As the IEP team develops a student's Individual Education Program (IEP), in addition to considering educational goals and objectives, the team should also consider related services to support these objectives. One of the most important related services to be considered for a student in need of special education is transportation. If it is determined that the student will need transportation service, routing becomes a vital part of the student's success equation. In each situation, the transportation needs of the student must be assessed on an individual basis.

Whenever possible and as appropriate, the IEP team should include a member of the transportation department on the IEP team. One of the main benefits of including a transportation specialist on the team is so that the team can evaluate the child's needs in relation to a number of variables. Among these are: school location, equipment and vehicle needs, personnel needs, pick up and drop off locations, and time schedule. These should all be taken into consideration before the team reaches a final decision regarding provision of transportation service. Keep in mind that what works well for one student may not work for another.

Routing becomes a critical ingredient in the student's success formula. Factors to consider during the IEP process:

1. Educational program location...the least restrictive environment (LRE) that will insure the most appropriate placement and delivery of services. Primary consideration should be given to providing a safe and wholesome educational environment. Whenever possible, educational programs should be located as close to the student's home as possible.

2. Vehicle considerations...when necessary, the IEP team should select the vehicle type that is the safest and most appropriate for the student. Factors to consider, might include vehicle size, seating arrangements, such as supplementary seating systems for infants and toddlers, wheelchair accessibility, guide or companion animal usage, medical needs of the student, the need for a bus aide or attendant.

3. Travel times...Many states suggest that every effort should be made to limit a student's actual travel time on the bus to no more than sixty minutes in each direction. This may vary from district to district and especially where program location is involved. When the IEP team selects a program location outside the student's home district, consideration should be given to the student travel time and when possible, kept to a minimum.

4. Pick up and drop off locations...in most cases, pick up and drop off will be at the student's home. Except in the most unusual cases, transportation service will be curb-to-curb. Parents, adult family members, or another responsible person designated by the parent(s) should accompany the student to and from the school bus each day in a timely manner. At each location, the bus driver will be responsible for loading and unloading students onto the vehicle. The use of a lift or ramp would be most appropriate for nonambulatory students in wheelchairs. If present, the bus aide should secure the wheelchair with appropriate tie-downs and occupant restraint (lap/shoulder belt system).

5. Transportation in the least restrict environment (LRE).students with special needs should be included on bus routes with their nondisabled peers. This may include the transportation of nonambulatory students in wheelchairs, or students with special assistive devices as appropriate. In every case, the bus team, including driver and any attendant must receive appropriate training.

6. Transportation options...Walking to school should always be the first consideration for students with disabilities. Often this is not an option, as with most nondisabled students, because of the distance between home and school. When distance is a primary factor, transportation via a school bus should be the first consideration. Other options that may be available to the IEP team might include one-on-one transportation, parent-provided transportation, or even public transportation. School District policy and student needs should always dictate the appropriate mode of transportation.

7. Transportation may not compromise or limit the integrity of a student's educational day requirements.

8. It is strongly recommended that district transportation policy be such that a student with special needs be transported by the same driver and vehicle whenever possible for student continuity, confidence and program success.

9. Communications...is a vital key for success in the transportation program at all levels. The better the communication between school and parent, the greater will be the opportunity for a student's success. This includes, school/home, school/student, school/transportation department, driver/student, driver/parent, parent/school, and transportation department/parent.

10. Discipline on the school bus for students with disabilities should be no different than that afforded nondisabled students as dictated by school district policy, state and Federal regulations. Drivers of students with special needs should be afforded appropriate training and information-sharing by school officials for the safest and most productive transportation possible. Federal regulations afford the sharing of confidential student information with transportation personnel when appropriate.

11. Combining student on one route...School district policy should not categorically limit or exclude students with special needs from transportation. It is, however, highly suggested that consideration be given when routing early childhood students with special needs along with general population students.

12. Unauthorized riders...the only individuals who may be transported on a daily basis to and from school, should be those individuals who have been authorized by the local school district, the IEP team, or medical personnel.

13. It is highly suggested that students with special needs be dropped off only at a designated location when a responsible adult is there to accept the student or when other agreed upon arrangements have been made by the IEP team or school officials. These arrangements should be indicated in the student's IEP.

14. What to do when there is no one available to accept the student at a drop off location? District policy may recommend that the student be kept on the bus until a responsible adult can be located or alternate drop off identified. Should there be no communication with a parent or other responsible adult, an appropriate "holding site" should be afforded the child until a parent or guardian can be located.

15. Actual Routing...is the responsibility of the local school district. Routing should be a cooperative effort among all parties concerned, keeping in mind student needs, program location, equipment needs, travel time, economics, and local resources available.

16. With the development of national wheelchair standard for a transportable wheelchair, consideration should be given to whether it is safer to transport a student in his/her wheelchair or the regular seat on the school bus. This should be a team decision as appropriate.

17. School bus evacuations...procedures for evacuating a medically fragile student from a school bus should be done with the assistance of the OT/PT staff. Such drills should include necessary training and "best practices" guidelines for a safe evacuation plan.