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February 01, 2013  |   Comments (3)   |   Post a comment

Special-needs collaboration streamlines service

By establishing policies on which students can receive special-needs bus transportation and providing those students with the exact services they need, transportation departments can operate buses efficiently, creating cost savings for districts. Communication and teamwork between school and transportation personnel are essential to achieving this.

by Lori L. Riddles


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Author Lori Riddles says that by providing special-needs students with the exact services they need and maintaining control ofthe factors involved in transporting these students, it’s possible to achieve cost-effective service.
<p>Author Lori Riddles says that by providing special-needs students with the exact services they need and maintaining control of<br />the factors involved in transporting these students, it’s possible to achieve cost-effective service.</p>

Special-needs students only, please
Second, the special-needs staff should clearly identify which students will receive special transportation, and they should not make a habit of allowing non-special-needs students to utilize special transportation.

One reason that special-needs transportation budgets are larger than general-education transportation budgets is that students who are not qualified for services end up on special-needs school buses.

For example, students with behavior issues are placed on a special-needs bus since there is usually a second adult on board. Rather than correcting the behavior through other methods, an expensive special-needs bus is used as a remedy. The extra bus stops for unqualified students add to the expense of running that special-needs bus. By creating clear rules on what it means to qualify for a special-needs bus, transportation teams can control the expense.

Only exact services provided
Next, schools and transportation staff must agree that only the services needed for students will be provided. Offering services that the student may not actually need is another misuse of special-needs transportation that causes extra expenditure for districts.

For example, it is a common misconception that all students with disabilities should receive a front-door pickup rather than a bus stop pickup. If a student is physically able to walk to the bus stop, the student has no mental disability, or there is no safety concern that would prevent the student from catching the bus at a bus stop, then the bus stop should be assigned for that student. When teams provide just what is needed, there is little room for a waste of resources. School and transportation staff should work together to create a screening process for all students whom school staff requests for placement on a special-needs bus route.

To protect the confidentiality of student records, the staffs at schools have a propensity to tell transportation personnel the bare minimum about the students. Sometimes all that is communicated is the need for a wheelchair lift-equipped bus or an aide to monitor the student. If transportation teams have a screening process for these requests, important data about the student can remain confidential and only the necessary services will be provided.

Teamwork is essential
By creating a team of school personnel and transportation personnel to monitor the factors outlined above (i.e., what students are assigned to special-needs bus services, why they are assigned and how they are transported), school districts can find ways to improve efficiencies and save money.

By extension, the best way to ensure that students are at the forefront of special-needs transportation budget planning is to provide what those students need in the most efficient way possible. If the transportation department allows other departments to dictate how it handles the method in which it provides services, it is essentially giving up control of not only the services provided, but the budget that pays for the services as well.

This opens the door for inefficiencies to creep in, and the quality of services will suffer. With a collaborative atmosphere, school staff and transportation staff can monitor together the students who need services and ensure that only those students get the services. It would be interesting to use a case study to collect data from a special-needs transportation collaboration team to gauge just how cost-effective this process can be.

It can be done
With diligence and teamwork, special-needs transportation can be a streamlined, efficient process. As was previously mentioned, by focusing on the students who truly need special transportation and giving them the services they need, maintaining control of the factors that revolve around transporting our most fragile cargo is doable.

Keeping clear rules in place and following them is the key to calculating the outflow of the special-needs transportation budget. Teams of knowledgeable special-education staff and veteran transportation staff are a valuable asset that must be utilized. By creating a comprehensive plan and following through, special-needs transportation can be special and cost-effective.    

Lori Riddles is special-needs route manager for Escambia County School District in Pensacola, Fla. The district is using the ideas presented in this article to guide special-needs transportation. Riddles says that as a result of these ideas, teamwork and other factors, the district has one of the most efficient transportation departments in the state.

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In Florida, no. Generally, those determinations (door to door or bus stop) are made as part of the child’s IEP process. That is one reason collaboration between school and transportation staff is so vital. Those involved should weigh a number of factors and determine the scope of transportation requirements on an individualized basis for each special needs student.

Lori    |    Feb 07, 2013 08:16 AM

Great and informing article. However, I have a remaining question. Is there a law that requires home to school pick-up and delivery, versus bus stop to school? Thank you!

Bobbie    |    Feb 06, 2013 08:26 PM

Terrific Suggestions. I am an educator who encourages communication with pupil transportation professionals as a way to build student plans between classrooms and transportation settings. We work hard to ensure that students receive special education services that are aligned with their needs, and these tenets must apply to school transportation. Pupil transporters and educators can inform each other about student behavior, functional skills, and transportation independence, all information important to facilitating student mobility once they leave the school setting. Thank you Lori for your work! I will add your article to the tools that Easter Seals Project ACTION developed to help educators and pupil transporters build relationships- http://www.projectaction.org/Initiatives/YouthTransportation.aspx

Judy Shanley    |    Feb 04, 2013 06:29 AM

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