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Abstract
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PURPOSE
The purpose of this paper is to use an inclusive lens to explore pathways and considers, through the voices of children and adult participants, the complexities in implementing effective disaster risk reduction (DRR) in schools comprising children with disabilities. It identifies obstacles and suggests policy recommendations that consider their needs in DRR.
Design/methodology/approach
This paper draws on a case study of two schools supporting children with disabilities in the New Zealand regions of Hawke's Bay and Auckland, each with differing experiences of past natural hazards and disasters. Data from children's workshop activities, participant observation, semi-structured interviews, workshop photographs, school safety and policy documents were coded in Nvivo software to categorize data and to identify themes for cross-case analysis and discussion.
Findings
The research reveals three key pathways that schools can take in promoting inclusiveness in DRR. They are the provision of safe and accessible school building designs and facilities, avenues for children's involvement and leadership in DRR initiatives, and in decision-making processes. Schools also offer opportunities for a collaborative effort towards inclusiveness in DRR within the school and with other stakeholders.
Research limitations/implications
Based on the findings, the paper suggests four broad policy recommendations for consideration towards strengthening the role of schools in disability-inclusive DRR.
Originality/value
The paper contributes to ongoing DRR efforts and adds new information to the disaster literature on the role of schools in disability-inclusive DRR.
Keywords:
Schools, Natural hazards, Disaster risk reduction, Children with disabilities, Disability inclusive DRR
© Emerald Publishing Limited 2017
Language: en |