Tag Archives: Disability

Autism Awareness Month

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Autism spectrum disorders (ASDs) are a group of developmental disabilities that can cause significant social, communication and behavioral challenges.

ASDs are “spectrum disorders” which means ASDs affect each person in different ways, and can range from very mild to severe. People with ASDs share some similar symptoms, such as problems with social interaction. But there are differences in when the symptoms start, how severe they are, and the exact nature of the symptoms.


Types of ASDs
There are three different types of ASDs:

  • Autistic Disorder (also called “classic” autism)
    This is what most people think of when hearing the word “autism.” People with autistic disorder usually have significant language delays, social and communication challenges, and unusual behaviors and interests. Many people with autistic disorder also have intellectual disability.
  • Asperger Syndrome
    People with Asperger syndrome usually have some milder symptoms of autistic disorder. They might have social challenges and unusual behaviors and interests. However, they typically do not have problems with language or intellectual disability.
  • Pervasive Developmental Disorder – Not Otherwise Specified (PDD-NOS; also called “atypical autism”)
    People who meet some of the criteria for autistic disorder or Asperger syndrome, but not all, may be diagnosed with PDD-NOS. People with PDD-NOS usually have fewer and milder symptoms than those with autistic disorder. The symptoms might cause only social and communication challenges.


Signs and Symptoms
ASDs begin before the age of 3 and last throughout a person’s life, although symptoms may improve over time. Some children with an ASD show hints of future problems within the first few months of life. In others, symptoms might not show up until 24 months or later. Some children with an ASD seem to develop normally until around 18 to 24 months of age and then they stop gaining new skills, or they lose the skills they once had.

A person with an ASD might:

  • Not respond to their name by 12 months
  • Not point at objects to show interest (point at an airplane flying over) by 14 months
  • Not play “pretend” games (pretend to “feed” a doll) by 18 months
  • Avoid eye contact and want to be alone
  • Have trouble understanding other people’s feelings or talking about their own feelings
  • Have delayed speech and language skills
  • Repeat words or phrases over and over (echolalia)
  • Give unrelated answers to questions
  • Get upset by minor changes
  • Have obsessive interests
  • Flap their hands, rock their body, or spin in circles
  • Have unusual reactions to the way things sound, smell, taste, look, or feel


Diagnosis
Diagnosing ASDs can be difficult since there is no medical test, like a blood test, to diagnose the disorders. Doctors look at the child’s behavior and development to make a diagnosis.

ASDs can sometimes be detected at 18 months or younger. By age 2, a diagnosis by an experienced professional can be considered very reliable. However, many children do not receive a final diagnosis until much older. This delay means that children with an ASD might not get the help they need.


Treatment
There is currently no cure for ASDs. However, research shows that early intervention treatment services can greatly improve a child’s development. Early intervention services help children from birth to 3 years old (36 months) learn important skills. Services can include therapy to help the child talk, walk, and interact with others. Therefore, it is important to talk to your child’s doctor as soon as possible if you think your child has an ASD or other developmental problem.

Even if your child has not been diagnosed with an ASD, he or she may be eligible for early intervention treatment services. The Individuals with Disabilities Education Act (IDEA) says that children under the age of 3 years (36 months) who are at risk of having developmental delays may be eligible for services. These services are provided through an early intervention system in your state. Through this system, you can ask for an evaluation.

In addition, treatment for particular symptoms, such as speech therapy for language delays, often does not need to wait for a formal ASD diagnosis.

Learn about types of treatments »


Causes and Risk Factors
We do not know all of the causes of ASDs. However, we have learned that there are likely many causes for multiple types of ASDs. There may be many different factors that make a child more likely to have an ASD, including environmental, biologic and genetic factors.

  • Most scientists agree that genes are one of the risk factors that can make a person more likely to develop an ASD.
  • Children who have a sibling or parent with an ASD are at a higher risk of also having an ASD.
  • ASDs tend to occur more often in people who have certain other medical conditions. About 10% of children with an ASD have an identifiable genetic disorder, such as Fragile X syndrome, tuberous sclerosis, Down syndrome and other chromosomal disorders.
  • Some harmful drugs taken during pregnancy have been linked with a higher risk of ASDs, for example, the prescription drugs thalidomide and valproic acid.
  • We know that the once common belief that poor parenting practices cause ASDs is not true.
  • There is some evidence that the critical period for developing ASDs occurs before birth. However, concerns about vaccines and infections have led researchers to consider risk factors before and after birth.

ASDs are an urgent public health concern. Just like the many families affected in some way by ASDs, CDC wants to find out what causes the disorder. Understanding the risk factors that make a person more likely to develop an ASD will help us learn more about the causes. We are currently working on one of the largest U.S. studies to date, called Study to Explore Early Development (SEED). SEED is looking at many possible risk factors for ASDs, including genetic, environmental, pregnancy, and behavioral factors.


Who is Affected
ASDs occur in all racial, ethnic, and socioeconomic groups, but are almost five times more common among boys than among girls. CDC estimates that about 1 in 88 children has been identified with an autism spectrum disorder (ASD).

More people than ever before are being diagnosed with an ASD. It is unclear exactly how much of this increase is due to a broader definition of ASDs and better efforts in diagnosis. However, a true increase in the number of people with an ASD cannot be ruled out. We believe the increase in ASD diagnosis is likely due to a combination of these factors.

Within the past decade, CDC’s Autism and Developmental Disabilities Monitoring (ADDM) Network has been estimating the number of people with an ASD in the U.S. We have learned a lot about how many children in the U.S. have an ASD. It will be important to use the same methods to track how the number of people with an ASD is changing over time in order to learn more about the disorders.


If You’re Concerned
If you think your child might have an ASD or you think there could be a problem with the way your child plays, learns, speaks, or acts,contact your child’s doctor, and share your concerns.

If you or the doctor is still concerned, ask the doctor for a referral to a specialist who can do a more in-depth evaluation of your child. Specialists who can do a more in-depth evaluation and make a diagnosis include:

  • Developmental Pediatricians (doctors who have special training in child development and children with special needs)
  • Child Neurologists (doctors who work on the brain, spine, and nerves)
  • Child Psychologists or Psychiatrists (doctors who know about the human mind)

At the same time, call your state’s public early childhood system to request a free evaluation to find out if your child qualifies for intervention services. This is sometimes called a Child Find evaluation. You do not need to wait for a doctor’s referral or a medical diagnosis to make this call.

Where to call for a free evaluation from the state depends on your child’s age:

  • If your child is not yet 3 years old, contact your local early intervention system.You can find the right contact information for your state by calling the National Dissemination Center for Children with Disabilities (NICHCY) at 1-800-695-0285.Or visit the NICHCY website. Once you find your state on this webpage, look for the heading “Programs for Infants and Toddlers with Disabilities: Ages Birth through 3″.
  • If your child is 3 years old or older, contact your local public school system.Even if your child is not yet old enough for kindergarten or enrolled in a public school, call your local elementary school or board of education and ask to speak with someone who can help you have your child evaluated.If you’re not sure who to contact, call the National Dissemination Center for Children with Disabilities at 1.800.695.0285 or visit the NICHCY website. Once you find your state on this webpage, look for the heading “Programs for Children with Disabilities: Ages 3 through 5″.

Research shows that early intervention services can greatly improve a child’s development. In order to make sure your child reaches his or her full potential, it is very important to get help for an ASD as soon as possible.

Side Entry Versus Rear Entry Wheelchair Vans

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The question of a Rear Entry wheelchair van versus a Side Entry van often comes up in conversation when a first time buyer enters the accessible van market. There are several things to consider; first, the family or care giver needs to decide on where the wheelchair user is going to sit. If the person in the wheelchair is able to drive and will be independent there are other things to consider, but for now, let us stay with an assisted member of the family.

Door height is an issue. For that we need to know how tall the person sits in their wheelchair.

Scooter or Power chair is next. Size and weight combination will come into play as we move along in the discovery process.

Will the person transfer into a  seat or will they remain in their wheelchair while traveling?

Okay, now we get into seating. The side entry offers both mid-section and front seat options with tie-downs located throughout. In a rear entry van, the mid-section to rear of the vehicle, are the only seating options while remaining in the wheelchair.

There are five passenger seats available for family members in a side entry van versus six available seats in a rear entry. Both are in addition to whoever is in the wheelchair, which gives a total of six people in a side entry and up to seven in a rear entry.

For folks with a long wheelchair or scooter the rear entry is ideal. Over six feet of space is afforded to tie down the wheelchair and no turning to forward face is necessary.

A side entry requires up to eight feet accommodating the lowering of the ramp allowing access into your van. This may prohibit the use of the ramp while inside a garage or if someone parks to close while at the mall or a doctor’s appointment.

The rear entry does not have the blocked in problem, you are always accessing your van from the aisle.

In summation, like anything else, it is best to try before you buy. Our Mobility Center has both styles of wheelchair vans. See which style suits your lifestyle and then consider the purchase of either a new or used mobility equipped van. Always consult with your mobility product specialist for any additional questions you may have.

Holiday Travel Preparation

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With the holidays only a few short weeks away, it’s time to get plans for family visits and end of year trips finalized before the busy season is in full swing. Traveling with a disability that requires mobility equipment can quickly become a stressful task if proper accommodations have not been made in advance.  Preparing ahead of time can save you some headaches when it is time to board your plane. Here are some things to keep in mind when planning your upcoming vacations:

  • Be sure to inform your airline if you or someone you are traveling with uses a wheelchair, mobility equipment or will need to bring medical equipment onto the aircraft.
  • Ensure you have refilled prescriptions for any medications you may need throughout the duration of your trip.
  • If you need to rent a car, make these arrangements in advance to guarantee a handicap accessible vehicle.
  • If possible, bring any tools you might need in case you experience any issues with your wheelchair. If you have replacement parts, it might be a good idea to bring these along as well.
  • If your wheelchair must be checked for your flight, make sure to tag it as you would the rest of your luggage. Include your name and contact details, as well as those of your hotel or wherever else you may be staying.
  • Staying somewhere other than home can be a challenge so make sure your hotel or other arrangements are accessible by wheelchair (if necessary) and can otherwise accommodate you.
  • Plan to arrive at the airport as early as possible to ensure you have plenty of time to make your way through security and finalize any special accommodations you might require for your mobility equipment.
  • When booking your flights, know that passengers requiring a wheelchair are generally the first to board and last to leave the plane, meaning that connecting flights with short layovers may become difficult.

Despite having to take select special measures, those living with disabilities should not be apprehensive to fly or travel. Airlines have become more and more accommodating and understanding, making this the perfect time to book a vacation and get back in touch with faraway friends and family.

State Disability and Health Programs

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The Centers for Disease Control and Prevention’s (CDC) state-based disability and health programs inform policy and practice at the state level. These programs ensure that individuals with disabilities are included in ongoing state disease prevention, health promotion, and emergency response activities.

CDC supports 18 state-based programs to promote equity in health, prevent chronic disease, and increase the quality of life for people with disabilities. Each program customizes its activities to meet its state’s needs, which broadens expertise and information sharing among states.

The programs’ goals are to:

  • Enhance program infrastructure and capacity.
  • Improve state level surveillance and monitoring activities.
  • Increase awareness of health-related disability policy initiatives.
  • Increase health promotion opportunities for people with disabilities.
  • Improve access to health care services for people with disabilities.
  • Improve emergency preparedness for people with disabilities.
  • Effectively monitor and evaluate program activities.

The goals of the state disability and health programs align with those of Healthy People 2020 related to disability:

  • Removing barriers to participation in social, spiritual, recreational, community and civic activities.
  • Improving access to primary care, and health and wellness programs.
  • Identifying people with disabilities in data systems.
  • Increasing surveillance and health promotion programs.
  • Providing graduate-level courses in disability and health.

States funded by CDC for Disability and Health Programs:

  • Alabama
  • Alaska
  • Arkansas
  • Delaware
  • Florida
  • Illinois
  • Iowa
  • Massachusetts
  • Michigan
  • Montana
  • New Hampshire
  • New York
  • North Carolina
  • North Dakota
  • Ohio
  • Oregon
  • Rhode Island
  • South Carolina


Alabama
Program activities include:

  • Promoting inclusion of persons with disabilities in all aspects of policy development, planning, and execution of state based public health programs.
  • Using Federally Qualified Healthcare Centers to assist with capacity assessment of ability to meet the needs of those with disabilities and determine barriers to inclusiveness.
  • Increasing health promotion opportunities for persons with disabilities through adaptation of existing public health programs, such as Scale Back Alabama, and increasing the number of children with disabilities who participate in mainstream physical education and after-school programs.

 

Alaska
Program activities include:

  • Developing accurate and timely outreach for Alaskans experiencing disability and their care providers.
  • Building the capacity of a cross-agency disability advisory council that reviews and evaluates program activities, assists with sustainability plans, and provides recommendations for policy change.
  • Providing technical assistance, training, and other support for existing community-wide initiatives designed to improve the health of Alaskans experiencing disability.

The Alaska Disability and Health Program is a collaboration between the State of Alaska’s Department of Health and Social Services, Division of Public Health, Section of Women’s, Children’s, and Family Health and the Governor’s Council on Disabilities and Special Education, and is housed in the Division of Public Health.

 

Arkansas
Program activities include:

  • Enhancing program infrastructure and capacity through the expansion and support of an Advisory Board and increasing the representation of individuals with disabilities on public health program committees.
  • Improving state-level surveillance and monitoring by conducting a statewide needs assessment to look at the health status and access of people with disabilities, developing documents comparing demographics and health disparities of Arkansas and the U.S.
  • Increasing awareness of health-related disability policy initiatives through Disability Policy Summits; educating and supporting advocates on proposed policy initiatives and disseminating information to policy makers.
  • Increase health promotion opportunities for people with disabilities by supporting training that maximizes the health of people with disabilities and implementing health awareness and education campaigns.
  • Improving access to health care for people with disabilities by looking at the accessibility of healthcare facilities, and educating healthcare professionals through continued education, as well as internship placement for students in 11 different health related disciplines.
  • Improving emergency preparedness among people with disabilities by reviewing state emergency plans for accessibility, involving people with disabilities in county level planning, providing training, and ensuring shelter access by identifying and surveying pre-designated shelter sites.

The Arkansas Disability and Health Program is housed in the Partners for Inclusive Communities at the University of Arkansas for Medical Sciences.

 

Delaware
Program activities include:

  • Creating systems-level change through active participation on statewide councils, committees, and workgroups that are addressing health and disability issues and implementation of goals and objectives of the Plan for Action, A Strategic Plan for Delaware to Promote Health and Prevent Secondary Health Conditions in Individuals with Disabilities.
  • Providing technical assistance for health care, fitness, and recreation providers and facilities to improve accessibility and inclusion of individuals with disabilities in health examinations, exercise programs, and recreation activities.
  • Providing education, awareness raising, and resources sharing through the program’s interactive website www.gohdwd.org and email newsletters to individuals with disabilities, family members, professionals, policymakers, and legislators.

The Delaware Disability and Health Program, Healthy Delawareans with Disabilitiesis housed in the Center for Disabilities Studies at the University of Delaware.

Florida
Program activities include:

  • Promoting breast cancer awareness and encouraging recommended screening among women 40 years of age or older who have a disability (the Right to Know Campaign) with partners such as the Florida Centers for Independent Living and the Florida Area Health Education Centers.
  • Increasing the capacity of health care providers in Florida to provide quality health care to people with disabilities by training medical students, and medical and allied health professionals.
  • Increasing the quantity and quality of disability and health-related data in Florida and providing the epidemiologic capacity to analyze these data.

The Florida Disability and Health Program is housed in the Office of Disability and Health at the University of Florida.

Illinois
Program activities include:

  • Monitoring the health status and health-related behaviors of people with disabilities, and sustaining and expanding the statewide infrastructure to prevent secondary conditions and promote the health of people with disabilities in Illinois.
  • Increasing evidence-based health promotion and prevention opportunities and resources available for people with disabilities to promote healthy lifestyles and reduce the risk of chronic disease and secondary conditions.
  • Assisting health professionals to gain the knowledge and tools necessary to work effectively with people with a disability to increase the availability and accessibility of health promotion and prevention services, interventions, and resources.

The Illinois Disability and Health Program is housed in the Illinois Department of Public Health.

Iowa
Program activities include:

  • Developing a statewide network of community providers that offer the Living Well with a Disability intervention program.
  • Identifying evidence-based strategies to increase awareness and education opportunities for health professionals.
  • Promoting accessible health care and support services to increase independence among people with disabilities.

The Iowa Disability and Health Program is housed in the Iowa Department of Public Health.

Massachusetts
Program activities include:

  • Designing and implementing training and technical assistance for health care providers and public health programs on the Americans with Disabilities Act to ensure inclusion of people with disabilities in state funded programs, services, and activities.
  • Providing the knowledge base needed to design programs related to healthy aging, health and disability, and secondary health conditions.
  • Working with state agencies and community partners to identify, implement, and evaluate evidence-based health promotion programs among older adults and people with disabilities (for example, the Stanford Chronic Disease Self-Management Program).

The Massachusetts Disability and Health Program is housed in the Massachusetts Department of Public Health.

Michigan
Program activities include:

The Michigan Health Promotion for People with Disabilities Program is housed in the Michigan Department of Community Health.

Montana
Program activities include:

  • Recruiting, training, and supporting disability advisors to participate in Montana Department of Public Health and Human Services advisory groups and integrate disability and health into public health planning and evaluation processes.
  • Recruiting, training, and supporting state disability leaders to assess and improve the accessibility of community health and fitness programs.
  • Conducting Living Well with a Disability, an eight-week peer-facilitated, health promotion workshop with Montana’s four Centers for Independent Living.

The Montana Disability and Health Program is a collaboration between the Montana Department of Public Health and Human Services and the University of Montana Rural Institute, a Center for Excellence in Disability Education, Research, and Service.

New Hampshire
Program activities include:

  • Training students, self-advocates, families and professionals through coursework, seminars, workshops and conferences.
  • Providing technical assistance to organizations and individuals to improve their capacity to include all citizens.
  • Serving as a resource for information to policymakers and government officials.
  • Disseminating information to families, consumers, community members and professionals via books, monographs, articles, videos, newsletters, the Internet and press coverage, including TV, radio, newspapers and consumer forums.
  • Conducting applied research to better understand and address the needs of individuals with disabilities.
  • Engaging in collaborative activities and joint projects with organizations that share common goals.

The Institute on Disability (IOD) is housed within New Hampshire’s University Center for Excellence on Disability (UCED).

New York
Program activities include:

  • Implementing the New York State Department of Health (NYSDOH) Center for Community Health Inclusion Policy, which requires all Center for Community Health programs to ensure accessibility and inclusion for people with disabilities throughout all funding opportunities. The proposed activities to implement inclusive local and statewide public health programs must also include an evaluation of the effect and reach of the policy.
  • Educating and training NYSDOH program managers, primary program implementation staff, NYSDOH contractors and partners about the health disparities experienced by people with disabilities and providing strategies, resources, and potential partners that will enable the integration of people with disabilities in their program areas.
  • Supporting an advisory body comprising individuals with disabilities, other state agencies, community-based organizations, and providers to inform program activities, as well as representing multiple external agency advisory committees to direct consideration of health care and health promotion needs of people with disabilities.

The New York Disability and Health Program is housed in the New York State Department of Health.

North Carolina
Program activities include:

  • Supporting the collection, analysis, and dissemination of data on people with an intellectual or developmental disability, or both, to better assess the health status of North Carolina adults.
  • Promoting accessible environments to support full community participation and engaging people with disabilities by developing accessibility checklists for health care practices and by providing training on adaptive and inclusive fitness and how to remove barriers to fitness facilities.
  • Increasing access to domestic violence and sexual assault services for people with disabilities with the implementation of adaptive equipment and enhanced disability awareness among domestic violence and sexual assault agencies.

The North Carolina Disability and Health Program is housed in the North Carolina Office on Disability and Health, and is a collaboration between the Division of Public Health of the North Carolina Department of Health and Human Services and the Frank Porter Graham Child Development Institute at the University of North Carolina at Chapel Hill.

North Dakota
Program activities include:

  • Forming a consumer-driven advisory council that reviews the progress of the program activities, reviews data related to the health of people with disabilities, assists with development of a strategic plan, and provides recommendations for addressing issues related to the health and wellness of North Dakota citizens with disabilities.
  • Reducing health disparities in the areas of obesity, diabetes, and tobacco use among people with disabilities.
  • Ensuring people have accurate information on disability and health issues and promoting communication, planning, and implementation of health- and disability-related services across service systems.

The North Dakota Disability and Health Program, named the Disability Health Project, is a collaboration between the North Dakota Center for Persons with Disabilities at Minot State University; the Center for Rural Health at the University of North Dakota; and the North Dakota State Health Department, Division of Chronic Disease, Office for the Elimination of Health Disparities.

Ohio
Program activities include:

  • Improving state-level surveillance and monitoring activities with epidemiologic expertise from the Government Resource Center (GRC).
  • Advancing health-related disability policy initiatives in Ohio.
  • Promoting the health of people with disabilities through demonstration projects and train-the-trainer sessions.
  • Improving access to health care for people with disabilities through our partnership with the Ohio Association of Community Health Centers.
  • Revising Ohio Emergency Management Plans and committees to be inclusive of people with disabilities, increasing the number of PWD who have emergency plans, training first responders on the needs of PWD, and improving the accessibility of emergency shelters.

The Ohio Disability and Health Program is composed of the Ohio Department of Health, the Ohio State University Nisonger Center, the University of Cincinnati UCEDD, and the Ohio Colleges of Medicine Government Resource Center (GRC).

Oregon
Program activities include:

  • Conducting Healthy Lifestyles workshops for people with disabilities (in English and Spanish) to improve quality of life in partnership with the Centers for Independent Living and other disability organizations.
  • Implementing the Right to Know campaign and breast health education events, providing mammography technologist training, and assessing Oregon’s mammography clinics to improve breast cancer awareness and screening among women with disabilities.
  • Providing individualized emergency preparedness training for Oregonians with disabilities as well as working with key community and state partners to ensure that emergency preparedness planning and training efforts include topics relevant to the health and safety of people with disabilities.

The Oregon Disability and Health Program is housed in the Oregon Office on Disability and Health at Oregon Health and Science University.

Rhode Island
Program activities include:

  • Promoting the health and wellness for people with disabilities through inclusive self-management, evidence-based programs.
  • Monitoring, supporting and implementing effective healthcare transition from pediatric to adulthood within a positive youth development framework that promotes self-determination and an activated patient model.
  • Providing professional development for practitioners working with people with disabilities, including training, targeted technical assistance, and access to assistive technology.
  • Addressing special needs of people with disabilities in health promotion programs, health strategic planning, emergency preparedness, preventative health screening programs, and healthcare facility access.
  • Increasing access to quality of health-related data of people with disabilities in Rhode Island and using epidemiology and evaluation analysis to monitor the health disparities.

The Rhode Island Disability and Health Program is housed in the Office of Special Needs of the Health Disparities and Access to Care Team at the Rhode Island Department of Health.

South Carolina
Program activities include:

  • Increasing the knowledge of professionals and paraprofessionals in South Carolina to meet the preventive, primary, and secondary health needs of people with disabilities.
  • Conducting ongoing surveillance with Behavioral Risk Factor Surveillance System (BRFSS) and administrative datasets as secondary sources via the South Carolina Disability Cube Project.
  • Working to achieve more livable communities for people with disabilities by facilitating access to primary care physician offices, increasing access to fitness and recreation facilities, and working with community planning agencies to improve outdoor space using principals of universal design.

The South Carolina Disability and Health Program is housed in the University of South Carolina School of Medicine.

Be Prepared For Natural Disasters

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Natural disasters can take place at any moment and can come in any form from floods, severe weather, earthquakes and more, yielding unfortunate outcomes without warning.  Being prepared can save lives and planning is important; know who will help you if you need assistance or if you need to evacuate.

Be Informed
Ensure you have the proper equipment to stay up-to-the-minute on breaking news and changing weather patterns. You may need a radio for this, specifically one that runs on batteries so be sure you have extras. Know when, where and what local branches of organizations like American Red Cross, have planned in your specific location, and find out how they can help. Also, ensure you can maintain contact with those outside of your home, having a phone car charger and jumper cables could be essential.

Make a Plan
For people with mobility challenges, assistance can be crucial.

If are a caregiver, or if you have assembled a “Help Team” to assist a person in need:

  • Be helpful in letting others know exactly what you need and when you need it.
  • Contact family, friends, neighbors or social service agencies if and when possible.
  • Try to have someone available who can lift and carry heavy objects such as wheelchairs or other medical equipment.
  • Give at least one other person a key to the person’s home.
  • Each team member should have the contact information for the others.
  • Name a substitute caregiver in case the original is unavailable.

Develop an evacuation strategy with your “Disaster Team,” and consider the following:

  • Where are the closest special needs emergency shelters and what are the different routes you can take to reach them?
  • What supplies must you take with you that are used every day?
  • Whom should you inform that you are evacuating?
  • How much gas do you have and how much will much will you need? Be sure to keep your vehicle’s gas tank over 1/2 full at all times.

Make a Kit
Assemble your kit well in advance with the help of a list and be sure to include:

  • Water – Keep one gallon of water per person (and per pet) per day for at least three days. Make sure you replace the water every six months.
  • Food – Keep at least a 3-day stock of non-perishable food that requires little cooking and no refrigeration in a safe place. Include a manual can opener and eating utensils.

For those with mobility disAbilities:

  • Pair of heavy gloves to use while wheeling or making your way over glass and debris
  • Extra battery for your motorized wheelchair or scooter
  • Jumper cables or specific recharging device to be connected to an automobile’s cigarette lighter
  • Patch kit or can of “seal-in-air product” to repair flat tires
  • Spare cane or walker
  • Food, medicine, favorite toy, and other care items for your service animal
  • Plastic bags, disposable gloves, and other items for the animal’s care

Find out if you qualify for assistance and fill out a form in advance to ensure your safety should the need arise. And be aware of FEMA resources in your area, including their capabilities and the best way to reach them.