Slide 16: Special Transportation
While most students with disabilities receive the same transportation services as nondisabled students, it is the responsibility of the Committee to determine whether a student’s disability prevents him or her from getting to school in the same manner, or from using the same transportation, as nondisabled students. Committees need to consider and make recommendations regarding any specialized transportation equipment (such as special or adapted buses, lifts, ramps, etc), needed by the student to travel:
to and from school (including such school-related programs as work programs and settings other than the school where the student receives education or special education services); and
as appropriate, in and around the school.
The IEP must include specific transportation recommendations to address each of the student’s disability-related special transportation needs, as appropriate.
It is not appropriate for the IEP to simply indicate, “special transportation needed,” without including the nature of the special transportation.
The IEP provides drop-down options for documenting a student’s special transportation needs. After selecting the category of the special transportation needs, the IEP must document the specific nature of the recommendation. For example:
Special seating - such as seating away from the window;
Vehicle and/or equipment needs - such as a lap belt or safety vest;
Adult supervision - such as specialized training for the bus driver or a one-on-one bus attendant for a designated purpose;
Type of transportation - such as a small bus with few students; and
Other accommodations - such as permission to use a personal electronic device.
In addition, the IEP must indicate if the student needs transportation to and from special education services to be provided at another site.