Learning how to respond during a shelter-in-place situation helps students understand emergency procedures and remain calm and safe. With clear instruction and regular practice, students can learn where to go, what actions to take, and how to follow directions during these situations.

Why Teach Shelter-in-Place Procedures

Students who are blind or visually impaired may not easily observe visual cues used during emergency situations, such as people moving quickly to safe locations or staff signaling instructions. Without explicit instruction, students may feel uncertain about what to do when a shelter-in-place announcement occurs.
Teaching shelter-in-place procedures helps students:
  • Understand different types of emergency responses
  • Recognize announcements or signals indicating shelter in place
  • Follow directions quickly and safely
  • Remain calm during emergency situations
  • Develop confidence in responding to safety procedures
These skills support safety at school, at home, and in community environments. 

Skills Involved in Shelter-in-Place Procedures

​Responding to shelter-in-place instructions may involve several practical skills, including:
  • Recognizing announcements or alarms that signal shelter in place
  • Moving to designated safe locations within a building
  • Following instructions from teachers or staff
  • Remaining in the designated area until the situation is resolved
  • Maintaining awareness of surroundings and staying calm
Each of these skills helps students respond safely during emergency situations.

Instructional Strategies

  • Teach the Meaning of Shelter in Place. Students should understand that sheltering in place means staying inside a building in a safe location rather than leaving the area.
  • Identify Safe Locations. Students should learn where designated shelter areas are located within classrooms, hallways, or other parts of the building.
  • Teach Step-by-Step Procedures. Shelter-in-place actions can be taught as a sequence: listen for the announcement; stop current activity; move to the designated area; remain quiet and calm; and wait for further instructions.
  • Practice During Safety Drills. Participating in drills helps students become familiar with procedures and reduces confusion during real situations.
  • Coordinate with Orientation and Mobility Instruction. Orientation and mobility specialists can help students learn routes to designated shelter areas and practice navigating these spaces safely.
  • Use Guided Practice. Practicing procedures with instructors helps reinforce understanding and confidence.
  • Encourage Communication Skills. Students should learn how to ask questions or communicate with staff if they are unsure what to do.

​Safety Considerations

Students should also learn important safety habits during shelter-in-place situations. Instruction may include:
  • Listening carefully to instructions from teachers or staff
  • Remaining in the designated area until told it is safe to leave
  • Staying calm and avoiding unnecessary movement
  • Following established safety procedures
These habits help ensure that shelter-in-place situations are handled safely and effectively.

​Creating Learning Opportunities

​Shelter-in-place procedures can be practiced during school safety activities. Examples include:
  • Participating in school safety drills
  • Reviewing shelter locations in classrooms or buildings
  • Practicing moving to safe areas during instruction
  • Discussing emergency preparedness in safety lessons
Regular practice helps students understand what to do during shelter-in-place situations.
Shelter in place is an important emergency procedure that helps keep people safe during certain types of emergencies. With direct instruction and regular practice, students who are blind or visually impaired can learn to recognize shelter-in-place announcements, move to safe locations, and follow safety procedures confidently. Developing these skills helps students respond calmly and effectively during emergency situations.

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