to accommodate children with disabilities, and such equipment is required to be part of the transportation vehicle’s environment. Transportation staff should be familiar with the design and operation procedure for specialized equipment, as well as know how to conduct general equipment inspection and make simple field adjustments during breakdowns. Some examples include: (1) Power lifts or ramps (2) Emergency escape exits including doors, windows, and roof hatches (3) Special fire suppression systems (4) Power cut-off switch (5) Emergency communications system (6) Air conditioning system (7) Mobile seating device, including trays and accessories, securement system hardware, and occupant securement system (8) Adaptive and assistive devices used to support or secure children, mobility aids, special belts, and harness and devices (such as special crutches, braces, or wheelchairs, including assistive technology devices) (9) All specially equipped school buses should be equipped with electronic voice communication systems. These may be provided and installed by the body manufacturer, distributor, Charter LEA, operator, or other party. (10) Service animals can be transported to assist children with disabilities. Charter LEA policies and procedures, as well as training, need to be established prior to transport. Section D – Considerations: LEA and IEP Team Responsibility Some issues involving transportation are decided at an IEP meeting, but others are not. The general parameters for the IEP team’s consideration of transportation at an IEP meeting includes how the child’s disability affects the need for transportation and determining whether the child’s disability prevents the child from using the same transportation provided to non-disabled children or from getting to school in the same manner as non-disabled children. On the other hand, there are several aspects related to transportation that fall within the discretion of the school system as a matter of the function and operation of a public LEA and, therefore, are not appropriate topics for IEP meetings and are not matters requiring input from parents. Although these issues may be incidentally raised at the IEP meeting given their natural relationship to the transportation discussions, the ultimate authority to make decisions regarding these matters rests with the Charter LEA. The only exception to this occurs in situations in which the school Charter LEA’s choices affect an element of the child’s educational program and would result in the denial of Free Appropriate Public Education (FAPE) or discrimination.
Chapter 22 – Supports and Services, Charter SELPA As of 10/17/2019 D/M Charter SELPA Steering Committee Approval
Page 67
Made with FlippingBook - professional solution for displaying marketing and sales documents online