Special Transportation

Who should I contact concerning a bus stop?

All bus stop concerns should be directed to the Transportation Bus Garage at 360-575-7866.

Office hours are: 5:30 a.m. - 4:30 p.m.

Who do I contact if my student has extenuating health circumstances and requires special service transportation?

Contact your students IEP case manager or counselor at their school to assist in determining if your student meets the necessary criteria for special service transportation.

Not all special needs students require or receive special transportation. To receive this service, a 504 plan, an Individual Education Plan (IEP), or students who fall under the McKinney-Vento Act/Foster Care must document a need for special transportation. Special Transportation is a related service designed to meet the transportation needs of students with exceptional needs, as outlined in their Individual Education Program (IEP) or 504 plan. The IEP/504 is a personalized plan developed for a student with disabilities which specifies the necessary accommodations and support services to help them succeed in school. It is for students who require specialized accommodations, schedule modifications, and/or equipment for safe travel to and from school for special education programming. Special transportation as a related service is subject to least restrictive environment (LRE) provisions.

The eligibility for Special Education Transportation is determined by the IEP team. The team assesses the student's unique needs and considers factors such as the severity of disabilities, medical requirements, and the type of educational program. Although special education transportation must be considered for each student with an IEP, it is not an automatic entitlement for all students receiving special education programs and services. While it is understood that transportation may be difficult for a parent/guardian, it is important to note that special transportation cannot be considered for a parent/guardian convenience, it is based on the specific disability needs of the student. Most students with disabilities are able to be transported to and from school and extracurricular activities with students without disabilities.

Special Transportation Considerations

Examples of students who may be eligible
Determining the Need for Special Transportation

Examples of students who may be eligible

Examples of students who may be eligible for Special Education Transportation include:

Students with Profound Disabilities: This category may include students with severe cognitive, physical, or multiple disabilities that significantly impact their ability to participate in regular school activities.
Pupils with Orthopedic Disabilities Using Wheelchairs or Requiring Lifts: Students with mobility challenges, such as those who use wheelchairs or require assistance with lifts, may be eligible for special transportation services to ensure safe and comfortable transportation to and from school.
Students Enrolled in a Special Day Program at a Different School: Some students may be placed in Special Day Programs that cater to their specific needs, even if it is not located at their resident school. In such cases, transportation arrangements may be made to facilitate their attendance at the specialized program.

The goal of Special Education Transportation is to ensure that students with exceptional needs have access to educational opportunities while addressing their unique transportation requirements. This specialized service aims to support their inclusion in the educational system and enhance their overall learning experience.

If you have questions about your child's transportation needs please contact your child's case manager.

The need for special transportation should be reviewed at each yearly IEP meeting, or more frequently if needed.

Determining the Need for Special Transportation

The following are some considerations the IEP team may use to determine whether a student needs transportation as a related service:

● Can the student walk or safely access general education transportation to get to and from school? If the answer is yes, the student does not need special education transportation.

● The nature and extent of the student’s disability: consider the unique disability-related issues which affect the student.

● Any special procedures required by the student, and the effect of the needed procedures to access the regular bus and route.

● The need for specialized equipment: Some students with IEPs may require specific equipment to help them get to their destination safely. For example, a wheelchair lift, booster seat, and/or safety harness.

● The child with disabilities has severe behavioral problems impacting safe transportation, and transportation is an integral part of the school-based behavioral management program.

● The child with a disability is medically fragile and requires special handling and supervision, including specific direction from medical personnel.

● Is the student's special education program directed by the IEP team to be located outside the student's regular attendance area?

● The child with a disability has a technology-dependent condition.

● The child with a disability rides to school with a nurse.

When IEP teams are considering the need for special education transportation, the team must consider supplementary aids and services to ensure the student’s needs are met in the Least Restrictive Environment (LRE). It is essential to recognize that all children with disabilities eligible for transportation services do not require the same level of specialized intervention. While it is understood that transportation may be difficult for a parent/guardian, it is important to note that special transportation cannot be considered for a parent/guardian convenience, it is based on the disability needs of the student. To determine special education transportation needs, the IEP Team must consider the unique circumstances of the individual student. Transporting a student with special education transportation removes them from the opportunity to participate with their nondisabled peers and should be used only when necessary to meet the student’s needs.

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