| Title | Source | Details | Link |
| Access and functional needs web-based training | Assistant Secretary for Preparedness and Response, U.S. Department of Health and Human Services | Define access and functional needs.
Explain why addressing access and functional needs during disaster preparedness, response, and recovery is important.
List the different types of at-risk populations with access and functional needs.
Identify federal guidance, legal requirements, and executive orders that reinforce this work.
Identify and explain the categories of the CMIST Framework.
Explain and provide examples of how to operationalize the CMIST Framework to address the access and functional needs of at-risk individuals.
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Link |
| Addressing the needs of older adults in disasters | Assistant Secretary for Preparedness and Response, U.S. Department of Health and Human Services | Describe older adults’ diversity and various community supports that impact care considerations in a disaster.
Describe common conditions and challenges that increase older adults’ vulnerability in a disaster.
Identify promising practices for assessing and addressing the needs of older adults in a disaster.
Identify optimal response strategies for older adults in common disaster situations.
Understand how to apply lessons learned from real-world examples of addressing the needs of older adults in disasters.
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Link |
| HHS emPOWER program: empowering communities, saving lives | Assistant Secretary for Preparedness and Response and the Centers for Medicare and Medicaid Services | Explain the purpose for the HHS emPOWER Program.
Identify the difference between each of the HHS emPOWER Program tools.
Access and use the HHS emPOWER Map and REST Service.
Explain how to access and use the HHS emPOWER Emergency Planning De-identified Dataset.
Describe how a Public Health Authority can use the HHS emPOWER Emergency Response Outreach Individual Dataset.
Explain how the HHS emPOWER Program is used in real world emergencies.
Integrate HHS emPOWER Program tools into emergency preparedness, response, recovery and mitigation activities.
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Link |
| Rapid response team training: Preventing discrimination against people with disabilities during a public health emergency | University of Miami Mailman Center for Child Development, University of Miami Health System, University of Miami Miller School of Medicine | Preventing discrimination against people with disabilities during a public health emergency.
Healthcare challenges facing patients with disabilities.
Laws and guidance for the protection of patients with disabilities.
Objective decision-making and protocols.
Maintaining effective communication and accommodations.
Training completion and resources.
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Link |
| Prepared4ALL: Whole Community Inclusive Planning | AUCD Prepared4ALL | Welcome to Disasterville-The Prepared4ALL process and COVID-19 testing.
The Prepared4ALL process in action.
The effects of disasters and COVID-19 on people with disabilities.
The American Emergency Planning System & taking action.
Disability demographics, community living, communication and accessible meetings.
Americans with Disabilities Act rights in emergencies and pandemics.
Whole community emergency planning
The active planning process and how to hold community stakeholder meetings.
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Link |
| Training for Local Health Departments: Health and Disability 101 | National Association of County and City Health Officials | Name three major types of disability.
Describe three major health disparities experienced by the population of people with disabilities.
Provide three examples of accessible features among health department programs and services.
Explain three benefits to including people with disabilities in health department programs, products and services.
Describe one way that this educational activity will improve my contribution as a team member.
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Link |
| Introduction to Public Health Preparedness Law | National Association of County and City Health Officials | The purpose of this course is to provide learners with an introduction and baseline knowledge of Public Health Law in the context of Emergency Preparedness.
Train learners to incorporate law into emergency preparedness planning and response.
Prepare learners to respond to changes in the legal environment during declared emergencies that impact the public’s health.
Provide learners with an understanding of potential legal powers and duties during declared emergencies.
Identify potential legal risks and responsibilities during declared emergencies.
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Link |
| Disability training for first responders: Serving people with disabilities | Ohio Disability and Health Program | Module 1: introduction/general disability information
Module 2: blind/visual impairments and service animals Module 3: communication barriers Module 4: cognitive impairments Module 5: mobility impairments |
Link |
| Functional and Access Needs: Preparedness and Recovery Issues | Texas A&M University | Learning Objectives:
identify the demographic characteristics of people with disabilities and/or functional or access needs;
summarize the legal mandates and statutes that protect the rights of this population during disasters;
increase your knowledge of the differential effects of disasters on this population;
describe considerations in providing equitable health services; and
develop strategies for building collaborative partnerships with the disability community that will facilitate effective response in a disaster. |
Link |
| Emergency Preparedness for Children with Special Health Care Needs | Learning Objectives
Utilize the Emergency Information Form, endorsed by the American Academy of Pediatrics and the American College of Emergency Physicians.
Describe the role of the EIF in emergency/disaster preparedness.
Identify electrical power failure back-up strategies. |
Link | |
| Disaster Health Core Curriculum: Competency 8: Public health principles | National Center for Disaster Medicine & Public Health | Learning Objectives
Discuss public health consequences frequently seen in disasters and public health emergencies.
Identify all ages and populations with access and functional needs who may be more vulnerable to adverse health effects in a disaster or public health emergency. Identify strategies to address access and functional needs to mitigate adverse health effects of disasters and public health emergencies.
Describe common public health interventions to protect the health of all ages and populations affected by a disaster or public health emergency. |
Link |
| Health literacy response to COVID-19 | New England Public Health Training Center | Learning Objectives
Describe how limited health literacy adversely affects access to accurate and reliable health information during the COVID-19 pandemic
Apply health literacy and plain language principles to improve communication regarding COVID-19 and what to do about it
Identify resources and responses to the COVID-19 pandemic available for use to meet the health literacy, language and culture needs of diverse communities |
Link |
| Cultural competency for community management of special needs patients in disaster | Tulane University | Learning Objectives
Describe current risks and consequences in community disaster management in the context of the need for more expansive and competent provider and governmental skills in engaging all population components
Identify and analyze current shortfalls in Hispanic and Vietnamese community preventive medicine practice, primary care and public health interventions with specific recommendations for improved doctrine and practice
Explain existing and evolving challenges in disaster planning and preparation facing modern multi ethnic communities |
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