學校型避難收容場所設置特殊避難收容空間現況評估之研究

Assessment of the Current Status of Special Needs Evacuation Space Allocations in Schools

Schools are designated as important evacuation shelters in disaster preparedness and relief systems. In recent years, the user-friendliness of special needs evacuation spaces has emerged as an important aspect of evacuation planning in response to the rapid increase in the number of elderly people. This study examined four major dimensions to assess the current state of special needs evacuation spaces allocated in schools: the ability of the evacuation space to maintain the readiness of its basic functions and facilities during a disaster; the accessibility of functional zones in the evacuation space; the accessibility of the connections between functional zones in the evacuation space; and the functions, capacity, and reliability of the main evacuation area as a temporary caregiving unit. We inventoried the special needs evacuation spaces and facilities allocated in schools of New Taipei City and made recommendations for improvement and utilization.
The results revealed that the majority of the main evacuation areas were not designed with special-needs evacuees. In addition, the capacity of the spaces had been grossly overestimated in the disaster management plans, as the actual capacity was significantly lower than the projected capacity. In addition, in nearly half (8/17) of the schools, there was no accessible route from the parking lot to the main evacuation area. Even though the indoor-outdoor connections between the evacuation spaces were accessible, the main evacuation areas were not directly connected to a treatment unit or washroom (regardless of whether the floors were on the same block or on different blocks), and the accessible facilities were only accessible via elevators. Some schools lacked elevators that connect the floors of different buildings, which hindered the mobility of special-needs evacuees. In the event of a disaster, inoperable elevators immediately impede the connectivity between evacuation spaces.
According to the results, only 6 schools have buildings with machine rooms and emergency generators where the elevators are located. During a disaster, elevators may be inoperable as a means of accessible egress. Regarding the provision of water for emergency use, nearly half (8/17) of the schools had installed a combination of metal water tanks and quakeproof water storage tanks, while several schools only had metal water tanks (3/17) or quakeproof water storage tanks (2/17). In the event of an earthquake, the metal water tanks could collapse, cutting off the water supply. Most schools designate the primary evacuation spaces as large areas separated from the main teaching areas, lacking overall consideration for the integrated utilization of school buildings and applicable spaces within the campus.
According to the results, only 6 schools have buildings with machine rooms and emergency generators where the elevators are located. During a disaster, elevators may be inoperable as a means of accessible egress. Regarding the provision of water for emergency use, nearly half (8/17) of the schools had installed a combination of metal water tanks and quakeproof water storage tanks, while several schools only had metal water tanks (3/17) or quakeproof water storage tanks (2/17). In the event of an earthquake, the metal water tanks could collapse, cutting off the water supply. Most schools designate the primary evacuation spaces as large areas separated from the main teaching areas, lacking overall consideration for the integrated utilization of school buildings and applicable spaces within the campus.
A small number of schools had designated the main evacuation area as being underground, without air conditioning, or with inadequate ventilation. Several schools had even designated tiered audio-visual classrooms that are not evacuation shelters as the main evacuation area. The majority of schools designated the main evacuation area as a large capacity area that is separated from the main teaching area, and, as a result, neglected the overall utilization of applicable campus spaces. We recommend separating evacuation spaces for those with special needs from those for the general population. Schools should also consolidate the usability of evacuation spaces based on the allocation and quantity of various types of spaces, parking and accessibility routes, and essential facilities (water supply, emergency power generators, medical office) and make preparations based on the current condition of the facilities, thereby achieving the effective use of evacuation spaces during an emergency.