Fire Safety Solutions for Oklahomans with Disabilities - How to Implement a Home Fire Safety and Smoke Alarm Installation Program
A Model Program that Saves Lives PDF

Fire Safety Solutions for People with Disabilities is supported by the Fire Prevention and Safety Grant funding through the U.S. Department of Homeland Security.  It is a joint program of Fire Protection Publications and Oklahoma ABLE Tech at Oklahoma State University. Copyright December 2007 by the Board of Regents at Oklahoma State University. Copyright Waiver: Fire Protection Publications Oklahoma State University grants to the user of this document permission to copy all or part of the publication, as long as it is not altered and the user does not profit financially. When portions of the publication are photocopied, they should be accompanied by the following courtesy line: "Source: Fire Protection Publications, Oklahoma State University"

Table of Contents
Introduction, page 1                               
The Partners, 1
Fire Safety Problem, 1
Program Goals, 2
Defining Disability, 3
Targeted Groups, 3
Selecting the Alarms, 4
Alarms for People with Hearing Impairments, 4
Alarms for People with Visual Impairments, 5
Alarms for People with Mobility Impairments, 5
From Application to Installation, 6
Step 1: Processing the Application, 6
Step 2: Scheduling an Appointment, 7
Step 3: Installing the Alarm, 7
Step 4: Completing the Follow-up Survey, 8
Soliciting & Processing Applications, 8
Scheduling Installations & Interpreters, 9
Training Installers, 11
Creating the Fire Safety Messages,12
Assessing Outcomes, 14
Publicizing the Program,15
Locating Materials,16
Vision for Future Projects,16
Appendix,16

Introduction 

“Fire Safety Solutions for Oklahomans with Disabilities” is a comprehensive, home fire safety program that includes educating people with disabilities and installing specialized smoke alarms. During this statewide program, we have learned and adapted. Through July 2007, we have had great successes with six reported saves as the smoke alarm provided the alert, and no one was harmed. We have demonstrated effectiveness through the follow-up survey results. So we present this guide, enabling you to implement home fire safety programs for people with disabilities.

The Partners

Fire Protection Publications (FPP) and Oklahoma ABLE Tech (ABLE Tech), both at Oklahoma State University, partnered to create and implement the program, “Fire Safety Solutions for Oklahomans with Disabilities,” through funding from the Department of Homeland Security and the U.S. Fire Administration (USFA).

This partnership facilitated the program’s success given the expertise of each organization. FPP, established in 1935, is the largest provider of firefighter training materials and curricula in the world. During the years, FPP staff has worked successfully with the USFA in public fire education programs and activities. For this program, FPP has provided home fire safety experts and experience with fire and life safety programs.

ABLE Tech began in 1992 as Oklahoma’s assistive technology program, making assistive technology devices and services more available and accessible to individuals with disabilities and their families, and serving individuals of every age. ABLE Tech has provided experts on assistive technology and experience implementing projects for people with disabilities. Both partners’ knowledge and experience were required. One organization could not have succeeded without the other.

People with disabilities have a slogan “Nothing about us, without us.” This program could have produced the standard components and appeared to be successful with just FPP and ABLE Tech, but we would have missed key elements if we had created educational materials without the input from focus groups comprised of people with disabilities. Only people with disabilities know their own capabilities and needs. We asked for their participation, and we listened, learned and made changes based on what they said.

Prioritizing Disability

Solutions 2000, a national symposium of fire safety and disability organizations, recommended creating specialized fire safety messages for young children, older adults and people with disabilities. The symposium developed a work plan with specific priorities in education, engineering and advocacy; many of the education priorities are met through this program, including providing education and training about fire prevention and providing those materials in accessible formats.

National tragedies, such as September 11, 2001 and Hurricane Katrina, brought an increased focus on the unique needs and abilities of people with disabilities in emergency situations. These events motivated the government and foundations to develop funding for research and materials concerning evacuation and emergency planning. Grant funding is likely to continue in these areas as the number of people with disabilities increases due to veterans returning from war and baby boomers aging. Our program focuses specifically on residential occupants—not commercial or high-rise—smoke alarms, evacuation and fire prevention education.

Finding Partners & Experts

If you need a partner or expert in fire service, check with the state fire marshal’s office or with public information officers in local fire departments. You can find your state’s contact information quickly through the U.S. Fire Administration website at http://www.usfa.dhs.gov. (Select Contact Us and then select your state in the State Contacts box.) Hospital burn units may also participate in fire prevention outreach, making them ideal partners.

If you need a partner or expert in disabilities, check with the state’s provider of assistive technology or the state’s Department of Rehabilitation. To find contact information for your state’s Department of Rehabilitation, visit http://www.jan.wvu.edu/SBSES/VOCREHAB.HTM. Another helpful link about disability services throughout the United States is http://www.disabilityinfo.gov.

For a listing of Schools for the Deaf, visit http://infotogo.gallaudet.edu/schools-usa.html. For a listing of Schools for the Blind, visit http://www.sdsbvi.sdbor.edu/wwwresources/list.htm.

The Fire Safety Problem

This program targets Oklahomans with hearing, visual and/or mobility impairments. These individuals are at the highest risk for injury or death in residential fires. After researching the materials available, we realized there were no targeted messages with specific recommendations for people with disabilities. Often the information was only a short side-note in a larger guide about fire safety, or the information was incorrect or inapplicable to these individuals. We also realized that the numbers of people with disabilities who are injured or killed in residential fires is masked because this data is not collected or reported.

But the headlines show the need for targeting people with disabilities. In Dayton, Ohio, a man who was blind died in a house fire while attempting to rescue his cat. ¹ A child who was deaf in Norfolk, Nebraska died in her bedroom in a mobile home fire; firefighters said there was no evidence of a smoke alarm. ² A woman in a wheelchair was killed in a home fire started by a burning candle. ³ A Brooklyn woman in a wheelchair was killed in her apartment due to a smoldering cigarette.⁴ Living in a mobile home, a woman who was blind in Lakeland, Florida, died in her bedroom when it was engulfed by a fire that originated in the kitchen.⁵

A 48-year old woman who was deaf died in a house fire when a space heater caught fire in the kitchen.⁶ In Vallejo, California, a man who was blind and hearing impaired died in a house fire after heat from a woodburning stove ignited a propane tank.⁷ A woman who was blind and used a walker died in Midwest City, Oklahoma, due to an apartment fire started by a cigarette.⁸ Stories like these are in every state and every newspaper as people with disabilities die in home fires due to a lack of appropriate smoke alarms and an inability to escape. Often people have been told to wait for help rather than rescue themselves.

This program gives people with disabilities home fire safety information, specific to their unique needs, and equips them with specialized, residential smoke alarms. We work from a philosophy of positive methods for remaining safe from fire rather than scaring people. 

(Newspaper headline) California: Carson - four people, including two quadriplegics, died when fire trapped them in a home that lacked smoke detectors, officials said. 

¹ Dayton Daily News, 11/26/05, A1.

² Omaha World Herald, 7/25/06, A1.

³ The Boston Globe, 11/9/06, 7.

⁴ Daily News (New York), 11/8/05, 19.

⁵ The Ledger (Lakeland, FL). 2/21/06, B1.

⁶ San Antonio Express News. 12/10/06, B4.

⁷ Vallejo Times Herald (California). 12/10/06.

⁸ The Daily Oklahoman. 4/16/07.

Program Goals

We have three program goals:

• Install specialized, residential smoke alarms 
• Provide specialized home fire safety messages in accessible formats (large print, Braille, audio tape, CD, VHS/DVD)
• Develop educational materials for first responders about people with disabilities

Although there are many issues related to fire safety, we have limited our messages, ensuring they are relevant and usable for people with disabilities. Specifically, we emphasize installing the right
smoke alarm in the right place, knowing the correct emergency number to call, planning and practicing a home escape plan and practicing fire prevention strategies. Overall, we have attempted to provide the most comprehensive education and prevention for these individuals. The program materials focus on adults, but we provide services to people of every age.

Defining Disability

We target people with visual, hearing and mobility impairments. People with cognitive disabilities are targeted with a combination of fire safety classes and smoke alarm installation through a separate program.⁹ To qualify for the free smoke alarm, installation and messages, an individual must submit some type of proof of disability. This proof may include a letter from a doctor or school; professional physical therapist/ occupational therapist or audiologist report; Vocational Rehabilitation, Veterans Administration or Social Security documentation; or a copy of a driver’s license
indicating the type of disability. 

⁹ For more information about fire safety classes for people with cognitive disabilities, visit http://seedseducation.org/ fire_safety. We partnered with SEEDS Educational Services to customize these educational materials for adults in Oklahoma.

Targeted Groups

We used the following definitions to distinguish the targeted groups:

Visual Impairment: people with a medical condition or impairment that limits their ability to have aided or unaided vision. 

They may have one of the following:

• Astigmatisms in one or both eyes
• Low vision whether unaided or aided with corrective lenses
• Tunnel vision
• Night blindness
• Non-peripheral vision

They may use assistive technology devices such as magnifying lenses, computer screen readers and corrective lenses. 

Blind: people with a medical condition or impairment that completely limits their ability to have aided or unaided vision. They may have light or total blindness. They may use service animals and assistive technology devices such as magnifying lenses, talking watches and computer screen readers.

Mobility Impairment: people with a medical condition that limits their ability to stand aided or unaided without support of an assistive device. These impairments also include limited strength or dexterity to walk, grasp or lift objects. Assistive technology devices vary from crutches and canes to walkers and wheelchairs. 

Deaf: people with a medical condition or impairment that limits their ability to hear. They may use American Sign Language (ASL) and assistive technology devices such as TTY phones, video phones, and strobe and/or vibrating disc systems for doorbells and alarm clocks. Some may use cochlear implants or hearing aids. 

Hard of Hearing: people with a medical condition or impairment that limits their ability to hear certain pitches or volumes. They may use assistive technology devices such as hearing aids, CapTel phones or television sound amplifiers. 

We also realize that many people may have multiple disabilities or other characteristics that impair communication such as unintelligible speech. In these cases, we identify the disability that will most impact the individual’s ability to respond to a smoke alarm and to escape from a home fire; this is the primary disability we use to determine which alarm will best meet the individual’s needs. We also attempt several communication methods to ensure the individual can understand and apply the fire safety messages. 

Some states do not mark types of disabilities on the driver’s license. Oklahoma uses a numerical system to indicate a difference in visual and hearing impairments. Make sure to check whether your state indicates individual disabilities on the driver’s license before you accept the license as proof of disability. 

To find current statistics for the number of people with disabilities, visit http://www.ilr.cornell.edu/edi/disabilitystatistics/. This website accesses the American Community Survey, the Current Population Survey and the Census 2000.

Understanding Accessibility

Creating accessible materials means providing the same material in accessible formats:

• Braille (use an expert to verify the Braille quality)
• Large print using the guidelines from the American Printing House for the Blind (see Appendix H)
• Audio tape with effective enunciation and speed of narration
• CD with text-only files for screen reading software
• Open and closed captions for video and web media
• American Sign Language (ASL) 

Items to Include in a Program Budget

• Photocopies of application, frequently asked questions, installation form, follow-up survey
• Postage for mailing letters, press releases, follow-up surveys
• Office supplies (toner cartridges, envelopes, paper, binders)
• Smoke alarms
• Fire safety message production (include traditional production costs along with costs for Braille transcription and for producing CDs, audio tapes, DVDs, and VHS tapes)
• Language translation for all program materials
• Installation equipment
• Travel for installers
• Professional contractual costs for American Sign Language (ASL) interpreters and other language interpreters
• Salary for program coordinator and installers (optional, but recommended)
• GPS unit (optional, but recommended)
• Interpretype or UbiDuo (optional, but recommended)

Principals of Residential Smoke Alarms

To detect the presence of smoke or the products of combustion from a fire (false alarms from cooking or steam from bathroom showers “look” like smoke to the detectors)

To be located so that fires occurring while people are sleeping (the most fatal fires) are detected as soon as possible to give people early warning 

To alert occupants that smoke is present (this is an audible alarm intended to alert people while they are sleeping or to awaken people)

To make the alert as an early warning so the occupants have sufficient time to escape

Selecting the Alarms

We knew that traditional smoke alarms could not meet the needs of people with disabilities. People with hearing impairments cannot respond to an audible alert because they often lose hearing in high frequencies, the same frequencies that smoke alarms use.¹⁰ People with hearing aids may hear the smoke alarm during the day, but they remove their hearing aids at night. People with low vision may put themselves at risk for falling or other injuries when they try to test or silence traditional alarms with a button on the face of the alarm. People with mobility impairments cannot test alarms monthly due to their inability to reach or push the test button on the alarms.

Given these physical considerations, we used the following criteria to select appropriate alarms for this program:

Hearing Impairments

Battery operated, Strobe and/or vibrating disc component along with the audible alert, Strobe separate from smoke alarm, Receiver with strobe and one without strobe (interchangeable with other alarm components), Smoke alarm system separate from AlertMaster or ShakeUp. 

Vision/Mobility Impairments

Battery operated, Long-lasting battery (10-year, lithium), Able to be tested and silenced without climbing on a chair or using something to push the test button

¹⁰ Lee, A., Midgettt, J. & White, S. (December 2004). A review of the sound effectiveness of residential smoke alarms. US Consumer Product Safety Commission. Retrieved April 3, 2007 from: http://www.cpsc.gov/library/ foia/foia05/os/alarm1.pdf

Alarms for People with Hearing Impairments

Although the vast majority of our applicants do not have a seizure disorder, we wanted to make sure the alarm we selected for people with hearing impairments had receivers without strobe lights but that could activate a bed shaker. In addition, several consumers explained that their alert systems were sometimes unreliable, failing to alert them to doorbells or alarm clocks, so they were afraid if the smoke alarm was connected to that system, it might malfunction as well. We addressed this concern by selecting a smoke alarm not incorporated with other alert systems. In residences with multiple alert systems, we wanted to make sure the signals would not interfere with each other.

In the past, a state agency in Oklahoma provided free smoke alarms to people who are deaf. They distributed a smoke alarm with a strobe light attached and with a six-foot power cord for easy installation. The alarms were distributed without an educational component or installation assistance. Our focus group reported that people believed that they were to move this alarm room to room as they moved throughout the day to various spaces in their home. This assumed need to keep the alarm within their sight was a nuisance, and people did not use the alarms. 

This type of smoke alarm is primarily designed for use in a hotel or motel room with one living/sleeping space. Yet installing the smoke alarm with an attached strobe poses a problem even when combined with an educational piece; it forces people to choose where to place the alarm. People need the strobe light close to them, inside the bedroom, so it is bright enough to awaken them.

However, placing the alarm inside the bedroom means smoke has to be inside the bedroom to trigger the alarm, thereby reducing time for escape. If the alarm is placed in the hallway outside the sleeping area, the strobe is too far away to be bright enough to awaken them. Forcing people to make this choice and then to worry about making the wrong choice makes this model unacceptable for our program.

Silent Call is the smoke alarm we provide to people with hearing impairments. It has three separate components: a smoke alarm with a transmitter (model 1008-3), a vibrating disc (model VIB-PJ), and a receiver with or without a strobe light (model SK09214).¹¹ The alarm provides an audible alert and transmits a signal to the receiver and the strobe light.¹² The receiver then activates the vibrating disc that is under the mattress.

Alarms for People with Visual Impairments

Many individuals with visual impairments use sounds to orient themselves in their homes. For example, they can orient themselves in a room by noting the electric hums of computers or the refrigerator. Because people with visual impairments often rely on these types of sounds to orient themselves, the high-pitched sounds of a smoke alarm can be disorienting. Silencing false alarms and testing the smoke alarm regularly needed to be easy.

One of the members of our focus group related a story about how she climbed on her kitchen table to turn off a false alarm. We wanted an alarm that was safer for people with visual impairments, an alarm that did not require standing on something or using a broom handle to test and silence it. We chose the First Alert smoke alarm (model SA302CN) because it can be tested and silenced with most household remote controls. This model also has dual photoelectric and ionization sensing devices. 

We also knew we could purchase the First Alert with a 10-year lithium battery, ensuring that the battery was good for the life of the alarm. This particular model was unavailable in Oklahoma; at the time it was only available through a home improvement center chain in states that had passed laws requiring 10-year batteries in battery-operated alarms used in new residential construction. We purchased the model through a center in Burlington, Washington. 

¹¹ These are the models we are using in 2007. Note that the model numbers may change as Silent Call and First Alert improve their smoke alarm technology.
¹² The alarm can transmit a signal approximately 100 feet to the receiver that activates the bed shaker and strobe light.

Alarms for People with Mobility Impairments

People with mobility impairments often find it impossible to test alarms monthly without endangering themselves or relying on others. Some materials encourage people with mobility impairments to use a broom handle to press the small test button; however, we determined that this procedure is not only difficult but also unwise. The button and the broom handle are not made to fit, so it is difficult to align the handle and press the target; in addition, the button is sometimes recessed, meaning the broom handle cannot reach it.

Based on this information, we selected the same First Alert smoke alarm that we chose for people with visual impairments—an alarm that can be tested and silenced by remote control and that comes with a 10-year lithium battery (model SA302CN). This alarm gives independence to people with mobility impairments as they are now responsible for testing their alarms instead of relying on others.

Smoke Alarm & Sprinkler Technology

The technology for smoke alarms has remained about the same since the mid-seventies. Some incentives have been offered to builders who will install more comprehensive alarm systems. Yet even comprehensive systems with wireless interconnected alarms do not activate a bed shaker or a strobe light, making them ineffective for people with hearing impairments.

We argue that technical advancements are necessary for the basic alarms that are easy for people to install, such as battery back-ups or a 10-year battery in the Silent Call alarm that works well for people with hearing impairments. Some states may need to refine their laws as each component of the alarm for people with hearing impairments is UL listed; however, the system as a whole is not eligible for UL listing. Care must be taken when placing the components, so the alarm’s radio frequency does not interfere with metallic or electronic objects placed too closely to the receiver.

Ideally, homes should be equipped with residential sprinkler systems to provide the most security. For more information about sprinkler systems, visit http://www.homefiresprinkler.org/.

Program Steps

• Confirm program partners (fire safety, disability)
• List additional organizations that can facilitate the program by spreading the word
• Contact these organizations and confirm in writing their commitments to the program (what they will be responsible for, how many hours they will contribute, other methods for publicizing the program)
• Develop list of ASL interpreters or contract agencies (understand their cost structure and verify the items included)
• Design initial program budget based on outstanding needs versus in-kind services
• Research and select alarms
• Consult a focus group to ensure program implementation, alarms, and messages are appropriate
• Make any revisions necessary to meet the needs of your target audiences
• Confirm program budget incorporating any revisions
• Purchase alarms
• Purchase installer equipment
• Hire and train installer(s)
• Organize contact information for publicizing the program (include newspapers, public educators/information officers in fire districts, disability organizations, state organizations, veterans and senior citizens’ organizations)
• Draft press releases
• Photocopy applications and frequently asked questions for initial blitz
• Produce/copy fire safety messages and installation forms
• Distribute press releases
• Create database for storing applicant information (include forms and tables for application, installation, and follow-up survey)
• Receive and enter applications
• Notify applicants that the application has been received and details of installation process (who will contact, when, what to expect during installation)
• Schedule installation appointments
• Schedule interpreters when necessary
• Enter installation forms
• Distribute follow-up surveys (3-4 months after installation)
• Initiate three attempts of the survey
• Enter survey data
• Meet with partners and program staff regularly to assess progress and to track outcomes

From Application to Installation

The basic process for accepting applications to installing alarms involves four steps:

• Processing the application
• Scheduling an appointment
• Installing the alarm
• Completing the follow-up survey

Note: As the program began, we decided which terms to use throughout our materials. We selected “consumer” to represent those served by the program because people with disabilities prefer this term over “client” or “recipient”. We selected “home” to represent all types of residences including houses, apartments, duplexes, and mobile homes.

Step 1: Processing the Application

For the application to be approved, the individual must complete an application and provide proof of disability (see Appendix A for the application and program FAQ).¹³ 

These materials are received and entered into the program database by ABLE Tech. When people forget to send their proof of disability or when applying online, ABLE Tech contacts them via mail or phone to remind them the proof is required, which they may send by fax or mail. Before entering the application, all addresses are verified through USPS Zip Code Lookup. Once the application is entered into the database, the information is passed onto FPP.  Fpp sends out a letter confirming contact information, describing the next steps in the process, and providing a point of contact for further question or to update contact information (see Appendix B for the letter).  

¹³ There is no income requirement for this program. However, to be eligible, applicants must reside somewhere other than an institutional facility (such as a dorm, nursing home or group home). These facilities are required by law to provide accommodations, including specialized smoke alarms, for their residents. 

Step 2: Scheduling an Appointment

The applicant then moves into step 2 as FPP schedules an appointment for alarm installation. This process is complex and can be quite lengthy given the need to coordinate consumers, locations, dates, times and interpreters if requested. Initially, consumers are contacted by the preferred method they selected on their application (phone-using TTY or relay services when needed, email or contact person). If this method proves unsuccessful, we attempt all other phone numbers of email addresses given on the application, and then use the mailing address if needed. Sometimes people have moved or changed phone numbers or email addresses yet forgotten to notify us. 

When attempting to schedule appointments, we first contact those who have been waiting the longest. ONce an appointment is scheduled, we schedule others in the surrounding area. Installers will also arrange for transportation and interpreters (if requested by the applicant). 

If it is necessary to leave a message by phone or email while contacting consumers to schedule their appointment, a reasonable length of time is given for them to respond. If they do not respond after three attempts on different days, we send a letter to consumers explaining the difficulty in contacting them. We also explain that if they are still interested in receiving the alarm, they must contact us by phone, email or mail (using the enclosed prepaid envelope). They are given 30 days to contact us before we remove them permanently from the list. 

Step 3: Installing the Alarm

Installing the specialized smoke alarm, designing the escape plan and discussing the messages takes approximately one hour. First, the installer examines the floor plan of the residence, deciding how many alarms are needed and where to place each one. The installer ensures that one alarm is on each level of the residence and outside each bedroom. A smoke alarm is also installed inside the bedroom when a person reports to smoke in the room or while in bed. Then the installer sets up the Silent Call components in the bedrooms of those who are deaf or hard of hearing. Finally, the installer  tests the new alarms to ensure they work properly.

After installing the new alarms, the installer tests and cleans any smoke alarms that preexist in the residence. For battery-operated alarms, the installer replaces the battery. Any non-working alarms are reported to the consumer, but they are not removed.

The next part of the installation focuses on educating the consumer about testing and maintaining the new alarms and practicing home fire safety. While installing alarms, the installer notes any potential fire risks, such as a consumer who smokes indoors or who uses a space heater. While discussing all the fire safety messages, the installer emphasizes the sections that particularly pertain to the consumer due to noted risks. The installer also emphasizes to “get out and stay out” before calling for help and then explains how to clean, test and maintain the smoke alarm. Installers remind consumers that they now own the equipment and should take it with them and reinstall it if they ever move. The installers also emphasize that the alarms should be replaced every ten years. 

As a final component, the installer draws an escape plan for the home with two ways out of each sleeping room and with a designated outdoor meeting place. This escape plan is discussed with the consumers and is left as a reminder along with the fire safety messages in their preferred format. Because 911 service may not be available or reliable in rural areas, the installer confirms the local emergency phone number and writes this number on the home escape plan. The installer leaves contact information for FPP and ABLE Tech in case the consumer has any future questions or
problems with the equipment or regarding fire safety.

After every installation, the installer completes the Smoke Alarm Installation Form, which ensures quality control and records conditions in the home related to fire safety before and after installation of the new alarm. This information has been helpful when consumers call with questions about their equipment or when assessing the program’s outcomes.

Step 4: Completing the Follow-up Survey

At the end of the installation, the installer asks consumers how they prefer for us to contact them with the follow-up survey—by mail, by email or by phone (see Appendix C for the survey and letter). Then, three to four months after installation, ABLE Tech contacts each consumer.

Three attempts are made to contact the consumer, allowing 30 days between each attempt, and then the consumer is listed as a No Response. If the consumer selects to receive the survey by phone, ABLE Tech attempts two phone calls (noted as first attempt) and then mails the survey (noted as second attempt). If the consumer selects to receive the survey by email, ABLE Tech sends a second email if the consumer fails to respond within a week (noted as first attempt). Then ABLE Tech mails the survey (noted as second attempt). The third attempt is also by mail.

NFPA 72: National Fire Alarm Code

NFPA 72 specifies that smoke alarms should be installed: 

• On every level of the residence
• Outside every sleeping area/bedroom

These locations allow for early warning and give more time to escape when the smoke from a fire in the living areas of the home—most likely to happen according to fire statistics—reaches the smoke alarm to detect the smoke and alert the people. If a smoke alarm is located only in a bedroom, the smoke from a fire outside the bedroom must reach inside the bedroom before providing
the alert, thus reducing the time for early warning and escape.

It is best to have a smoke alarm in every bedroom, in the hallway and on every level. It is even better for all of these smoke alarms to be interconnected so if one alarm detects smoke, all of the alarms alert the occupants. Our installers do not remove or replace existing alarms due to fire code restrictions and liability issues. Sound fire protection engineering principals should be applied
to the selection and installation of all residential smoke alarms. Consult with your local experts for assistance in your smoke alarm selection and installation guidelines.

Soliciting & Processing Applications

We began soliciting applicants through face-to-face meetings with boards and representatives from disability organizations across the state. American Sign Language (ASL) interpreters assisted in spreading the word through the Deaf community. One of our most successful methods was sending an informational memo through the State Department of Education to all special education directors and school superintendents.

Our main goals for the application process were to ensure it was easy to understand, short in length and accessible in different formats (standard print, large print, online and Braille). We worked to ensure client confidentiality through university and state procedures. On the application, we added a Contact Person section to provide two people we could contact—the applicant or the contact person—if we could not locate the applicant or if the applicant believed it easier to communicate through a contact person.

An additional form we created was a proof of disability form that our staff members could sign as a “witness” to the applicant’s disability. This form was extremely handy when we attended registration days at the Oklahoma School for the Deaf and the Oklahoma School for the Blind, State Capital Day for People with Disabilities or specialized conferences for people with disabilities. Then we could take applications on site without the individual having to send proof later.

To offer another way to apply to the program, we created an online application in addition to offering a downloadable application. This process was complex as we had to ensure people using screen readers and other assistive technology could access the form fields and understand the information requested. Once applicants submit their information, the information is stored in an Excel spreadsheet and emailed to a staff person at ABLE Tech. ABLE Tech then sends a letter or email to the applicants, reminding them that proof of disability is required. Although few people have used the online application in lieu of a print application, the online application remains a viable alternative and should be included to make the application process as convenient as possible.

Tracking Information

The strategies you implement to track information throughout the program will depend on whether you are serving a city or larger area. Because our program is statewide with partners in two physical locations, we use a program database to organize consumer information, installation details and survey responses.

In the program database, we initially listed the parent or guardian as the applicant if the person with a disability was a minor; however, this caused confusion in our record keeping although it made scheduling the installation easier. We later changed that practice so the Applicant field was always the person with a disability and encouraged those needing to contact the applicant to check the birth date before proceeding. We added a Note field for any information that could help an installer schedule the appointment or if the individual was related to other individuals who had applied. We also added a Dropped field to track dates and reasons an applicant was removed from the program.

To track scheduling attempts and appointments across the state, we use a spreadsheet organized by counties and color-coded according to the length of time since the application was entered into the system. The installers can also enter tracking information indicating contact methods used, dates attempted, scheduled appointments and driving directions to rural locations.

Each completed survey is entered into the program database to make tracking survey results easy to manage. Listing attempts and changing response dates allows for easier creation of those needing the survey and for quick reference when completed surveys arrive in the mail. This tracking also provides an easier way to track the overall response rate versus the response
rates according to disability type.

Scheduling Installations and Interpreters

Scheduling the installation appointment is one of the  most difficult aspects of the program. Because the wait time between application and installation could be long as the program begins, some applicants may forget to update their contact information. Installers use several methods as they attempt to locate applicants before listing them as Cannot Contact. Internet searches and reverse yellow/white pages often find applicants if they had moved but remain within the same city. Sometimes we use the proof of disability to contact a case manager, doctor or school teacher who will then encourage the applicant to send us their new contact information. 

Scheduling appointments also brings communication challenges. The most efficient ways to schedule appointments are either by phone or email due to the quick response time. Yet communicating with people with disabilities presents unique challenges via phone and email. People who are deaf my only use relay services, which can be reached by dialing 711 from any telephone in the United States.¹⁴ Also consider the benefits of Language Line Services as a cost-effective way to communicate with applicants using languages other than English for their primary language.¹⁵

Some consumers are hesitant to allow an installer into their home. They want the specialized alarm, but they do not want a stranger coming to install it. One emphasis of the program is installing appropriate smoke alarms in correct locations. THe other emphasis is the educational component of having a one-on-one dialog about home escape planning and fire safety between the installer and consumer. When consumers are hesitant to allow an installer in their home, the installer or another staff member speaks with the consumer (sometimes for an extended time), introducing the installer to the consumer by providing a few biographic details while ensuring the program's credibility. Eventually, every consumer has allowed us into the home.

For the installations for people who are deaf and use ASL, the program contracts with ASL interpreters at no cost to the consumer. People who are deaf may request interpreters who are familiar to them; these interpreters also enhance the program's credibility. Children of parents who are deaf may act as interpreters, but they may also "filter" information and provide only information they believe is important rather than translating everything the English speaker is saying. These are important considerations when contracting with interpreters. 

During these installations, the installer communications visa the interpreter and also shows the DVD in ASL, pausing the DVD after the home escape chapter to then draw out the home escape plan. The installer also pauses the DVD to review specific strategies for preventing fire as they apply tot he risks observed in the home.

A smoke alarm installation program, or any public education program, for people who are deaf must include sufficient funds for interpreters for each contact with consumers. Paying interpreters for their professional services, not requesting them to volunteer, is vital to ensuring the program's credibility with the Deaf community. We recommend using only nationally certified interpreters. ALthough using interpreter agencies is an excellent way to locate interpreters, we estimate that we save, on average, from 66% to 75% for each job by contracting and paying interpreters directly rather than using an agency. Contacting directly is also more time efficient.  

Most professional interpreters are punctual and reliable, yet it is important to establish a backup plan for communication in case the interpreter does not arrive for the installation appointment. At first, we used pen and paper to communicate with people who were deaf when the interpreters did not arrive. Now we rely on an Interpretype, a device that has two keyboard pads and displays
connected together so the installer can type on one keyboard while the individual reads the display and types on the other keyboard, a much more effective communication method.¹⁶

Interpreters are certified nationally by two organizations, National Association of the Deaf (NAD) and the Registry of Interpreters for the Deaf (RID), by taking the National Interpreter Certification test. One way to find interpreters in your area is through the RID website at http://www.rid.org.

¹⁴ For more information about the TElecommunications Relay Service, visit http://www.fcc.gov/cgb/consumerfacts/711.html.
¹⁵ For more information about Language Line Services, visit http://languageline.com.
¹⁶ Visit http://interpretype.com/ity/what.php for more information about the Interpretype device. A similar device is called the UbiDuo; visit http://www.scommonline.com for more information. 

Training Installers

Competent installers who understand the complexities of home fire safety, the technical component of the correct smoke alarm location and how to interact with people with disabilities are key to this program. We use installers who are able to complete the following:

• Communicate with people with disabilities
• Correctly locate and install smoke alarms
• Explain the operation and maintenance of the smoke alarms with appropriate detail
• Create a feasible escape plan considering the unique needs of people with disabilities
• Explain how to correct or eliminate potential fire risks in the home (such as moving furniture from escape routes or unsealing painted windows)
• Review fire safety messages
• Answer any other fire-related questions

When we began this statewide program, we anticipated partnering with local fire departments across Oklahoma to install the alarms; although these departments supported our program, relying on their personnel to participate as local installers did not prove feasible. Instead, we began the program with one main installer. This person was a professional member of the program team and not only was qualified with fire protection technology expertise and an engaging personality, but was able to provide feedback on how to modify the program to better meet the needs of the consumers. This installer also experienced many “firsts” for the program and was then able to train others to respond appropriately to unexpected circumstances encountered when providing a service in people’s homes. 

We added more installers as the number of applications grew and as word of the program spread. All of our installers are paid by the hour, including time for travel. Each installer was trained during 6-8 installation appointments by first assisting an experienced installer and then serving as the lead installer while the experienced installer coached and observed.

Installers need to be prepared to work with interpreters and to use alternative communication methods such as voice and video relay services.

To facilitate this, we created an installer guide that includes a social etiquette guide, offering specific recommendations about how to communicate with people with disabilities and how to work with assistive technology (see Appendices D-E for the guides and forms). 

Part of the installer training also includes communicating via relay services with the appropriate codes, such as GA for Go Ahead and SK for Stop Keying. We also explain the etiquette of working with interpreters. Installers are reminded to speak to the person who is deaf and to maintain eye contact instead of looking at or talking to the interpreter. For each appointment, installers wear a picture ID badge or FPP uniform shirt and take an installation kit, the alarms and the fire safety messages. The kit includes basic tools and items that enable the installer to install the alarm easily and to clean up the area afterwards. Our consumers have noted several times that they appreciate the installer vacuuming the sheet rock dust; this attention to detail raises the credibility level of the program and staff.

Oklahoma’s 911 service is not consistent statewide because Oklahoma relies on a county-by-county system. Some counties have voted to fund 911 and Enhanced 911 while others have not, leaving 36 of 77 counties in Oklahoma without 911 service or even partial coverage from a nearby city. If people call 911 from one of these counties, they may be transferred to a phone line that is not always staffed. To ensure consumers know how to contact the local emergency services, we use their phone book to identify the appropriate seven-digit emergency number, which is then written on their home escape plan.

Entering People’s Homes

One of the most important aspects of this program involves the installers spending time in people’s homes as they install the alarms, explain how to use them, identify obvious fire risks and educate people about fire prevention. Installers may spend additional time when working with people in rural areas or older adults who may have less contact with people. Yet entering and remaining in someone’s home can involve unexpected issues. Preparing installers for unusual circumstances should be part of their training, so they can react professionally. 

Some circumstances may be due to poverty or differences in attitudes and lifestyles. Many of the people we serve with this program live in poor neighborhoods or homes needing repair. Some may have no heat or air conditioning. Others may have poor lighting, insect control problems or lots of clutter. Some circumstances may be or may appear to be dangerous. If installers believe they are at risk for injury, they should not enter the home.

Not Everyone Has 911

There is no national funding of 911 although several states have applied for federal matching funds to begin implementing 911 systems. Most states and counties assess taxes or fees on landlines to raise money for expanding into Enhanced 911 systems. Some cellular providers have begun assessing similar fees. However, investigations have found that money allocated for upgrading 911 systems has been spent in other areas to balance state budgets or to fund other programs.

Remember, before you begin helping people design their home escape plans, check out the coverage of 911 services in your state. Then you can provide the most accurate and current information. 

To learn more about the history of 911 and how your state is implementing 911 and E911, visit the following links:

• Hatfield’s report detailing the history of 911 and issues related to deploying the service: http://www.fcc.gov/911/enhanced/reports
• March 2006 GAO report: http://www.gao.gov/new.items/d06338.pdf 
• Individual state 911 plans and departments: http://www.nasna911.org/links.htm
• List of all Public Safety Answering Points (PSAP) for each county organized by state: http://www.fcc.gov/911/enhanced/reports/psapregistry.html
• National Emergency Number Association: http://www.nena.org/

Installation Equipment

• Goggles, or protective glasses
• Flat-head & Phillips-head screwdrivers
• Drill (small bit for pilot hole)
• Assortment of screws with anchors
• TV remote control (First Alert SA302CN installation only)
• Assortment of Sharpie markers, fine tip and regular (or other permanent type markers)
• Multi-Tool (Leatherman type tool)
• Smoke alarm installation guidelines
• Home fire safety messages
• Additional batteries
• Box cutter
• Flashlight
• Ladder
• Vacuum

Creating the Fire Safety Messages

The content for the messages is based on the recommendations of the National Fire Protection Association (NFPA) Educational Messages Advisory Committee and people-first language.¹⁷ The messages function as an educational piece that consumers can later reference if they have questions or concerns about their smoke alarm or fire prevention strategies. Specifically, the messages describe how to test the alarm, how to clean it, how to design a home escape plan and how to practice fire safety when cooking, smoking, using candles, electrical appliances, space heaters and fireplaces.

When creating the messages, we prioritized using people-first language with phrases such as “people with disabilities” instead of “disabled or handicapped.” People-first language recognizes that a disability is only one aspect of an individual and that no person wants to have the disability become their definitive characteristic. This language supports our overall perspective of empowering people with disabilities to take responsibility for their own fire safety while at home (see Appendix F for the principles of people-first language).

To develop the messages and ensure they met the needs of the target audiences, we used focus groups. People with disabilities were asked to join and to invite others who might want to be involved. There were three separate groups: one for people with visual impairments, one for people with mobility impairments and one for people with hearing impairments.

Each group had 4-5 members (aged 30-60) who commented on the messages line by line. We paid them and any personal attendants for their travel, plus an honorarium, and included lunch as another incentive to work with us.¹⁸ We selected locations that were convenient for them, such as the Oklahoma Library for the Blind and the State of Oklahoma’s Capitol Building. We offered additional accommodations, such as ASL interpreters and the messages in standard print, large print and Braille. The focus groups meetings were opened with a discussion of the smoke alarm program, the grant funding and an overview of home fire safety and fire behavior. Then everyone as a group read and critiqued the messages (text only, no graphics) line by line. The meetings lasted most of the day given these detailed critiques. After the meetings, we revised the messages and sent them out for more critique from the same focus group members. After the second review, we revised one additional time and then moved to graphics and layout. 

The focus groups provided immeasurable information and feedback for the messages. The group of people with visual impairments suggested adding information about smoking risks and how to extinguish cooking fires, a particularly difficult and dangerous task for people who are blind. They also suggested producing the messages in Braille, large print and audio tape.¹⁹ The group of people with mobility impairments said that the messages needed to explain the special fire risks involved with cooking, wheelchair batteries and space heaters. They told personal stories of always being cold and the necessary use of a space heater in their home while bathing. They also emphasized the need for more direct messages about smoking risks. 

The group of people with hearing impairments adamantly emphasized separating the messages for people who are deaf from the messages for people who are hard of hearing. They said Deaf culture did not want to be lost within the overall banner of hearing impairments. They also said a DVD in ASL would be more effective in communicating with people who are deaf rather than providing a written guide if ASL is their primary language.

Like many languages, words in English do not necessarily have a corresponding ASL sign; words such as “hazard” and “risk” in the messages needed to be changed to “danger.” The group emphasized how the messages needed to express the ideas succinctly without justifying why to perform certain actions. Overall, every message was reviewed by people in the target audience, by fire safety experts and by technical writers and editors. We incorporated plain language to ensure the complex topics were easy to understand (see Appendix G for the principles of plain language).

The graphics and layout of the messages needed to include both technically accurate illustrations of the concepts and show the diversity of people with disabilities. We used photographs, showing people of different ages, races, disability types and gender. Careful consideration was given to the cover graphics to ensure the theme showed our focus on people, not firefighters rescuing people or burning houses. The internal layout is simple and consistent to make the information easy to find and read.

One of the main program goals was to create accessible messages because so much of the available material is not accessible to people with disabilities. We began the program with partners at the Oklahoma League for the Blind for our Braille and at the Oklahoma Library for the Blind for our audio tapes and CDs. Later, we purchased our own Brailler and began creating our messages in office. To ensure the large print was readable, we followed the standards of the American Printing House for the Blind and used their customized, free font (see Appendix H for the APH guidelines).

To create the fire safety DVD, we used as many local people as possible to ensure the ASL used the Oklahoma dialect and to remain cost effective. The main actors and narrators are leaders in the Deaf community who have promoted the program. The script writer is the research director for all the FPP grant projects, and the director works for the Institute for Teaching and Learning Excellence at Oklahoma State University.

The DVD has voice-over narration and uses open and closed-caption options, making it accessible on televisions and computers. It is also divided into chapters, covering each topic of the messages for easier browsing and for use during smoke alarm installations and program presentations.²⁰ 

Learning Deaf Culture

People who are deaf may not identify themselves as someone with a disability because their community views deafness as a characteristic, not a disability. People who are deaf form a tight community and visit each other often to communicate. They are more familiar with assistive technology devices because they use them to know when someone rings the doorbell or when their alarm clock is sounding. They use video phones, TTYs, Instant Messaging and Sidekicks to communicate with each other and with people outside the Deaf community. Learn more about the Deaf community at http://www.deaf-culture-online.com/index.html.

To reach Deaf communities, contact Deaf leaders, including the state’s School for the Deaf, and encourage them to spread the word. Allocate more time to spread the word within this community. Also make sure to contact the state’s telecommunications program, which may include applications/FAQs for your program with packages of assistive technology devices.

Selecting Focus Group Participants

Organizations that serve or advocate for people with disabilities are good starting places for selecting focus group participants. Because focus groups are crucial to the success of your program, select the participants carefully. Effective focus groups represent the people you want to serve with your program. Aim for a diverse representation of disability, gender, age and race. Selecting leaders within the disability populations is effective because these leaders can then increase the credibility and publicity efforts of your program. They become invested in the program’s success.

American Sign Language

ASL is a separate language with its own distinct sentence order and grammatical structure. It differs in word order from English and does not include prepositions (on, under, above) or articles (a, an, the). Many people who are deaf consider ASL their primary language, meaning English is their second language (ESL). ESL learners often have difficulty accomplishing the third stage of early literacy development that includes expressing spoken, signed and thought ideas in print. Typically, they graduate secondary school with a reading delay of at least five years (Kyle & Harris, 2006). For more information about ASL, visit http://www.nidcd.nih.gov/health/hearing/asl.asp.

¹⁷ For a copy of all the committee’s messages, visit http://www.nfpa.org. Enter “Educational Messages Advisory Committee” in the search box and choose the first search result.

¹⁸ We paid the personal attendants’ hourly wage and  provided lunch for them as part of the program’s overall view of accommodations for people with disabilities.

¹⁹ We later added the messages on CD at the request of several of the younger consumers.

²⁰ To view the video, visit http://okabletech.okstate.edu (select Fire Safety > Messages). For more information about the DVD, visit http://www.ifsta.org (under Other Links, select Fire Safety Solutions for People with Disabilities).

Assessing Outcomes

As of July 2007, we have documented six families saved due to the specialized alarms installed in their homes. Half of these we never would have known about without the carefully worded
questions on the follow-up survey.

To assess the effectiveness of our program, we use a follow-up survey consisting of several questions about the consumer’s behavior and about the consumer’s satisfaction with the alarm and fire safety information. The survey captures valuable information, especially as a first indicator of lives saved through the new smoke alarms. If respondents mark that the smoke alarm has sounded, has alerted them to a fire they would not have known about otherwise and if the fire was significant enough to call the fire department, then we make efforts to learn more details about the fire.

The survey also shows specific ways people have changed their behavior and whether they understand and can apply the messages. A suggestion section at the end of the survey provides helpful
feedback where many respondents have listed organizations, friends or other ways to spread the word about the program. Overall, one of the most important functions of the survey is to give us numbers measuring the satisfaction with the program, so we can use these numbers in future grant requests and to further publicize the program. 

As of July 2007, our survey results for this program include a high return rate (70%) with 38.3% consumers responding that they have modified their behavior due to information presented through
this program. Although this percentage is under 50%, this is an extremely high percentage of people reporting behavior change related to fire safety. Specific comments about behavior change include the following:

• Candle safety
• Now I turn off heating pad when not in use
• We developed an escape plan with our daughter
• Talked to grandchildren about how to get out
• Moved dishtowels from stove area
• Get away “accidental” fires [meaning this respondent knows how to avoid accidental fires]

Eighty-eight percent say their sense of personal safety has increased, and 75% report they are better able to manage their personal safety. When they explain how the smoke alarm has impacted others, they state the following: 

• Kids are more aware
• Spouse has peace of mind when working nights
• Relieved of worry
• Gives the entire family a better sense of security

Overall, 90% would recommend this program to others because 85% were satisfied or very satisfied with the alarm installation and 81.3% were satisfied or very satisfied with the fire safety messages. They say this is an “excellent program,” and many want others to be as safe as they now feel with the specialized alarm and messages.

Reaching Out to Senior Citizens

We quickly realized that senior citizens do not identify themselves as “people with disabilities”. Although this is one of our larger populations served, senior citizens may not believe they qualify for this program given its title. Instead, to encourage them to apply, we explain the program serves those with hearing, vision and mobility losses, giving them the example of someone who takes out their hearing aids at night and cannot hear standard smoke alarms.

Some senior citizens may initially apply but then believe they do not need the specialized alarm, especially once they realize the alarm for people with hearing impairments has three separate parts. One woman was convinced the bed shaker would electrocute her and asked us to remove the alarm after two weeks. Once we spoke with her, we realized that her real fear was how the equipment made her bedroom look different from her friends’ bedrooms and that the equipment made her feel sick or old. These are important issues to anticipate when working with senior citizens.

Publicizing the Program

Throughout the program, we have attempted several ways to publicize the services available. Because our program involves going into different fire department jurisdiction across the state, we feel it is important for Oklahoma fire departments and related organizations to be aware of the program and the protocol established. In the beginning, as a courtesy, we called fire organizations in the state and wrote newsletter articles and sent press releases to explain the program. In addition, phone calls to fire chiefs, fire marshals, public information officers and public educators were made, and letters and emails were sent. 

Working with our public information office, we have sent press releases to the major newspapers across the state, invited many of them to attend installations and have continued to send specialized press releases during if re prevention week and after installations in more rural areas. To improve the chances of a newspaper picking up the story, we try to send photographs with each press release. Last year, the Oklahoma Educational Television Authority (OETA), the PBS affiliate for Oklahoma, ran a news segment about the smoke alarm program, including interviews with the state fire marshal and the research director of FPP. 

On a state and national level, we have attended conferences focused on fire protection and those focused on different types of disability. We have given research presentations and workshops and have also distributed information as conference exhibitors. Smaller venues for presentations have also worked well, such as the Lions and Rotary clubs, VA meetings and registration days and sports events at the School for the Deaf and the School for the Blind. Any time we anticipate meeting people who are deaf we take an interpreter to that event or meeting. 

Locating Materials 

To ensure more publicity of the program and to offer an easy way to find these specialized materials, we created a new portion of the ABLE Tech website. Within the Fire Safety section, people can find all the materials in downloadable and accessible formats. The website also has an online application and links to other websites for working with people with disabilities. Each of the fire safety messages and the installer’s guide are downloadable in regular and large print. If an individual needs the materials in another format, our contact information is provided. In the future, we hope to add additional links and information related to fire prevention and emergency management for people with disabilities, so people can find a repository of useful information easily and quickly. 

Vision for Future Projects

Clearly, this program has been a good step forward in meeting the needs of people with disabilities and ensuring they can become more proactive in their personal safety. But there are many remaining gaps to be filled through future projects concerning fire safety and people with disabilities. For example, we requested Silent Call to provide a rechargeable battery back-up for the strobe light and bed shaker given that those are the devices required to alert people with hearing impairments. In addition, more products designed to help people with disabilities evacuate in emergency situations should be created with and tested by people with disabilities. A central repository of information for and about people with disabilities, especially concerning emergency situations, is needed with an accessible interface and with both industry and academic research included. Finally, data tracking methods should be improved to better reflect the number of people
with disabilities injured or killed in residential and commercial fires so that the public is more aware of the need for better materials, products and services for people with disabilities.

Appendix 

• A: Application & FAQ
• B: Sample confirmation letter
• C: Follow-up survey & letter
• D: Installation guide & form
• E: Social etiquette guide
• F: People-first checklist (writing for people with disabilities)
• G: Plain language checklist (writing for people who are deaf)
• H: APH guidelines for large print (writing for people with visual impairments)

Appendix A: Application & FAQ 

Customize the application and FAQ to fit your program

• Smoke Alarm Application 
• Fact Sheet 

Appendix B: Sample Confirmation Letter 

Send out the confirmation letter shortly after approving applications to help consumers understand the process

• Letter

Appendix C: Follow-up Survey & Letter 

The survey captures important information to help you demonstrate the success of your program

• Survey Letter
• Survey Form

Appendix D: Installation Guide & Form 

Use the guide to train new installers, and use the installation checklist and form to ensure quality control 

• Installation Manual

Appendix E: Social Etiquette Guide

 The etiquette guide provides helpful tips when communicating and interacting with people with disabilities

• Link to Etiquette Guide

Appendix F:  People-first Checklist Writing for People with Disabilities 

Easy modifications to your writing style will ensure you communicate effectively with people with disabilities

Examples of People First Language
Say: People with disabilities. Paul has a cognitive disability (diagnosis). Kate has autism (or a diagnosis of...). Ryan has Down syndrome (or a diagnosis of...). Sara has a learning disability (diagnosis). Bob has a physical disability (diagnosis). Mary is of short stature/she’s a little person. Tom has a mental health condition. Nora uses a wheelchair/mobility chair. Steve receives special ed services. Tonya has a developmental delay. Children without disabilities. Communicates with her eyes/device/etc. Customer Congenital disability Brain injury Accessible parking, hotel room, etc. She needs . . . or she uses . . .	Instead of: The handicapped or disabled. He’s mentally retarded. She’s autistic. He’s Down’s; a Down's person; mongoloid. She’s learning disabled. He’s a quadriplegic/is crippled. She’s a dwarf/midget. He’s emotionally disturbed/mentally ill. She’s confined to/is wheelchair bound. He’s in special ed; he's a sped student. She’s developmentally delayed. Normal/healthy/typical children. Is non-verbal. Client, consumer, recipient, etc. Birth defect Brain damaged Handicapped parking, hotel room, etc. She has problems/special needs.
Keep thinking—there are many more descriptors we need to change! Copyright 2007 Kathie Snow, all rights reserved; www.disabilityisnatural.com; revised 01/07. This article is the intellectual property of Kathie Snow and is protected by Copyscape: request permission before republishing in any newsletter, website, list serve, etc. If you want to share this article with others as a handout, download the PDF version below. The one page (short version) and the one page chart can also be downloaded below.   Please let me how and when you use these articles (kathie@disabilityisnatural.com).

 

Appendix G: Plain Language Checklist Writing for People who are Deaf 

Writing concisely and precisely will enable you to communicate effectively with people who are deaf.

Plain language ensures that your audience can understand not only the technical terms and concepts but also the directions and descriptions you provide. Writing in a concise form with an emphasis on the most important information will help your audience understand your meaning and engage more fully in the concepts. Visit http://www.plainlanguage.gov for more tips and resources on writing in a plain language style. Lead with your main point(s) in the beginning of your message. Use active voice verbs. If the sentence uses is/am/were _____ by the _____, then you’ve probably got a passive construction. Pull out the main concept/character and action. Then rewrite. 

Bad: The smoke alarm was included in the installation by the firefighter.
Good: The firefighter installed a smoke alarm. Use positive methods when describing what actions people should take. Negative forms of expression may confuse people during an emergency
situation.

Bad: Do not put a hot pan directly on the table.
Good: Set the hot pan on a heat resistance surface. Introduce key details to clarify, but limit the jargon.

Bad: The detector has dual photoelectric and ionization smoke sensing technology and electrodes so that it alerts the residents through a better early warning system.
Good: The smoke alarm has sensors to detect both smoldering fires and flaming fires, so people are alerted earlier, giving them more time to escape. Avoid hyping the information with too many adjectives or stylistic embellishments.

Bad: During a fire, the deadly heat and toxic smoke will rise and mercilessly engulf your defenseless body, making escape impossible.
Good: During a fire, rising smoke and heat make escape difficult.

Avoid using colloquial and idiomatic expressions. They add more concepts or noise instead of explaining the main concepts.

Bad: When it comes to fire safety, you cannot pass the buck; everyone must protect themselves.
Good: When it comes to fire safety, you must be responsible for your own safety.

Remove as many words as possible while ensuring your meaning is clear. Fewer words to read leads to faster, more interested reading.

Bad: A good home escape plan is absolutely essential in planning your response to a sudden and unexpected home fire.
Good: A home escape plan will help you respond to a fire.

Appendix H: APH Guidelines for Large Print Writing for People with Visual Impairments 

Downloading APH’s font and formatting your documents with the right type sizes will ensure people with visual impairments can read your messages.

These guidelines are specified by the American Printing House for the Blind (APH). 

For more information, visit http://sun1.aph.org/edresearch/lpguide.htm

Definition of Large Print
Large print is generally defined as print for text passages that is larger than the print used by that segment of the population with normal vision. The sizes of print most commonly used by the
sighted population range from 8-12 points in size. The American Printing House (APH)for the Blind takes the position that large print for use by the low vision population is print that is 18 points in
size or larger. 

Guidelines
APH’s recommendations are based on replicated research performed by APH and other agencies. Researchers studied the impact of various large print characteristics on reading speed,
comprehension, literacy, and usability by large print users and found subjects had better scores in all areas tested when using APHont.

• A font that is at least 18 points in size.
• X-height and t-heights of at least 1/8 inch.
• A typeface without serifs.
• Spacing between lines of print of at least 1.25 spaces.
• Headings and subheadings that are larger and bolder than regular large print text.
• Paragraphs that are block style and use 1 inch margins. The left margin should be justified and the right hand margin should not be justified. There should be no first-line indentations to delineate paragraphs.
• Printed materials with no columns or divided words.
• Black print on white, ivory, cream, or yellow paper with a dull finish so as not to promote glare.
• Print that is not used over a background design or other graphical material.
• Graphics that are not only enlarged, but maintain the same contrast, clarity, and appropriate coloration as those prepared for their sighted peers.
• Graphic materials, such as maps, graphs, and charts, which also adhere to type size, font, and other large print guidelines.
• Full-color or high-quality black line art rather than gray-scale or shaded drawings.
• Books that weigh no more than 32 ounces and are no larger in dimension than 9 inches by 12 inches by 2.5 inches.
  

How do I get APHont? 

To download the new APHont Suite, visit http://sun1.aph.org/products/aphont.html