Tought Leader
Complex IEP Decisions Drive Safe, Effective Transportation Service
WRITTEN BY LINDA F. BLUTH, ED.D. T
ransporting students with disabilities safely can be complex and requires thoughtful planning by the Individu- alized Education Program (IEP) team.
Decision-making that supports safety must occur prior to a child beginning the related service of transportation. Too frequently, appropriate IEP team members
are absent when transportation is discussed. Te long-standing practice of unilateral trans-
portation decisions by either the transportation department or special education administrators, has resulted in documented incidences and crash- es that are horrific. When there is a system of collaboration and planning in place for children with disabilities that requires specialized equip- ment and services, safe transportation practices are significantly increased.
In the comprehensive document titled, “Ques- tions and Answers on Serving Children with Disabilities Eligible for Transportation (2009),” the U.S. Department of Education’s Office of Special Education and Rehabilitative Services (OSERS) provides clarity regarding significant issues pertaining to the provision of the related service transportation. Tis document is an excel- lent resource for meeting the legal responsibilities for the provision of the related service transpor- tation and IEP decision-making. Te IEP team must be knowledgeable about federal and state regulations, as well as an individual child’s unique needs. It takes both components to make appro- priate decisions. Te following question was asked in the above document: “What transportation services are available for students eligible for special educa-
Linda F. Bluth, Ed.D., is tenured faculty for the Transporting Students with Disabilities & Preschoolers National Conference and a monitoring and quality assurance consultant to the Maryland State Department of Education. She is also a past-president of NAPT and is chair of the NAPT Special Needs Committee.
Below are transportation challenges that require IEP team planning by qualified team members. This list is not inclusive.
Bus Monitor Assignment: • • • •
Behavior management intervention Direct supervision Specialized training
Use of specialized equipment includ- ing child safety restraint systems (CSRS) and wheelchairs
Bus Stop Pick-Up Location Versus Home Curbside Pick-Up: •
• •
• •
Least Restrictive Environment (LRE) : • Regular route assignment on gen- eral education bus with or without trained personnel, based on the unique needs of the student
•
Separate bus with specialized equip- ment and services
Child’s age and ability to understand potential safety hazards
Child’s distance to reach the bus stop
Child’s required supervision prior to boarding the bus
Child’s mobility status (ambulatory or non-ambulatory)
Public assistance (crossing guards)
Length of Ride Time: •
• •
Proximity of student’s home-to- school placement
Impact of length of ride time on the ability to benefit from FAPE
Impact of specific medical, cognitive and emotional conditions on ride time
Medical Planning: • Requirement for allergy protocol and intervention
• Requirement for air conditioning • Requirement for a nurse or specially trained monitor
• Requirement for oxygen on board the school bus
• Requirement for a seizure disorder protocol
Service Animals: •
•
Ability of a child to benefit from FAPE without a service animal in school
Protocol for providing transportation for the service animal
• Addressing allergies of children on the school bus to a service animal
28 School Transportation News • MARCH 2017
CELEBRATING25YEARS
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