School Bus Driver Training

1
School Bus Driver Training

• Unit D
• Transportation of
• Students with Disabilities

2
Objectives

• At the end of this session school bus operators
  will be able to
• Describe their role and responsibilities
  regarding transporting students with disabilities
• Describe general guidelines for managing students
  with disabilities
• Recognize characteristics of different types of
  disabilities and how they affect transportation
  needs
• Demonstrate specialized procedures in loading and
  unloading students with disabilities
• Demonstrate how to work with students with
  disabilities in emergencies and evacuation drills

3
Introduction

• Two significant laws ensure services to students
  with disabilities
• Individuals with Disabilities Education
  Improvement Act (IDEIA)
• Title 22, Chapter 14 of PA Code provide
  compliance in PA
• Section 504 of the Rehabilitation Act of 1973
• Title 22, Chapter 15 of PA Code
• Transportation is a privilege for regular
  education students, but
• Transportation is an entitlement for students
  with special needs.

4
Introduction

• These laws require school bus operators have a
  working knowledge of
• Guidelines for managing students with
  disabilities
• Special transportation procedures

5
Driver Responsibility

• Follow local policy
• Regarding pick-up and return
• Bus stops are established by others
• If the bus stop is the students home, meet the
  parents
• Parents should have the student ready when you
  arrive
• Never leave a student home alone on return
• Regarding crashes
• Keep written records about your students in a
  safe place
• Keep a copy of established seating arrangements
  in bus
• Coordinate activities with aides to students
• Keep pertinent written policies

6
Confidential Information

• Information about any given student is
  confidential
• Operators may be privy to some information
• Discuss nothing about students with anyone,
  beyond what is necessary to know to transport
• Medical identification tags
• Some children with or without an identified
  disability may have specific medical needs
• Tags alert bus drivers and others to this need
• Tags identify medical concerns and may specify
  care

7
Guidelines for Managing Students with
Disabilities

• Students may be sensitive to your moods
• Parents, teachers, and special education staff
  are your sources of needed information
• Observe, anticipate, expect the unexpected
• Learn communication methods when necessary
• Give students some responsibility
• Bad days happen
• Safety first
• Introduce substitute drivers ahead of need

8
S-T-A-R-T Memory Aid

• START off right with students with special
  needs
• S Special
• T Treat Equally
• A Attention
• R Restraints
• T Different Techniques

9
Types of Disabilities

• Following is an introduction to the different
  types of disabilities defined in IDEIA
• Each includes procedures used to manage the
  behavior
• Some students will require specialized
  transportation
• Some students will be included in general
  education transportation

10
IDEIA Types of Disabilities

• Autism
• Deaf Blind
• Deafness/Hearing Impairments
• Emotional Disturbance
• Mental Retardation
• Multiple Disabilities
• Orthopedic Impairments
• Other Health Impairments
• Attention Deficit Hyperactivity Disorder (ADHD)
• Epilepsy
• Tourette Syndrome
• Specific Learning Disability
• Speech or Language Impairment
• Traumatic Brain Injury (TBI)
• Visual Impairments

11
Autism

• A developmental disability
• Affects verbal and nonverbal communication
• Affects social interaction
• Engagement in repetitive activities
• Resistance to changes in environment or routine
• Symptoms are viewed on a continuum
• Severe autism may require specialized transport
• Mild autism may allow general education transport

12
Autism

• Remember that this is a disorder not willful
  conduct
• Stick to a routine
• Prepare students for changes
• Speak in short sentences with concrete concepts
• Recognize stress from environmental change
• Do not insist on eye contact
• Some students respond well to music parents may
  guide

13
Deaf and Blind

• The combination causes severe communication and
  developmental needs
• If available, work with a mobility specialist
• Learn signals for help, distress, and other needs
• Consider seating these students near the door

14
Deafness/Hearing Impairments

• Hearing impairments may range from some degree of
  hearing loss to totally deaf
• Some may require special transport
• Inclusion in general transportation is common
• Students rely on sight and touch
• Students may rely on lip movement, facial
  expression, signing, or finger spelling

15
Deafness/Hearing Impairments

• When communicating, maintain eye contact
• Speak clearly, slowly, without shouting
• Repetition is sometimes useful
• Be particularly careful during loading and
  unloading, especially if students have to cross
  the street

16
Emotional Disturbance

• Inability to learn not explained by typical
  factors
• Inability to build or maintain relationships with
  peers or teachers
• Inappropriate behavior or feelings
• General pervasive mood of unhappiness/depression
• Tendency to develop physical symptoms or fear
  associated with personal or school problems
• May be aggressive when confronted with rules

17
Emotional Disturbance

• Students are commonly included in general
  education transportation
• Students may be loud and aggressive or shy and
  withdrawn
• Be calm, firm, fair, consistent
• Balance professional distance with attentive
  involvement
• Immediately report any threats of suicide to
  school officials

18
Mental Retardation

• Impaired intellectual development
• Reduced ability to learn
• Struggle with daily living skills
• May be mild to severe
• Level of assistance needed from bus operator may
  vary
• Assigning seats may be useful
• Appropriate child safety restraint system may be
  helpful
• Consistency and patience, particularly with
  repetition will be helpful

19
Multiple Disabilities

• Sometimes these disabilities occur in combination
• Often such students cannot be accommodated by
  programs for only one of their disabilities
• These students often need special transportation
• Work with parents, teachers, mobility specialists
  to learn communication and other needs

20
Orthopedic Impairments

• Students afflicted with a physical issue that
  affects their educational performance.
• For example Cerebral Palsy, Muscular Dystrophy,
  and Spina Bifida
• Some may require wheelchairs or other devices
• When possible these students are integrated into
  the regular transportation system
• Specific impairments may affect seating on the
  bus

21
Other Health Impairments Epilepsy

• Chronic nerve disorder
• Characterized by seizures
• Seizures may be triggered by stress, bumps in the
  road, hot passenger compartment, strobes or
  flashing lights
• Students typically have a seizure plan

22
Epilepsy

• Listen to the student they may know when a
  seizure is imminent
• Keep calm the student is neither suffering nor
  in danger
• Move the student to a place where they will not
  strike hard objects with their head or limbs
• Do not force objects in the students mouth
• After the seizure, be calm and reassuring
• Refer to local guidelines and parent notification
  requirements

23
Other Health Impairments Tourette Syndrome

• Neurological disorder
• Repetitive, involuntary movements and
  vocalizations
• Onset is typically between 7 and 10 years
• Worst symptoms occur in early teens
• Symptoms are worsened by stress
• Symptoms are lessened by calm, focused activities

24
Tourette Syndrome

• Do not point out the behavior to the student
• Carefully consider seat assignment
• Keep a regular routine
• Keep rules and directions short

25
Other Health Impairments Attention Deficit
Hyperactivity Disorder (ADHD)

• Three types
• Primarily inattentive
• Primarily hyperactive-impulsive
• Combined
• Impulsiveness acts quickly without thinking
• Hyperactivity cannot sit still
• Inattention daydreaming
• Forgetfulness tendency to misplace items

26
Attention Deficit Hyperactivity Disorder (ADHD)

• Be patient
• Have firm, fair, consistent expectations
• Use verbal cues to alert an ADHD student their
  stop is near
• Consider allowing electronic devices to engage
  ADHD students
• MP3 player
• Handheld games

27
Specific Learning Disability

• Disorder in basic psychological processes used
  for
• Understanding
• Communicating
• Does not include disorders due to
• Sensory or motor disabilities
• Mental or emotional disorders
• Environmental disorders
• These students are typically included in general
  education transportation
• Classroom teachers may be helpful to learn the
  best approach

28
Speech or Language Impairment

• Communication disorder
• Can affect education
• Students may be difficult to understand
• Listen attentively and repeat back
• Be encouraging rather than correcting
• If you cannot understand, ask a series of short
  questions that require yes or no answers

29
Traumatic Brain Injury (TBI)

• An acquired injury to the brain
• May affect any brain function, or a combination
  of brain functions
• Severity of disability may vary
• Participation in general education transportation
  is rare, but dependent on the level of
  impairment
• Be consistent with rules
• Be clear with expectations
• Classroom teacher may assist with techniques that
  work

30
Visual Impairments

• Students with vision that adversely affects
  educational performance
• Does not affect educational performance unless
  student has cognitive impairment also
• Students commonly use general education
  transportation
• Monitor students movement for safety
• Address students by name
• Provide descriptive feedback during trip to
  assist their orientation

31
Transporting Students with Disabilities

• May involve special equipment and procedures
• Learn local guidelines
• Talk to your employer about training with special
  equipment

32
General Considerations

• Length of ride
• Level of assistance needed
• Seating
• Special adaptive and assistive equipment
• Evacuation

33
Identifying Bus Stops

• May be at students home
• Should have level parking and space for
  wheelchair ramps
• Parking on the left side of a two-way street is
  prohibited
• Adapt pick-up and drop-off procedures to
  circumstances
• Try to locate a place where traffic will not be
  held up

34
Loading Procedures

• 8-way light system is unnecessary if bus can be
  pulled off street (use hazard lights)
• Turn off and secure the bus if leaving the bus to
  assist
• If using seat belts or other restraints, be sure
  they are secure before restarting the bus
• Follow school district policies on wait time and
  boarding time
• If a student requires an aide, do not leave the
  student unattended

35
Assigning Seats

• Students with disabilities want to be like and
  with their friends
• Students often associate being seated near the
  driver with problem students
• Consider mobility and independence when assigning
  seats for students with disabilities

36
On the Road

• If aides are available, their job is to be sure
  students remain safely seated
• With or without aides on board, make periodic
  checks
• Knowing the students and their needs can help
  with knowing what to look for

37
Unloading Procedures

• Never leave a student at a bus stop unless a
  parent or guardian is there
• Check local policies to determine procedures if
  no parent is available

38
Modified Vehicles

• There are a wide variety of vehicles available to
  transport students with specific disabilities
• All must conform to standards set in Chapter 171
  of Title 67, PA Code

39
Child Safety Seats in School Vehicles

• School vehicles are those designed to carry 10 or
  fewer passengers, including the driver
• Children under 4 years old must be secured in
  child safety seats in school vehicles
• Children 4 or older, but under 8 years old, must
  be secured in booster seats in school vehicles
• Children 8 or older must use a seat belt in
  school vehicles

40
Child Safety Seats in Buses

• Law doesnt address the use of child safety seats
  and booster seats on school buses, only school
  vehicles.
• Follow district policies and NHTSA Guidelines for
  transporting pre-school age children on buses

41
Special Equipment

• Ramps
• Lifts
• Seat belts
• Positioning belts
• Safety vests
• Harnesses

42
Ramps

• Ramps allow wheelchairs to enter the bus
• Ramps allow walking students who cannot use steps
  to enter the bus
• The ramp may need to be secured in place in use
• The ramp must be stowed securely when the bus is
  moving

43
Lifts

• Some buses and school vehicles are equipped with
  lifts
• Remember that after a student who uses a
  wheelchair is lifted into the bus, the wheelchair
  must be secured
• 4 tie-down
• 3-point shoulder/lap belt
• Independent wheelchair seatbelt, if so equipped

44
Emergency Procedures and Evacuation Drills

• Generally, emergency procedures are the same as
  outlined in Unit H and Unit I
• Carry a copy of first aid procedures in the
  vehicle or bus
• Make sure your vehicle or bus has the required
  and optional emergency equipment
• Assign students who are deaf or blind a partner
  who can assist in an emergency

45
Emergency Procedures and Evacuation Drills

• Evacuation drills should be limited to
  simulations at the school
• Ambulatory students with disabilities are
  evacuated the same as other students
• In a crisis, non-ambulatory students may be
  placed on the floor and dragged out any exit
• Students with disabilities involved in a crash or
  emergency evacuation should be examined by
  qualified medical personnel