III.C. Ask the question and continue to probe until all possible members are listed. The key point here is that the appropriate transportation team members depends on the individual student and his or her needs.
III.D. From your discussion, make 2 lists of information:
- Things to communicate
- Medical/emotional concerns
- What kind of day the student had
- Student’s attitude
- Equipment concerns
- Discipline issues
- Things that should NOT be communicated
- Personal opinions
- Care issues (e.g., whether student should be taking medications or not)
- School/parent issues (the school bus driver is not a go-between)
III.F. Distribute Handout #3, Team Communications. Review it with the participants.
III.G.1. See the discussion in the Introduction section on the limits of the school bus driver’s responsibility: know the nature of the disability, know how the disability impacts transportation, and know what equipment the student uses.
III.J.2. Here are some examples of emergency or unusual situations if you need them to start the discussion. Once the list is complete, have the group decide if a situation is unusual or an emergency. Place a “U” next to unusual situations and an “E” next to emergency situations.
- No wheelchair when a student needs one
- A regular child stroller instead of a wheelchair
- A wheelchair or safety seat inappropriate for the size of child
- A really large oxygen tank
- A wagon carrying the oxygen tank
- A new child who doesn’t know how to ride the bus
- Being asked to give student medications against policy
- Being asked to deliver equipment but not the student
- Being asked to do an unauthorized drop-off
- Having to clean out a tracheotomy
- Student wanting to eat breakfast on the bus because he/she didn’t get up in time
III.K.1. Lead a discussion toward the need for an emergency plan in each identified situation. Take one or two of the situations and develop a plan of action for each. At another time, the group can develop plans of action for each of the identified situations, if they haven’t been done already.
III.K.2. Reinforce the need for a plan in each identified unusual situation as well. Take one or two of the situations and develop a plan of action for each. At another time, the group can develop plans of action for each of the identified situations, if they haven’t been done already.