Aunque ha habido avances en la capacitaci\u00f3n de crisis, los simulacros de seguridad y estrategias, las medidas de seguridad inclusivas para los estudiantes y el personal que tienen discapacidades a\u00fan no se han desarrollado adecuadamente. Por ejemplo, el Departamento de Seguridad Nacional (DHS) y el Centro de Asistencia T\u00e9cnica de Preparaci\u00f3n y Manejo de Emergencias para Escuelas (REMS-TA) han recomendado \u00abCorrer, Esconderse, Pelear\u00bb, si hay un tirador activo. Sin embargo, para el 14 por ciento de los estudiantes con una discapacidad en el sistema de educaci\u00f3n p\u00fablica, una o las tres recomendaciones no son posibles (Centro Nacional de Estad\u00edsticas Educativas, 2020).<\/p>\n\n\n\n
El Consejo de Planificaci\u00f3n de Discapacidades del Desarrollo de Arizona emiti\u00f3 un nuevo informe que incluye las leyes actuales del Plan de Operaciones de Emergencia de Arizona y la necesidad de, y ejemplos que apoyan, la Planificaci\u00f3n de Operaciones de Emergencia Escolar Inclusiva. Los objetivos son aumentar la conciencia sobre los Planes de Operaciones de Emergencia Inclusivos en las comunidades escolares, abogar por pol\u00edticas y procedimientos estatales que se alineen con las mejores pr\u00e1cticas y garantizar que los estudiantes con discapacidades en las comunidades escolares est\u00e9n incluidos en la planificaci\u00f3n y est\u00e9n preparados para emergencias.<\/p>\n","protected":false},"excerpt":{"rendered":"
Aunque ha habido avances en la capacitaci\u00f3n de crisis, los simulacros de seguridad y estrategias, las medidas de seguridad inclusivas 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