Hurricane Katrina demonstrated that certain populations often suffer disproportionately as a result of emergencies and disasters. These special populations have needs that require greater attention during disasters. For example, people living in low income households may not be able to afford property insurance or, because of their income, may not have much choice regarding where they live. As a result, they may reside in low-lying, flood-prone areas because they are less expensive places to live. At the same time, the risk of flooding is greater. When a flood occurs, low-income residents might not be able to recover financially because they lack adequate insurance.

Another lesson from Hurricane Katrina was that emergency management plans did not take into account non-English-speaking special populations. A large Spanish-speaking community lived in the affected area, but emergency management materials were written only in English. This meant that a significant number of people were unable to understand warnings and emergency information.

For this assignment, review the media Older Americans, Ready Pets, and Americans With Disabilitiesprovided in this week’s Learning Resources. Select two special populations to use for this assignment. Consider the challenges the special populations you selected might face during and after a disaster. Also, consider how the concepts presented this week can be applied to your Final Project.

The assignment: (3–4 pages)

• Describe the two special populations you selected.
• Explain any potential challenges the special populations you selected might face during and after a disaster.
• Explain strategies you might use to address each of the challenges you identified.
• Explain how you might include special populations in your preparedness and response plans. This section will be included in your Final Project.

Support your Application Assignment with specific references to all resources used in its preparation. You are to provide a reference list for all resources, including those in the Learning Resources for this course.

Readings

• Sylves, R. (2015). Disaster policy and politics: Emergency management and homeland security (2nd ed.). Washington, DC: CQ Press.
  • Chapter 5, “The Role of Scientists and Engineers”
• Haddow, G. D., Bullock, J. A., & Coppola, D. P. (2014). Introduction to emergency management (5th ed.). Waltham, MA: Butterworth-Heinemann.
  • Chapter 4, “The Disciplines of Emergency Management: Preparedness:
• National Commission on Children and Disasters. (2010). 2010 report to the President and Congress(AHRQ Publication No. 10-M037). Rockville, MD: Agency for Healthcare Research and Quality.

  National Commission on Children and Disasters. 2010 Report to the President and Congress. AHRQ Publication No. 10-M037. Rockville, MD: Agency for Healthcare Research and Quality. October 2010.

  • Read pp. 7–45 and pp. 111–134

Media

• FEMA. (n.d.). Older Americans [Video file]. Retrieved April 18, 2012, from the Talladega County Emergency Management Agency website: http://www.talladegaema.org/video/

  Talladega County Emergency Management Agency – Office of Homeland Security. 

• FEMA. (n.d.). Protect your pets [Video file]. Retrieved April 18, 2012, from the Talledega County Emergency Management Agency website: http://www.talladegaema.org/video/

  Talladega County Emergency Management Agency – Office of Homeland Security.

• FEMA. (n.d.). Special needs [Video file]. Retrieved April 18, 2012, from the Talledega County Emergency Management Agency website: http://www.talladegaema.org/video/