1. “Overview of Special Education for School Transportation Directors”
Welcome to the
“Overview of Special Education for School Transportation Directors”
presented by the
Hanover County Special Education Department
Welcome to our USE Workshop. I am Kelly Jones, Coordinator of Hanover’s Parent Resource Center. I appreciate your taking the time out of your schedule to be with us tonight. I'm glad to say our three Lead Teacher Specialists will be presenting the majority of the information about Special Education, but before they begin, I would like to tell you a little about the PRC.

2. Welcome Don’t stay seated!
Move around to three people around the room and make dates with them!
Sign them up for three dates – all 3 must be different people.

3. Understanding Special Education
Welcome and Introductions
Special Education Laws
Special Education Cycle and Processes
The I.E.P
Different models of special education
Bus Management
Types of Disabilities
Help for you

4. Probable Passage Activity
Meet your BREAKFAST DATE!!
Fill in the boxes with the words at the bottom as best as you can!

5. Notes Pages
As we go through the information, you may fill in your NOTES PAGES so that you have a handy reference to look at later.
We can you copy of this powerpoint if you’d like. Please make sure you sign the “ List”

6. What is Special Education?
PL94-142, Passed in 1975
Individuals with Disabilities Education Act, Passed in 1997
Revised in 2004.
Provides free and appropriate education to all students 2-22 with disabilities.

7. Individuals with Disabilities Act (IDEA)
All children with disabilities in the United States have available to them a free appropriate public education.
Children with disabilities must be educated in the least restrictive environment, based on their individual needs.
The rights of children with disabilities and their parents are protected.
This special education law went into effect in the 1970’s. The intent of the law is to provide access to education for students with disabilities who previously had been excluded from education in public schools at public expense.

8. Definition "Transportation" includes: (34 CFR 00.34(c)(16))
1. Travel to and from school and between schools;
2. Travel in and around school buildings; and
3. Specialized equipment (such as special or adapted buses, lifts, and ramps), if required to provide special transportation for a child with a disability.

9. Free appropriate public education 8VAC20-81-100.
If the IEP team determines that a child with a disability requires accommodations or modifications to participate in transportation, the accommodations or modifications shall be provided in the least restrictive environment.
Commute shall be comparable in length

10. LRE
Students must not leave school early or arrive late due to bus schedules = compensatory time & possible complaints to Va DOE.
Always consider regular transportation first before moving to “special” transportation.
Several cases where parents prevailed when asking for their child to ride a regular bus.

11. LRE
Assignments of students on a special education bus due to distance, location factors (out-of-district placement), or the need for specialized equipment will not generally violate LRE.

12. What is a 504 Plan?
If a student has an identified disability, but does not require specialized instruction, the student may be eligible for accommodations under Section 504.
A 504 plan lists the “reasonable” accommodations for a student to access the school environment or general curriculum.

13. The Special Education Cycle
Referral
(Re)Evaluation
(65 days or every 3 years)
Annual Review
Eligibility
(30 days)
Individualized
Education Program
Instruction
Placement

14. What is Child Study (or school-based team)?
When someone feels that a child is having difficulty in school, a referral is made to a school-based team. Parents are invited within 10 days.
An intervention plan may be implemented first to try ideas the team may propose.

15. Assessment Procedures
Psychological
Educational
Social History
Medical
Observation
Hearing
Other (Vocational, Speech/Language,etc.)
These are the possible evaluations that may be done if the child is referred for a special education evaluation. Evaluation components are selected by the child study team. Every component is not required by every suspected disability, so components are selected based on team suspicions.
***An evaluation is completed when the school-based team (or another source) suspects a disability.

16. Eligibility
Once assessments are completed within 65 days, an eligibility committee reviews the information and determines if the child needs special education and /or related services.
The Eligibility Committee should include:
A Special Education teacher, Parents, School Administrators, School Psychologists, School Social Worker (if social history given), Classroom Teachers, Diagnostician, and other specialists such as speech, O.T., P.T. if assessments were given in these areas.
Within the 65 days from referral to eligibility, the evaluations are completed. Parents may receive copies of the evaluations 2 days prior to the eligibility meeting. At the eligibility meeting the evaluations will be reviewed by staff who work with and evaluated the child.
The eligibility team must determine first whether the child has a disability and next whether that disability impacts school performance to a significant degree and the child requires specialized instruction.

17. Children with Disabilities (14)
Autism
Deaf-Blindness
Hearing Impairment
Deafness
Multiple Disabilities
Orthopedic Impairment
Other Health Impairment
Developmental Delay
Emotional Disability
Specific Learning Disability
Speech-Language Impairment
Traumatic Brain Injury
Visual Impairment
Intellectual Disabilities
These are the disability categories that are recognized by the state of VA.

18. Triennial/Reevaluation
At least every three years the IEP team must review data to see if more information is needed to determine:
whether the child continues to have a disability
present levels of performance and educational needs
whether any additions or modifications are needed to help the child meet IEP goals
whether the child continues to need special education and related services
Once a child is found eligible for special education services, that eligibility decision must be revisited every three years.

19. QUICK!!! TURN TO THE PERSON ON YOUR RIGHT or LEFT SIDE.
Tell them the most significant thing you just learned.
The other person should tell you something that they learned different.

20. What is an IEP? Individualized Education Program
Written plan for a student with a disability that is developed & revised in a team meeting. An IEP specifies the individual education needs of the child and what special education & related services are necessary to meet the child’s educational needs.

21. Individualized Education Plan
Who Makes an IEP TEAM?
Parent
Special Education Teacher
General Education Teacher
Administrator
Student (as appropriate)
Related Service Providers (speech, transportation, etc.)
An IEP must consider the strengths of the child and the concerns of the parent.
An individualized Education Plan or Program is developed by a team that includes the child’s parent, special education teacher, general education teacher, administrator, the student when appropriate, and related service providers or at least their input when appropriate.
This team needs to consider the strengths of the child as well as concerns of the parent. They must also consider the results of the most recent assessments including statewide assessments – SOLs.
Each IEP must be reviewed every year and no IEP can be in place for longer than one calendar year.

22. Present Level of Academic Achievement & Functional Performance
Should describe the effect of the child’s disability on the child’s performance in any area of education that is affected (including non-academic)
Should describe how the child’s disability impacts his involvement in general education, including transportation, if needed.
Should be written in “reader friendly” terms.
The present level of educational performance is the base from which the IEP team determines what the goals should be for the child. This portion of the IEP should be written in such a way that the reader is able to understand why this child requires special education services. For example, if the child is unsuccessful in math, we want to see a description that is specific.

23. ACCOMMODATIONS
Accommodations are given to the student in order to “level the playing field” to access the curriculum.
Accommodations are not to be given in order to give the student an “advantage” in any particular area.
The need for an accommodation MUST be found in the present level of the IEP.

24. IEP progress is sent home each grading/interim period.
Annual Goals
Annual Goals: What the child is expected to achieve in one year. Goals must be measurable.
Evaluation Criteria
Schedule/Frequency
Evaluation Procedures
IEP progress is sent home each grading/interim period.
Since the duration of an IEP can be no longer than one calendar year, the goals need to be realistic and achievable within one year. Although it may be our desire, it would probably not be appropriate to state that the child will make two or three year’s progress in say reading or math when their typical peers are expected to make one year’s progress. Some children make very significant progress once specialized instruction is in place, but many do not.
The objectives or benchmarks are the steps that the child will take to achieve the goal. One simplified example might be that a child will learn letters, sounds and some words before working on reading comprehension.

25. Special Education Services
Describes the educational placement and services most appropriate to meet the child’s goals, including related services determined by the IEP team. This may include special transportation.
The educational setting should be in the Least Restrictive Environment. (Placement Decision on the child’s IEP)
A child’s special education placement should be in the least restrictive environment for that child to be able to access education and meet the goals set by the IEP team.

26. Special Transportation
Considered a “related service” on a student’s IEP.
A related service is any supportive service that is required to assist a child to benefit from special education.

27. Related Service
Transportation to/from extracurricular activities must be provided when participation in the activity is required for the student to benefit from his special education program.
New Jersey, 1989 – District had to transport student to early morning SAT tutorial.
IEP cited that SAT administration – untimed
School counselor recommended the course

28. Where are special education students served?
General education setting
Co-taught classrooms
Consultation
Resource support
Self-contained classes
Other settings such as private day treatment schools and home-based instruction

29. Why are paraprofessionals in some of the classrooms?
Some students have the support of a paraprofessional in some classes.
A paraprofessional may help with academic work, self-care, attention, data collection, etc.

30. IEP teams can ask for support from OR link parents to:
Support Groups
Area Agencies
Community Services Board
Dept. of Social Services
Court Service Unit
Dept. of Rehabilitative Services
Health Dept, etc.
School Counselors
School Psychologists
School Social Workers
Parent Resource Center
Here are a few resources to consider that are available to you.

31. BIG FACT TO REMEMBER!
A DISABILITY and an IEP are CONFIDENTIAL!!!!!!!!!

32. TIME FOR YOUR SECOND DATE!
MEET YOUR LUNCH DATE!
Answer this question:
What do you think is the hardest thing about being a special education bus driver?

33. CLASSROOM and BUS MANAGEMENT

34. Managing Behavior
When a student misbehaves on the bus, districts can use same disciplinary methods used to address misconduct at school. Districts MUST follow all IDEA rules that apply to discipline of students with disabilities…
Manifestation Determination Review meetings
Assessing need for Functional Behavior Assessments
Use of Behavior Intervention Plans.

35. Proper training of bus drivers and assistants can help to prevent misconduct.

36. Behavior Strategies & Interventions
Behavior Intervention Plans
Autism – Sensory Diet
Schedules – Time management –stick to schedule
Power Struggles – AVOID
Positive Reinforcement

37. CLASSROOM MANAGEMENT
HUMOR

38. BEHAVIOR MANAGEMENT
Isolate

39. BEHAVIOR MANAGEMENT
Prevent

40. BEHAVIOR MANAGEMENT
Divert

41. BEHAVIOR MANAGEMENT
Prepare
Watch
transitions

42. Driver Grab Bag of Tricks
Maybe have a “Bag of Tricks”
Games
Books to read
Puzzles
Treats if they are allowed
Interesting trinkets, toys to promote discussion

43. Because of the nature of the disability, students under which disability type(s) have the most difficulties with “regular” transportation?

44. Autism
Includes Pervasive Developmental Disorders, such as Autistic Disorder, Asperger’s Disorder, Rhett’s Disorder, Childhood Disintegrative Disorder, Pervasive Developmental Disorder – Not Otherwise Specified
Developmental delays significantly affect verbal and nonverbal communication and social interactions.
Onset/symptoms evident prior to age 3

45. Autism (continued)
Restricted, repetitive and stereotyped patterns of behavior, interests, and activities (e.g., hand or finger flapping or twisting)
Observed resistance to change in environment and/or routines
Unusual responses to sensory experiences

46. Emotional Disability (ED)
Symptoms present over a long period of time and to a marked degree.
Symptoms must adversely affect educational performance and include:
an inability to learn that cannot be explained by intellectual, sensory, or health factors
an inability to build or maintain satisfactory interpersonal relationships with peers and teachers
inappropriate types of behavior or feelings under normal circumstances

47. Emotional Disability (ED)
inappropriate types of behavior or feelings under normal circumstances
a general pervasive mood of unhappiness or depression
a tendency to develop physical symptoms or fears associated with personal or school problems.
The term does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disability.

48. INTELLECTUAL DISABILITY
The student has significantly sub-average general intellectual functioning: General intellectual functioning two standard deviations below the mean, with an IQ of 70 or below.

49. Other Health Impairment
DEFINITION. According to federal regulations, other health impairment means having limited strength, vitality, or alertness including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment..

50. Other Health Impairment
The impairment adversely affects a child’s educational performance and is due to chronic or acute health problems. These may include, but are not limited to, conditions such as asthma, tuberculosis, attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, arthritis, rheumatic fever, sickle-cell anemia, and Tourette syndrome.

51. Now the big question?
How does a special education student end up with special transportation?

52. Why?
Behavior issues are severe – may threaten safety of others and themselves.
Disability may require special lifts, medical needs, and equipment.
Students may be transported to another school because their needs may best be met at another location.

53. How is it decided upon?
The IEP team must meet and determine if a special education student requires special transportation to meet their disability needs in order to access their education.

54. What do I need to know as a bus driver?
You need to know what special needs they have while receiving special education, such as safety restraints, special lifts, harnesses, medical needs, and behavior concerns.

55. How will I know??
Transportation Department and/or Special Education Dept. will let you know when they have the official documents from the IEP meetings.

56. What do I do if I disagree or think there is a need for more help?
Ask your special education staff contact person!
HE/she will get in touch with the special education staff and ask for an IEP meeting to be held to discuss the problems.

57. THIRD DATE – DINNER DATE
MEET your DINNER DATE..
Revisit your Box sheet that you
Did on your first date. See if you want to move any words.
Check your answers.

58. Come back – LET’S compare..
Are there any unfamiliar words that you still have?
Any QUESTIONS?????

59. Thank you for supporting special education
Thank you for supporting special education. School makes such a difference in their lives!