Brown Lisa M, Haun Jolie N, Peterson Lindsay
School of Aging Studies, College of Behavioral and Community Sciences, University of South Florida, Tampa, Florida.
Health Services Research and Development and Rehabilitation Research and Development, Center of Innovation on Disability and Rehabilitation Research, Tampa, Florida.
Disaster Med Public Health Prep. 2014 Jun;8(3):267-275. doi: 10.1017/dmp.2014.43.
Although numerous government, nonprofit, and relief organizations have endeavored to educate and prepare the American public for disasters, adults with physical, mental, and educational disabilities remain among the most vulnerable and least prepared subgroups of the population. The lack of alignment between the literacy demands of existing disaster preparedness and recovery materials and the literacy skills of many vulnerable subgroups limits their ability to understand and effectively use potentially life-saving information. We review the literature on literacy and vulnerable populations, propose a new model for disaster literacy, and describe opportunities for incorporating best practices into planning and preparedness activities. Disaster literacy is defined here as an individual's ability to read, understand, and use information to make informed decisions and follow instructions in the context of mitigating, preparing, responding, and recovering from a disaster. Recommendations are made for developing and evaluating disaster communication materials for vulnerable populations. To meet and improve the disaster literacy of vulnerable populations we suggest pilot-testing and evaluation be routinely used to inform selection of media type, message, and point of contact.
尽管众多政府、非营利组织和救援机构都在努力对美国公众进行灾害教育并使其做好应对准备，但身体、心理和教育方面存在残疾的成年人仍是人口中最脆弱且准备最不足的亚群体。现有备灾和恢复资料的读写要求与许多弱势群体的读写技能之间缺乏一致性，这限制了他们理解并有效利用可能救命信息的能力。我们回顾了关于读写能力和弱势群体的文献，提出了一个新的灾害读写能力模型，并描述了将最佳实践纳入规划和准备活动的机会。这里将灾害读写能力定义为个人在减轻、准备、应对和从灾害中恢复的背景下阅读、理解和使用信息以做出明智决策并遵循指示的能力。针对为弱势群体开发和评估灾害传播材料提出了建议。为了满足并提高弱势群体的灾害读写能力，我们建议常规地进行试点测试和评估，以指导媒体类型、信息和联络点的选择。
