Emergency and Disaster Plan Update

4.3 Accommodations for young children and individuals with special care needs

When developing an emergency plan, consider the needs of all children and staff—especially infants, toddlers, and those with medical, developmental, or behavioral challenges. These individuals may require specific accommodations to ensure their safety and well-being. Including these supports in the plan helps everyone understand how to protect vulnerable populations.

Select each button to explore accommodations that are needed to meet these unique needs.

Evacuation of infants, toddlers, and individuals with mobility devices

Three babies sit in an evacuation crib. Children or staff with limited mobility may require additional assistance to evacuate or move to safety. This includes infants and toddlers as well as anyone with a physical impairment that may require assistance in leaving a building quickly and safely.

Use cribs to evacuate non-mobile infants or toddlers
Keep assistive devices (wheelchairs, walkers) near exits
Assign adequate staff or volunteers to help
Maintain clear hallways for safe transport

Medications and special meals/snacks

Some children or staff may require medications to manage health conditions. It’s essential to have a plan for accessing or administering them in an emergency. Examples could include:

Epinephrine emergency medication and modified diet or snacks for allergies and anaphylaxis
Inhaler/nebulizer for asthma or breathing conditions
Insulin or an individualized diet/snack plan for diabetes

Medications should be safely stored but easily accessed. Maintain a list of children and/or staff with their required medications including the name, dosage, times, and medication authorization forms. Make sure that the staff approved to administer medication is present.

Assistive devices or equipment and other support during emergencies

Children who rely on assistive technology, have sensory sensitivities must have continued access to these supports during an emergency. Planning ahead ensures their safety and ability to communicate.

Ensure essential devices (e.g., hearing aids, communication tools, visual aids) are accessible during evacuations
Assign a staff member to be responsible for gathering these items during an emergency
Plan for backup power sources for battery-operated or electrical devices
Include comfort items (e.g., noise-canceling headphones, fidget toys, blankets) for children sensitive to loud noises or changes in routine and be prepared with calming or relaxation techniques
Collaborate with families to identify child-specific items to include in the emergency kit

Mental health supports

Children evacuate a building with their hands over their ears.

Emergencies can be stressful, especially for young children or those with trauma or developmental needs. Supportive adults play a key role in helping children feel safe and recover emotionally.

Caregivers should stay calm and model reassuring behavior; children often mirror adult reactions.
Some children—especially those with disabilities or trauma histories—may need extra support during and after drills or emergencies.
Explain drills clearly, using developmentally appropriate language and tone.
Dual language learners benefit from hearing safety terms in both English and their home language.
Provide repeated reassurance and opportunities to ask questions as children process the experience.

Questions for reflection and action

What is your program’s plan to safely store and provide infant milk/formula during emergency response situations like evacuation, shelter in place, or relocation?
How would you ensure easy access to infant items such as pacifiers, toys, blankets, diapers, diaper cream, and trash bags during an emergency or disaster?
How would you safely evacuate young children and children with special needs during an emergency?
Are you knowledgeable of what is expected of you during an emergency?