1. Under the Individuals with Disabilities Act, transportation is a "related service," which must be considered when developing the IEP for a special-education student. In order for a student to receive special-education transportation, the IEP must determine that the student needs this transportation in order to benefit from a special-education or regular-education program. Thus, it must be written on the IEP form as a "related service." Specific details, such as the need for a bus aide, restraint device or lift bus, should be included. True.
2. The most important concern should always be the safety of all students, including the violent student. Getting other students to a safe area away from the violent student is much more important than worrying about damage to the bus. False.
3. There are two common types of special-education programs for the hearing-impaired – the "oral approach" and the "total communication approach." Both approaches focus on teaching the hearing impaired to read lips and use oral language. The total communication approach also teaches the student to use sign language. True.
4. A driver must first be concerned with the safety of the passengers. This may first involve finding a safe place to park the bus, activating the emergency flasher, turning off the ignition and safely evacuating students from the vehicle. False.
5. In an evacuation, students should be moved at least 100 feet from the vehicle. This distance is necessary in order to protect students from possible fire, explosion or another vehicle striking the bus. False.
6. Because vomit is considered a bodily fluid that may contain hepatitis B or AIDS, proper "universal precautions" procedures should be followed. Proper cleanup includes the use of a bleach disinfectant on all contaminated surfaces as well as the use of gloves, apron and face shield by the person doing the cleanup. False.
7. These are often attention-getting behaviors. If the driver determines that the student is purposely trying to get his/her attention, then ignoring the behavior will send the message to the child that this behavior "doesn’t work." Instead, the driver needs to make sure to give these students extra attention for good behavior. Always apply SIRR steps when dealing with a student who is exhibiting a behavior problem. These steps are as follows:
Stop any behavior that is aggressive, demeaning, insulting, belittling, degrading, embarrassing, punishing or abusive.
Ignore any behavior that is not dangerous and is intended to get attention.
Redirect your attention toward the good things the student is doing.
Reward students who are doing good things by complimenting them, thanking them and encouraging them to keep up the good work. True.
8. The regulatory provisions in SS300.380 of the Federal Register requires that each state’s Comprehensive System of Personnel Development (CSPD) be consistent with Part B of the Act and the CSPD be designed to ensure an adequate supply of qualified special-education, regular-education and related services personnel (which includes transportation). This section also requires states to provide a plan to provide adequate pre-service and in-service preparation to "ensure that all personnel who work with children with disabilities (including both professional and paraprofessional personnel who provide special education, general education, related services or early intervention services) have skills and knowledge necessary to meet the needs of children with disabilities." True.
9. Attempting to lift someone who weighs more than half your weight could result in injury to yourself, the individual you’re attempting to lift or both. Make sure you know proper lifting procedures before attempting to lift, and always have another adult ready to assist or use a mechanical lift system if the individual weighs more than half your weight. Even repeated lifting or lifting from an improper stance could cause injury. The danger of dropping an individual must also be taken into consideration before you attempt a lift. True.
10. A suspension is defined by the courts as removal from the school program or service for no more than 10 school days in one school year. A long-term suspension or expulsion is defined as more than 10 school days in one school year. Special-education students may only be suspended from school or related services for a total of 10 school days each school year. If a long-term suspension or expulsion from the bus prohibits the special-education student from attending the educational portion of his or her program, then the bus suspension is tantamount to suspension from school. In such cases, an IEP meeting must be held to determine if the educational placement and related services are appropriate and what must be done to allow the student to successfully benefit from an educational program. Only an IEP meeting can determine that a special-education student should be removed from a program or related service that is necessary or part of the student’s special-education plan. False.
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