Virginia Law Changes After Student with Disability Advocates for Safety

A new law in Virginia aims to improve safety procedures for students with disabilities during emergencies, following advocacy efforts by Kira Tiller, a 19-year-old college student who experienced significant challenges during fire drills in middle school. Tiller, who has epilepsy, was often sent to a windowless office during drills to avoid the triggering strobe lights, leaving her anxious about her safety in a real emergency. Her concerns reflect broader issues faced by many students with disabilities across the United States.

In recent years, incidents have highlighted the vulnerabilities of students with disabilities during emergencies. A student in Maryland was left in a stairwell during a fire due to her wheelchair use, while another student in St. Louis struggled to evacuate during a school shooting, facing dangerous situations as police responded. Despite the presence of over 7 million public school students with disabilities, only a few states have mandated emergency plans tailored for these students.

Tiller’s advocacy began after she connected with other students with disabilities in Virginia, totaling around 180,000 statewide. She learned from peers who faced similar issues, such as wheelchair users unable to find safe hiding places during active shooter drills or students with autism needing additional support during lockdowns. Tiller expressed her disbelief that these concerns were not being taken seriously, stating, “I could literally be left behind to die.”

The new law, which was introduced by Laura Jane Cohen, a Democratic state delegate, mandates that schools develop individualized emergency plans for students with disabilities, ensuring their safety during crises. Cohen, a former member of the Fairfax County School Board, emphasized the need for enhanced safety protocols, sharing that many families had voiced their frustrations about inadequate school safety plans.

The legislation passed unanimously, although some provisions were modified due to concerns about liability from school boards and state officials. Similar measures were enacted in Maryland in 2017, following a traumatic incident involving Cassidy Scott, a student with significant cognitive disabilities who was left alone during a school fire. Both Virginia and Maryland laws stipulate that emergency plans must be integrated into the development of Individualized Education Programs (IEPs), which outline necessary accommodations for students with disabilities.

Despite these advancements, uncertainties remain regarding the enforcement of such requirements, particularly under the administration of former President Donald Trump, who proposed significant cuts to the federal Education Department. Tiller, who is now studying at the University of North Carolina at Chapel Hill, remains committed to her advocacy work. She has established a disability advocacy group focused on pushing for similar legislation across the nation.

Even before the new law was enacted, Tiller was able to secure a personalized emergency plan in her high school with help from her family and an educational advocate. Her plan involved wearing blackout sunglasses during drills to block the strobe lights and having an aide assist her to safety. While achieving this took six years, Tiller reflects on her experiences with a sense of urgency, stating, “When you’re in school and you know that your safety isn’t a priority, that’s a really discouraging and disheartening feeling.”

As schools face increasing challenges from climate-related disasters and violence, the emphasis on developing comprehensive safety plans for students with disabilities has never been more crucial. Tiller’s story serves as a powerful reminder of the importance of inclusivity and safety in educational settings.