs) – 1 Recruited: 1 Engagement to arrange follow ups Stakeholders agreeing to recruit people with disability for review: 4 Phone conversations – 2 Emails – 7 Organisations agreeing to be involved in review: 9 Phone conversations – 6 Emails – 17 Voicemails/messages left – 7 No response – 2 organisations Stakeholders engaged in review: 1 Email: 1
Follow ups and feedback Reviews completed by people with disability: 8 Posted hard copy feedback: 5 Email feedback: 2 Telephone feedback: 1 (1 hour conversation) Face to face meetings – 1duration: 45 minutes Reviews completed:18 (16 people with disability, 2 people without disability) Posted hard copy feedback: 4 Additional Email feedback:1 Telephone feedback: 4 (average length of time: 30 minutes) Face to face meetings: 1 (meeting duration 1 hour) Focus group:1 (for 8 participants) – duration 1.5 hours Reviews completed:1 Email feedback: 1
Related question to the need to consider exits and evacuation routes ‘the only way I could escape is through a window, which would be hard to do with my disability’ Focus on a person’s home reinforces negative stereotypes ‘questions that focus on a person’s home, only reinforce negative attitudes that people with disability just stay at home all day. I don’t’ (peak organisation representative) Important to also consider the local area, particularly if affected by ‘one way in, one way out routes’. ‘I live in a flood zone, whilst my house would not be affected. I would be affected how I could move around my suburb, some parts may be closed off’ (peak organisation representative) Questions are very ‘metropolitan’ and lack considerations for people living in rural/regional areas’ Review questions to ensure they are appropriate to both metropolitan and rural regions Your house and household Focus of questions are on a person’s immediate family Assumes that people with disability do not move from their family home A person’s family may not necessarily be their social/support network For migrants immediate family may be overseas People may live with extended family Participants from CALD backgrounds discussed this as extremely important Q.6.2 Response variable for children not broad enough to consider child and infant Reword so less emphasis on ‘immediate family’, instead focus on a person’s social/support networks Include reference to living with ‘extended family’ Q.6.2 response variable for children to be broadened to identify infant as well as child Natural hazards - perception of risk People may not know what the natural hazards are Response variables that ask you to rank risk Require ability to think abstractly which may be hard to do for some people Harder if a person does not take natural hazard emergencies seriously/aware of the risk they pose Concerns of EMs as there should be focus on all hazard approaches, not just hazards a person perceives as a risk Include images and descriptions of the different natural hazards Explore using response variables that rate level of risk, rather than rank each hazard for risk Include more emphasis on ‘all hazard’ approaches to preparedness Natural hazard emergencies – Responses are dependent on the natural hazard ‘what I would do in the event of a flood, may be different to what I would do in a heat wave’ (person with disability) Allow multiple responses for each question
what you would do in a natural hazard emergency? Choosing one option for responses seen as limiting as people may respond in a number of ways Timing of the event would affect their response, for example one emergency manager stated, ‘a heat wave can last days, you may respond differently during the onset, to during the event’ (Emergency Manager at workshop) Language focuses on deficits e.g. ‘who would help/would you rely on’ Important to consider the emotional or behavioural responses people may exhibit in the event of a natural hazard Sentimental items are important in emergency kits People may need to get sentimental items before leaving Visa/registration documents/passports are important for new migrants Importance of preparedness for pets, assistance animals and livestock (farm animals) was discussed by participants Animals could be a contributing factor to not leaving a property Include considerations of a person’s response based on the timing of the event Reframe language using strengths based language Include questions that allow a person to consider their emotional/behavioural responses during a natural hazard event Include consideration of sentimental items and important documents as part of emergency kits Include consideration of importance of preparedness for pets, assistance animals and livestock (farm animals) Learning about natural hazards in your community in the future Long Term – learning about natural hazards “the people you trust may not necessarily be the people with the information, and vice versa’ (DSO representative at workshop) CALD communities feel left out from awareness and preparedness planning and information sharing, citing language as one of the biggest barriers. ‘We simply are not getting the information’ (peak organisation representative) Empower and train local community members in preparedness. ‘Invest in money for this continual training – best to spend the money to keep people safe. Lives cost more than money’ (focus group with peak organisation representing CALD communities) Community Leaders are bilingual they could share important messages from Emergency Managers within their community. They could also tailor community awareness specific to their community Short-term - receiving warnings and updates Broaden response variable for receiving warnings and updates to include mobile phone apps and social media Include a trigger warning highlighting the potential emotional response of recalling previous natural hazard experiences Include emphasis on the need for all hazard approaches to preparedness
Questions No difficulty Some difficulty A lot of difficulty Cannot do at all 3.1. Do you have difficulty seeing, even if wearing glasses? □ □ □ □ 3.2 Do you have difficulty hearing, even if using a hearing aid? □ □ □ □ 3.3 Do you have difficulty walking or climbing steps? □ □ □ □ 3.4 Do you have difficulty remembering or concentrating? □ □ □ □ 3.5 Do you have difficulty with self-care, such as washing all over or dressing yourself? □ □ □ □ 3.6 Using your usual (customary) language, do you have difficulty communicating? (for example, understanding or being understood by others)? □ □ □ □ 3.7 Do you have an assistive device to help you with your disability? Check each one that applies ☐ Yes, for seeing ☐ Yes, for hearing ☐ Yes, for walking ☐ Yes, for communicating ☐ No assistive device 4. Participation in community** THIS SECTION IS ABOUT YOUR PARTICIPATION IN THE COMMUNITY. YOU WILL BE ASKED TO COMPARE YOURSELF TO OTHER PEOPLE IN THE COMMUNITY. EACH QUESTION HAS FIVE OPTIONS. YOU CAN ONLY CHOOSE ONE OF THESE OPTIONS. Check one box per row – you must check one box only in each row Participation Scale Compare yourself to the other people in the community No problem Small problem Medium problem Large problem Irrelevant, or I don’t want to, or I don’t have to
Complex shape, with many sides and corners Examples: Figure 7: Images of complex shaped buildings which have many sides and corners ☐ 6. Your house and household IN THIS SECTION, YOU WILL BE ASKED QUESTIONS ABOUT THIS HOUSE AND YOUR HOUSEHOLD. 6.1 In regards to the house you live in, do you or your immediate family: Check one box only Rent this house ☐ Own this house ☐ Pay to live in this accommodation with other people ☐ Other ☐ 6.2 Who lives in this house with you? Check each one that applies – you must check one box in each row Child/ children under 18 years old ☐ Yes ☐ No Adults over 18 ☐ Yes ☐ No Older person/ persons over 60 ☐ Yes ☐ No Other people with a disability ☐ Yes ☐ No Pets ☐ Yes ☐ No
Column A: Question 9.7 Column B: Question 9.7 Rank Earthquake ☐ Yes ☐ No River Flood ☐ Yes ☐ No Storm ☐ Yes ☐ No Drought ☐ Yes ☐ No Tsunami ☐ Yes ☐ No Epidemic or pandemic ☐ Yes ☐ No Erosion ☐ Yes ☐ No Landslide ☐ Yes ☐ No Bushfire ☐ Yes ☐ No Heat wave ☐ Yes ☐ No Tornado ☐ Yes ☐ No Hail ☐ Yes ☐ No Meteorite strike ☐ Yes ☐ No 9.8 Which of the events you answered “yes” to in Question 9.7 do you think pose the greatest danger to you? Rank only the top 3: 1 = most dangerous - 3 = least dangerous. Please complete Column B in the Table above. 9.9 Approximately, how long ago did the natural hazard emergency that you ranked as 1 =most dangerous happen? Check one box only