equipment and dollars. Rowls explained that a major
component of the inclusive trans- portation model was using the larger buses. He said previously Flagler schools were operating several of the shorter Type Cs for students with special needs. He pointed out that using the smaller Type C required more certified drivers and bus aides because of reduced passenger capacity. Plus, he said the district was paying the same amount of money to bus drivers who were transporting 15 students as drivers who were transporting 50 or 60. He noted that a bus that can
only transport 15 students total is tying up district resources. Rowls explained the decision to move toward more traditional Type C buses with wheelchair lifts allows more students with disabilities to ride with their general education peers. “That was one of the big things,
looking at equipment and seeing what was out there to help provide service in an inclusive environ- ment,” he explained. “Also, too, with the old way we were doing transportation, we were having a [smaller] Type C bus and a Type C or D bus going into the same neighborhoods, servicing the same stops. We were sending two buses in the same neighborhood because one kid was on a smaller bus and required a bus aide and because another student rode the general education bus and rode curb to curb on walk out stops. “Looking at some of those areas
of inclusion, ‘Hey, let’s put one bus to service the entire neigh- borhood. Johnny’s my neighbor and just because Johnny’s in a wheelchair doesn’t mean that he shouldn’t get a ride to school with me,’” he continued. “[We worked through] some of those
Efficiency is key
We use proprietary mapping technology, service enablement apps, and client portals to help make going to and from school a happy and safe experience for all the students we help transport.
Learn more at .com Alternative student transportation the way it should be.
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