to the effect that the school district has offered to provide this service without any financial costs on the part of the parent. When considering the identified needs of the student, transportation options may include but not be limited to: • Walking • Riding the regular school bus
• Utilizing available public transportation • Riding a special bus from a pick-up point
• Riding a special bus door-to-door • Taxi/district van/district vehicle • Reimbursed parent driving with parent’s voluntary participation • Other mode determined by the IEP team
• Other Mode of Transportation IEP team s should review assessment information, medical information, and other data, and consult with the appropriate transportation staff and/or other relevant health professionals, including district medical personnel, regarding the following factors in establishing the need for transportation as a related service: Unique medical or assistive technology equipment, including wheelchairs or gurneys with unique designs, configurations, or adaptations requiring special handling. When the school bus equipment may require modification. When the student exhibits severe behavioral difficulties and a behavior plan involving transportation must be implemented. When behavior is an issue and an assistant is required on the bus, there must be a behavior support plan and behavior goals to address the need. When the student is medically fragile, requires special assistance, or has other unique needs. When climate control has been requested by a physician to address an identified medical need. When a physician has imposed a limitation of time on the bus to address an identified medical need. When use of the student’s primary language is required for effective communication of evacuation procedures and other safety issues and students with special communication needs. Other circumstances, as appropriate. Section C – Specialized Equipment Use/Operation In some cases, a student with a disability may require specific equipment or adaptive devices to transport the student to and from the special education program. There is a wide variety of
Chapter 5 – Supports and Services, Desert/Mountain SELPA As of 10/18/19 D/M SELPA Steering Committee Approval
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