Investigations of disaster prevention cognition for the staff and emergency preparedness scheming in the special education school

• Main Authors: Ho, Chang-Chun, 何長駿
• Other Authors: 蘇光偉
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/16954768680676713419

碩士 === 弘光科技大學 === 職業安全與防災研究所 === 95 === The disaster prevention in Special Education Schools Europe and America or Japan had been well developed in order to reduce the injuries and economic loss. A comprehensive disaster prevention plan should include mitigation, preparedness, response and recover, in addition, make an effort in continuous improvements. Methods used in this study include law data collect, on-site evaluation of emergency response drill and questionnaires which survey the attitude and knowledge cognition of disaster prevention of the faculties. There are 677 questionnaires received from 1255 questionnaires. Through the on-site evaluation of emergency response drill in the Special Education Schools, it is found that install of emergency platform was necessary in each floor with less turns and degree of slope; enhance the fire fighting and refuge facilities and related training; Physical Disabilities, Mental Retardation’s students need special help individually and the Visually impaired and the emergency of Hearing impaired students should be strengthened nevertheless the need less help. From the results of the survey, it is found that：1. the low score of disaster prevention knowledge showed that the study of disaster prevention information should be enhanced in order to promote the disaster prevention cognition of the faculities. 2. groups with older age and longer seniority, the score of attitude and knowledge cognition of disaster prevention are significantly higher than other groups. 3. both the attitude and knowledge cognition of disaster prevention present positive correlated, thus, enhance the study of disaster prevention knowledge would increasingly promote the attitude of disaster prevention of the faculities. 4. it demands immediate attention that the education of the disaster prevention plan for the faculties should be reinforced because of the lower scores of those related items. It is concluded that the disaster prevention and emergency response in Special Education Schools are much more difficult than others. The specific needs of the disaster prevention plan should be considered individually in order to reach the aim of mitigation and prevention of disaster.