Why no safety drills for students with disabilities?

I worked in special education for more than 20 years as a teacher and school administrator. Over the last 16 years, as a university professor, I have taught dozens of aspiring superintendents and special education directors about inclusive practices and relevant legal issues. Yet, despite all my experience in this field, I had no idea, until recently — thanks mainly to word of mouth from graduate students and outraged parents — that large numbers of students with disabilities are being excluded from school safety drills, leaving them woefully unprepared for any and all kinds of emergencies.

Since the 2012 Sandy Hook shootings, we have come to spend $3 billion per year, nationwide, to promote safe school environments (Hsu, 2018). As numerous commentators have pointed out, much of that money has gone to build fortifications and conduct hyper-realistic intruder drills. Less often discussed, though, is that many educators have decided that safety drills are not suitable for all students. In turn, many parents of kids with disabilities have been asked to sign opt-out forms for their children, or they have been told that their children’s individualized education plan (IEP) permits them to be exempted from safety instruction and simulations (which is patently untrue and contrary to the safety provisions of the Individuals with Disabilities Education Act).

I’ve heard three main justifications — none of them persuasive — for this trend. First is the idea that certain young people should be protected from the trauma associated with drills. Students with autism, for example, should be spared the dysregulation caused by yelping sirens, strobes, or faux intruders firing dud rounds in hallways. In response, however, I would argue that no safety drill should be conducted in a way that traumatizes any students. If a mock shooter scenario is too disturbing for children, then reconfigure it. This doesn’t necessarily mean weakening the exercise, but rather focusing on the teaching objectives and modulating the drama.