SECTION 2 — THE CORE PRINCIPLE: CAPACITY-BASED ROLES (2 minutes)

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Course Content
Pre-test
Welcome to the Project ARES Pre-Test. This assessment is designed to gauge your current understanding of disaster risk, systemic barriers, and disability-inclusive leadership before we begin our modules.
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Pre-test
Topic 1: Disability and Disaster Risk
Welcome to Topic 1: Disability and Disaster Risk. Before we talk about preparedness or youth leadership, we need to understand one important truth: Disasters affect people differently — not because of their abilities, but because of the barriers around them. Across Southeast Asia and the Philippines, we live in one of the most hazard-prone regions of the world. Typhoons, floods, earthquakes, volcanic eruptions — these events are part of our lived reality. But for many persons with disabilities, the danger doesn’t come mainly from the hazard itself. It comes from inaccessible systems, missing information, and environments that don’t include everyone. Today, we will explore how inclusion — or the lack of it — shapes disaster outcomes, and why understanding disability is the first step to building a resilient community.
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Disability and Disaster Risk
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SECTION 1 — A Region Exposed to Hazards (1.5 minutes)
SECTION 2 — The Disaster Risk Equation (6 minutes)
SECTION 3 — Why Persons with Disabilities Face Higher Risk (5 minutes)
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SECTION 4 — Moving from Charity to Rights (1.5 minutes)
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SECTION 5 — When persons with disabilities Excluded, Everyone Loses (1 minute)
SECTION 6 — What Inclusive Resilience Looks Like (1–1.5 minutes)
CLOSING (30–45 seconds)
Topic 1 Assessment: Disability and Disaster Risk
Topic 2: Understanding Hazards and Community Exposure
Welcome to Topic 2: Understanding Hazards and Community Exposure. In Topic 1, you learned that disasters affect people differently not because of disability—but because of barriers in our systems. Now, we focus on the hazards themselves—especially the three major hazards that affect the Philippines, Indonesia, and Laos: Typhoons and floods. Earthquakes. Volcanic eruptions. Understanding hazards is important. But understanding who receives warnings, who can evacuate safely, and who gets left behind is just as important. Because: Hazard knowledge + accessible systems = stronger community resilience. Let’s begin!
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SECTION 1 — TYPHOONS, FLOODS & CLIMATE-RELATED HAZARDS (2 minutes)
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SECTION 2 — EARTHQUAKES: FAST, UNPREDICTABLE, HIGH-IMPACT (2 minutes)
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SECTION 3 — VOLCANIC ERUPTIONS (1.5 minutes)
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SECTION 4 — EARLY WARNING: WHY IT FAILS (3 minutes)
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SECTION 5 — EVACUATION & SHELTER CHALLENGES (1 minute)
CLOSING (45–60 seconds)
Topic 2 Assessment: Understanding Hazards and Community Exposure
Topic 3: Preparedness at Household and Community Levels
INTRODUCTION (60–90 seconds) “Welcome to Topic 3: Preparedness at Household and Community Levels. In Topic 1, we understood disability from a rights-based and social model perspective. In Topic 2, we learned about the hazards that affect countries like the Philippines, Indonesia, and Laos — and why early warnings often fail to reach persons with disabilities. Now in Topic 3, we focus on the practical side: How do we build inclusive emergency plans at home and in the community? How do we assign roles that match people’s capacities — not their limitations? Inclusive preparedness doesn’t start with fancy equipment. It starts with simple, doable steps that ANY household can follow.”
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SECTION 1 — Why Preparedness Must Include Everyone (1–1.5 minutes)
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SECTION 2 — THE CORE PRINCIPLE: CAPACITY-BASED ROLES (2 minutes)
SECTION 3 — Building a Household Emergency Plan (3 minutes)
SECTION 4 — COMMUNITY-LEVEL PREPAREDNESS (2–2.5 minutes)
CLOSING (45–60 seconds)
Topic 3 – Assessment Preparedness at Household and Community Levels
Topic 4: Youth Leadership and Community Disaster-readiness in Action
“Welcome to Topic 4: Topic 4: Youth Leadership and Community Disaster-readiness in Action. By now, you’ve learned three foundations: 1. Why disaster risk becomes worse when barriers exist (Topic 1), 2. How early warnings and response systems can be inaccessible (Topic 2), and 3. How families and communities can co-create inclusive preparedness plans (Topic 3). Now we bring everything together. This final topic focuses on how YOU — as youth — can lead, influence, and advocate for inclusive systems in your home, school, and community. You do not need a title or a high position. You only need awareness, initiative, and the willingness to act.”
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SECTION 1 — Connecting the Video to the Lesson (20–30 seconds)
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SECTION 2 — Youth Leadership Starts With Awareness + Initiative (1.5 minutes)
SECTION 3 — Stakeholder Mapping: Youth Don’t Lead Alone (1 minute)
SECTION 4 — Applying the 5As in Inclusive DRRM (3 minutes)
SECTION 5 — Youth as Advocates of Rights-Based DRRM (1.5 minutes)
CLOSING (30–40 seconds)
Topic 4 Assessment: Youth Leadership and Community Disaster-readiness in Action
Post-test
Finally! we hope that you enjoy learning with us. To measure your improved knowledge, let's take a post-test!
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Post-test
Youth Leadership for a Whole-of-Community Approach to Disaster Risk Reduction and Management (DRRM) [English]

“Traditional disaster planning tends to box people into two groups:

  1. the “strong rescuers,” and
  2. the “vulnerable victims.”

This system is outdated — and harmful.

Inclusive preparedness focuses on capacity-based roles, which means:

✔ Everyone contributes.

✔ No one is assumed helpless.

✔ Roles are based on what people CAN do, not what they can’t.

Examples:

  • A Deaf youth may lead visual checks of hazards at home.
  • A blind youth may organize the Go-Bag since they memorize item locations faster through touch.
  • A wheelchair user may be the household’s “communication captain,” monitoring updates online.
  • A neurodivergent youth may handle step-by-step instructions because they thrive in structured tasks.

Inclusive preparedness is not “special treatment”—

it’s smart planning that maximizes everyone’s strengths.”

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