Specialized Transportation

GMRSD Specialized Transportation Decision Making Flow Chart

Transportation for Students with Disabilities

Rationale

Whenever possible, students with disabilities will ride the regular school bus to and from school. When the disabling condition of a pupil is such that the pupil requires special transportation services in order to benefit from their educational program, the IEP Team has the responsibility to include transportation services in the IEP as a related service. As specified in the Code of Federal Regulations Section 300.34, specialized transportation for a disabled pupil is defined as a related service to be provided as "required to assist a child with a disability to benefit from special education." “Specialized transportation includes:

  • travel to and from school and between schools
  • travel in and around school buildings and
  • specialized equipment (such as special or adapted buses, lifts and ramps),if required, to provide special transportation for a child with a disability.”

Specialized Transportation Options

Specialized transportation service generally refers to any transportation arrangement, in excess of riding the regular school bus and/ or from a regularly scheduled school bus stop, that is determined by an IEP team. Specialized transportation services may include, but are not limited to, the following:

  • to and from home and the school of attendance,
  • between schools for purposes specified in the IEP
  • to and from work stations when specified in the IEP

IEP Procedures

It is the responsibility of the IEP Team to determine when transportation services should be included in the IEP as a related service. The decision must be made on a case-by-case basis and be based on the unique needs of the student and the basic concept of least restrictive environment as required by Special Education Regulations.

Step 1: The IEP Team will consider student needs including, but not limited to the following:

1. Medical Diagnosis and Health Needs:

  • Does the student have significant limitations in strength, vitality or alertness that prevent him/her from riding the regular bus?
  • Does the student have a medically fragile condition that prevents them from riding the regular school bus?
  • Does the student have special medical equipment that must be transported on a specialized school bus?

2. Physical Needs:

  • Does the student have a wheel chair requiring a special securement system on the school bus?
  • Does the student have a visual impairment that prevents him/her from riding the regular school bus?
  • Does the student have a hearing impairment that prevents him/her from riding the regular school bus?

3. Safety Needs:

  • Does the students’ disability or level of functioning prevent them from being able to travel to school independently?
  • Does the students’ disability or level of functioning prevent them from being able to travel to and wait independently at a regular school bus stop?

4. Behavioral Needs:

  • Does the student have a behavior plan that requires certain transportation services?
  • Is the student’s behavior, after implementing a behavior plan with fidelity, so severe that s/he cannot ride the regular school bus?

5. Program Location:

  • Is the student required to attend a program outside of the district of residence or geographic boundary?
  • Does the student require special transportation in order to access services designated on the IEP e.g. occupational therapy, physical therapy, mental health related service, etc.?
  • Does the student require special transportation in order to access a Non-public school placement?

Step 2: The IEP Team will determine whether the student is able to ride the regular bus without the need for accommodations.

Step 3: If the student is unable to ride the regular bus without accommodations, the IEP Team will determine if the student can ride the regular bus with accommodations, including, but not limited to, the following:

  • special seating arrangements – consider having the student sit alone, in close proximity to the driver or with a peer buddy
  • behavior interventions – have support staff identify possible causes of behavior problems, including the effects of medications, and create an intervention plan
  • special reinforcers –implement a reward system for good behaviors and encourage replacement behaviors – give the student a toy or activity to keep their attention during the ride
  • Add adult supervision – have an instructional assistant ride the bus with the student
  • Regular bus picks student up at street address or door in lieu of regularly designated bus stop
  • Accommodations will be indicated in the IEP as appropriate.

Step 4: If the student is unable to ride the regular bus with accommodations, the IEP Team will include specialized transportation in the IEP. Specialized transportation should be described in sufficient detail in the IEP to inform the parties of:

  • Specific pick up/ drop off details, including door to door, and level of supervision required for the safe transfer of the student from the bus to residence
  • Whether arrangements for the reimbursement of parents/guardians are required and the amount and frequency of reimbursement.
  • Specific information on whether students who require special transportation arrangements such as: adaptive or assistive equipment, specialized medical equipment, specialized monitoring or assistance, positive behavior interventions, etc.

Step 5: Communication with the bus company by the pupil services office to ensure school bus drivers are informed and properly trained whenever the IEP addresses special transportation needs for a student.