Rethinking School Startup for Students with Special Needs

Post-pandemic brings new realities, problem-solving to the issues of mandated transportation for the most vulnerable student population.

Written By Amanda Pampuro G

etting vulnerable kids to school has always been challenging, but the spread of COVID-19 brings a whole new set of problems. How do you rearrange the school bus so students

with wheelchairs are sitting far enough apart to adhere to physical distancing requirements? How do bus drivers and monitors adhere to those same standards when securing students? What do you do if a student with behavioral issues can’t keep a mask on? Will more or less students with special needs require transportation? How do you balance health concerns while providing the least restrictive environment? “A majority of the solutions are unfortunately going

to put us into positions where it’s going to require more drivers and more buses. I don’t see a way to get around that,” said Theresa Anderson, a former school transpor- tation director who is now a consultant near Denver. “Whatever the new social distancing norm may look like, we may have to stagger the seating.” She advised that districts, when and where possible,

should purchase flat-floor buses, which she noted can be more easily configured to different seating options, both for students in wheelchairs or those secured in child safety restraint systems on traditional bench seats. She pointed out that these buses don’t have obstacles such as wheel wells and they increase the equity of the ride for all students. “Kids are still kids, regardless of ability,” she said. While transportation service for students with special needs had come to a standstill at this report, district man- agers can still use this time to strengthen existing training, service equipment, and begin to evaluate options for when buses return to the road with students on board. “We’re looking at updating all of our training pro- grams. We have some pretty rigorous curriculum that the applicants have to sift through and because our district now only provides transportation for special needs students, we’re going to make that portion of the training more robust,” said Thomas Carroll, director of transportation for the San Juan Unified School District in California, which transports 1,400 students with special needs in a district of 45,000 students. Carroll said he has been expanding the depth of driver

24 School Transportation News • JUNE 2020

instruction around specific disabilities and best respons- es to issues on the road. “Just the spectrum of autism nowadays is so large that it’s a pretty big deal to have somebody that can provide instruction to our staff about all the different aspects of autism,” he added. “We’re just trying to work with our special education department and get as much updated information as we can.” Looking forward to when school resumes, Carroll said

he is also trying to imagine how to spread out students on small buses to adhere to social distancing guidelines without resorting to moving students one at a time. Gov. Gavin Newsom called for the new school year to start in July. But the California Department of Education said lo- cal school districts must decide for themselves when to reopen, based on the direction provided by public health officials and operational guidance that the agency was preparing to distribute this month. One alternative to school busing is to leverage parents.

The Individuals with Disabilities Act provides school dis- tricts with the option of reimbursing parents by the mile or incentivizing them with gift cards for gas. “We’re going to have it both ways. We’re going to have parents that do not want to bring their students back onto the bus because of the confinements, and parents that still need [the transpor- tation services],” said Debbie Kinemond, assistant director of Transportation for Cherry Creek Schools in Denver. The district initially planned to stagger bell times to

reduce the number of children transported at once. Still, Kinemond said she is weighing whether transporting stu- dents in the least restrictive environment—on yellow buses, whenever possible—will be sacrificed to protect students with compromised immune systems. In some ways, redesigning routes and buses for stu-

dents with special needs will start at square one. “I think it’s also going put us into some positions

where we all do the research with the Individualized Education Program (IEP) and when we find what we feel is safe transportation, parents might have to make that hard decision, to accept the transportation or transport [their children] themselves,” Kinemond said. There is no better time to improve communication. “This

is a great opportunity for management that doesn’t always have time to check in with all of the drivers to go around

Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46