Frequently Asked Questions

ALTERNATE ASSESSMENT

To Top of Page

Q: How do I know if my child participates in New York State Alternate Assessment (NYSAA)?
A: Your child participates in the NYSAA this school year if page 9 of your child's Individualized Education Program (IEP) indicates that "The student will participate in Alternative Assessment" and your child is born during the time designated by the State Education Department.

Q: Who makes the decision regarding who participates in the NYSAA?
A: The Committee on Special Education (CSE), including the student, when appropriate, and the student's parents/family/guardians, makes this decision. The CSE has specific criteria or rules to use in making this decision. These criteria are listed in the Board of Education's Division of Assessment and Accountability Memorandum # 3, 2001-2002. This memorandum is available in your child's school.

Go to Alternate Assessment for more information.

ARTS EDUCATION

To Top of Page

Q: In District 75, who teaches my child the arts?
A: District 75 combines the resources of Special Education Teachers; Arts Teachers who are specialists in Visual Art, Music, Dance, or Drama; Paraprofessionals; Visiting Artists who lead artists in residencies; as well as occupational and physical therapists who collaborate with arts specialists. District 75 provides ongoing professional development for arts specialists, classroom teachers, paraprofessionals and administrators on effective practices in arts educations, particularly for students with disabilities. Project ARTS and Arts Restoration throughout the Schools provides resources to bring in arts specialists with high levels of artistic excellence and experience to work with students in all of our schools.

Q: How do I know what my child is doing in the arts?
A: The best way to find out about your child's work is to ensure that they keep a portfolio of their work. The Office of Arts Education and The Office of Technology Solutions share resources to ensure that more and more teachers know how to use digital imaging to record your child's work and work-in-progress.

Go to Arts Education for more information.

ASSISTIVE TECHNOLOGY

To Top of Page

Q: What is Assistive Technology?
A: Assistive Technology refers to hardware or software solutions that allow individuals with disabilities to access personal computers, power wheelchairs, environmental control systems or devices for vision or hearing enhancement. Input peripherals and interfaces for users with cognitive or physical disabilities include alternative keyboards, mouse emulators, and single switch access. Solutions for users with limited vision include screen magnification, Braille or voice output. Users with limited keyboarding skills may utilize software for word-prediction, abbreviation expansion or voice recognition. Other solutions include interfaces for environmental control, Morse-code operation or special instructional software for students with learning disabilities.

Q: What is Augmentative Communication?
A: Augmentative Communication refers to non-speech modes of communication that augment spoken language. Electronic devices that digitize or synthesize speech, or non-electronic communication aids such as manual communication boards are used for persons who have limited or unintelligible spoken language. Objects, photographs, graphics, pictographic or abstract symbols, or printed words are used to represent language concepts.

Q: Who can request an assistive technology evaluation?
A: All students are entitled to an assistive technology evaluation, regardless of where they receive their educational services. The request must be made to the CSE by a parent, teacher or any staff member. Students in District 75 are evaluated by the Technology Solutions evaluation team of District 75, and students in the 10 Regions are evaluated through the Office of Related and Contractual Services (ORCS) assistive technology evaluation centers.

Go to Assistive Technology Evaluation and Assessment for more information.

ENGLISH LANGUAGE LEARNERS

To Top of Page

Q: What is a Transitional Bilingual Education Program?
A: In a Transitional Bilingual Program (TBE) English Language Learners (ELLs) receive:

• English language acquisition.
• Grade level academic work in the student's native language and English.
• Instruction will be delivered in two languages: The language spoken at home and English.

Q: What is English as a Second Language (ESL) Program?
A: In English as a Second Language (ESL) Program English Language Learners (ELLs) receive:

• All instruction is in English
  
• English as a Second Language instruction
• Academic subjects are taught in English using English as a Second Language instructional strategies

Q: What is a Dual Language Program?
A: In a Dual Language (DL) Program English Language Learners (ELLs) receive:

• Proficiency in English and in the target language of the program for both ELL and monolingual English speaking children, e.g., Spanish, Chinese, Haitian
• Ability to speak, read, write and understand two languages
• Academic work at or above grade level

The goal of all of the above mentioned programs, i.e. Transitional Bilingual Program (TBE), English as a Second Language (ESL) and Dual Language (DL) Programs is for English Language Learners (ELLs) to become proficient in English.

Q: What programs are currently available in District 75?
A: District 75 offers Transitional Bilingual Education for students in grades K-12 in all boroughs. In addition, District 75 implements ESL programs in all schools. The students in our district receive an extension of services from NYS due to their disabilities. This means they have more than 3 years to participate in the program that is mandated for them.

Q: How can my child receive bilingual/ESL services to which he/she may be entitled to?
A: The Regional Office and the school have the responsibility of identifying and placing your child in the appropriate program, Bilingual or ESL, according to his/her IEP mandates.

Q: How do I get orientation and information about my child's performance in a bilingual or ESL program?
A: Contact your child’ school to obtain this information.
CR Part 154/Title III regulations state that:

• School related information must be distributed to parents in the language they understand
  
• Parents of English Language Learners are notified of their child's placement in a bilingual or ESL program
  
• Parents receive orientation on the state standards and assessments, school expectations, and program requirements
  
• School teachers and administrators must make every effort to meet with parents at least twice a year.

Q: How can parents of English Language Learners participate in their child's education?
A: Answer:

• Ensure that your child comes to school every day, ready to learn
• Ensure that your child completes his/her homework
• Ensure that your child is engaged in reading and math activities every day
• Participate in school activities such as classroom trips, assemblies, PTA meetings
• Attend all parent-teacher conferences
• Attend all parent workshops that are especially designed to assist you in helping your child
• Make sure that your child has a library card and visits the library frequently
• Serve as a parent volunteer in your child's school
• Create a supportive home environment for learning and studying.
• Read with your child everyday

Q: Where can parents/guardians of English Language Learners get additional information?
A: At your child's school, speak with your child's teacher or school’s Parent Coordinator.

Go to English Language Learners for more information.

INCLUSION

To Top of Page

Q: What is an inclusive program/inclusion?
A: An inclusive program is when a student with special education needs receives services in a general education classroom along with general education students.

Q: How does my child get to participate in an inclusive program?
A: There are a number of avenues you can take to begin the discussion of having your child attend an inclusive program. Call the District 75 Office of Inclusive Education at (212) 802-1545; speak with the principal of the District 75 school your child attends; discuss the issue with your CSE review team and/or make your request for inclusive educational services known to your Regional Committee on Special Education.

Q: If my child is placed in an inclusive classroom, does he/she still receive related services?
A: If your child attends an inclusive classroom, he or she is entitled to maintain all mandated services as per the Individualized Education Program (IEP).

Q: Does my child have to be on grade level to be included?
A: No, your child does not need to be on grade level to be successfully included in a general education classroom with supports. Your child needs to be able to fulfill his IEP goals in the general education classroom and those goals must align with the general education curriculum. However, curriculum can be adapted and modified to suit your child's learning needs.

Q: What are the roles and responsibilities of the professionals in the inclusive classroom?
A: There is a shift of roles for educational team members in the inclusive classroom. The team approach required for effective inclusive instructional teams requires collaborative skills, information sharing and role release. The general education teacher needs to be informed about individualized learning strategies, IEP goals and effective instructional and behavioral supports for students with IEPs. The special education teacher needs to provide individual adaptations to support the student with disabilities in accessing the general education curriculum and s/he needs to assess and monitor the student's progress and IEP goals within the general education classroom. The special educator often serves as team coordinator, schedule keeper and liaison. The paraprofessional's role is to support the student with the IEP in achieving his or her goals and to facilitate relationships between general and special education students. The role of all these professionals is to support both general and special education students and maximize their learning potential in the general education classroom.

Go to Inclusion for more information.

NEW CONTINUUM

To Top of Page

Q: How may the New Continuum for Special Education affect my child?
A: The New Continuum for Special Education has made changes throughout the city:

• If applicable, send more children to their home school districts with Related Services.
• If applicable, place more special education children into the mainstream (inclusion) and get support services directly in the classroom.
• Combine a regular education and special education teacher for team teaching in the same room.
• Eliminate labeling for special education children. Instead use a number system including the ratios 12:1:1.
• Focus on least restrictive environment for special education.

Go to School Programs and Support Service for more information.

PROMOTION POLICY

To Top of Page

Q: Does Promotion Policy apply to students with disabilities?
A: All students with disabilities receiving special education services are subject to the promotion policy, with the exception of students whose IEP indicates that they will participate in Alternative Assessment. The procedures which are outlined in Chancellor's Regulation A-501 concerning decisions regarding promotion, timelines for parent notification, provision of interventions, goal-setting, students identified as at-risk of not being promoted and parental appeals, apply to ALL students in grades 3 through 12 who participate in state and local assessments.

Q: Who determines promotion criteria for students in special education?
A: Promotion criteria for students in special education who participate in state and local assessments in grades 3-12 is individually determined at an IEP meeting and is stated on a student's IEP on page 9. Decisions regarding promotion are made with appropriate staff (teachers, related service providers) input and parent consultation.

Q: When should modification of promotion criteria be considered for a student with disabilities?
A: In developing promotion criteria, the IEP should NOT assume that all students in special education need modified criteria. Modification of criteria should be considered when a student is functioning significantly below grade level. These students are expected to achieve benchmarks approaching grade level performance. The amount of course work a student is expected to complete in a year's time is related to the student's present performance and their demonstrated learning rate.

Go to Assessment for more information.

REFORMS

To Top of Page

Q: How will the Children First reforms reorganize Special Education personnel?
A: The Children First reforms will reorganize Special Education personnel in ways designed to redirect resources to the schools - where education takes place.

Go to Special Education Reforms for complete information.

RELATED SERVICE AUTHORIZATION (info given to parents / you=parents)

To Top of Page

Q: What is a Related Service Authorization (RSA)?
A: When The New York City Department of Education does not currently have staff available to provide a service that has been recommended for your child, you will receive a Related Service Authorization for this service. The RSA allows you to obtain this service from an independent non-Board of Education provider of your choice at no cost to you.

Q: Who is entitled to receive this document?
A: Any parent whose child is mandated for a related service and there is no NYC Department of Education provider or contracted agency provider who can provide the service.

Q: How can I locate an independent non-Board of Education provider?
A: There are Registries of Independent Providers of Related Services. You may use any provider on these registries or you may locate your own provider. Please remember the following, when choosing a provider they must possess the following credentials:

• They must be licensed or certified by New York State Education Department to provide the Related Service recommended.
• They must meet established bilingual proficiency requirements, where applicable.
• Counseling Services must be provided by a New York State licensed psychologist; or certified social worker.
• Occupational Therapy must be provided by a New York State licensed Occupational Therapist.
• Physical Therapy must be provided by a New York State licensed Physical Therapist.
• Speech Therapy Services must be provided by a New York State licensed Speech/Language Pathologist, who is also a Certified Teacher of the Speech and Hearing Handicapped or who agrees to submit an Application for Employment of Uncertified Teacher to the State Education Department with the cost of such an application to be incurred by the individual. Bilingual Speech Therapy Services can only be provided by an individual meeting the aforementioned requirements and who possesses a New York State Bilingual Extension Certificate.
• Vision Education Services must only be provided by a New York State licensed or certified Teacher of the Blind and Partially Sighted or certified Orientation/Mobility Specialist. Bilingual Vision Education Services can only be provided by an individual meeting the aforementioned requirements and who possesses a New York State Bilingual Extension Certificate.
• Hearing Education Services must only be provided by a New York State licensed or certified Teacher of the Deaf and Hard of Hearing; or an appropriately trained, licensed or certified Sign Language Interpreter. Bilingual Hearing Education Services can only be provided by an individual meeting the aforementioned requirements and who possesses a New York State Bilingual Extension Certificate.
• Health Services by a Registered Nurse must only be provided by a New York State licensed or certified Registered Nurse; or appropriately trained, licensed or certified Health Aide.

In addition, when choosing a provider they must agree to the following:

1. Charge the New York City Department of Education no more than the maximum rate listed below. This rate is for direct service only and is the rate regardless of the size of the group being served.
2. Provide the service at the frequency, duration and in the language specified by the Board of Education as per the most current IEP. Providers must obtain a copy of the student's IEP from the parent or the CSE.
3. Be available to attend the IEP conference and/or complete the appropriate pages of the IEP upon request, at no additional cost.
4. Provide services in accordance with the New York City Department of Education school calendar.
5. Provide make-up sessions only during the same week. Make-up sessions, may not, however, be conducted on the same day as a regular session.
6. Confirm that they are not to be a current or former employee (for one year) of the Board of Education or any other New York City agency.
7. Confirm that they are not the evaluator who completed the assessment unless permission has been granted by Office of Related and Contractual Services.
8. Receive security clearance, as a result of fingerprinting, with the cost to be incurred by the provider.
9. Request no more than the maximum rate allowed as payment in full for these services.
10. Make no requests to the parent/guardian for payments for services rendered.
11. Maintain daily attendance records on the official Board of Education attendance card and participate in the collection of data or information requested by New York State or city agencies at no additional cost to the Board of Education in order for the Board of Education to receive Medicaid reimbursement.

Q: What are the maximum rates allowed by the New York City Department of Education for independent non-Board of Education providers?

The rate charged by independent providers must be no higher than the lowest rate normally charged by them, and should be prorated, as necessary.

Q: What am I required to do once I have selected a provider?
A: You and the selected independent provider must complete the RSA-2 Form, then both of you must sign the form and attach a copy of the provider's license or certificate. You should keep a copy of the independent provider's license or certificate. Please be advised that only the independent provider listed on the RSA-2 Form may provide service to your child. If your child is being seen at the provider's place of business you must ensure that only the independent provider you have authorized is serving your child. The completed RSA-2 Form must be submitted to:

Maria Leo, Administrator District 75
Office of Related and Contractual Services
400 1st Avenue, Room 662-A
New York, NY 10010

Q: After I have submitted the RSA-2 Form, when can the provider begin?
A: Once received, all information will be reviewed. If the form is complete, within one week of your submitting the RSA-2 Form, your provider will receive written authorization for this service. Should we fail to notify you of this approval, the provider is authorized to initiate service and is assured of payment by the Board of Education if the individual has the appropriate licensure and/or certification and no conflict of interest is found to exist. The provider must also return the RSA-2 form which will indicate the exact date of initiation or termination of service. Only the independent provider listed on the RSA-2 Form is authorized to provide services. If there is a change in independent provider, a new RSA-2 Form must be submitted. The independent provider you have selected must present himself/herself for fingerprinting, with the cost to be incurred by the provider, to the Office of Related and Contractual Services, 52 Chambers Street, Room 218, New York, NY. Independent providers will not be authorized to initiate services until such time as security clearance is received.

Q: Where can the Related Service be provided?
A: At your child's school, at your home or at the provider's place of business.

Q: Can I be reimbursed for my transportation costs if I take my child to the provider's place of business?
A: Yes, as follows:

1. Public Transportation: $2.00 per fare on bus and/or subway.
2. Private Car: Prevailing allowable mileage rate set by the IRS currently at $.28 per mile.
3. Metered Taxicab: Metered taxi cab rate and reasonable tip.*
4. Private Car Service: Parents and/or private car services will be reimbursed for car service taken to and from the student's mandated Related Services only using the private car service rate and reasonable tip.* (Please see guidelines for private car service.) This includes modes of transportation required for physically disabled students. If that type of vehicle has an established Medicaid rate, their charge shall not exceed that rate.*
   *Maximum of $50 per round trip.

All requests for transportation reimbursement must be made on a RSA-3 or RSA-3A Form Transportation Reimbursement Voucher. The independent provider must provide you with a copy of the approved RSA-2 form and bill for services or a statement indicating the dates of service, which must be attached to the RSA-3 or RSA-3a Form along with the required receipts from the transportation provider. In all cases, no payment will be processed without the approved original authorizing signatures on all the required forms. You must sign the RSA-3 or RSA-3a Forms indicating the actual dates your child was transported. Under no circumstances should you sign blank RSA-3 or RSA-3a Forms or sign for transportation services not as yet provided.

Q: How will the provider be paid?
A: When the provider receives written authorization to provide this service, they will also receive information on how and to whom to submit their invoices. All invoices must be submitted on the designated form. The original must be sent to the Bureau of Contract Aid. No out-of-pocket expenses are to be paid by you. The provider may not charge more than the maximum rate allowed as payment in full for these services. The provider will make no requests to the parent/guardian for payments for services provided if the service is provided at your home or the provider's office you must sign the provider's invoice indicating the actual dates your child received the services. You must not sign blank invoices or sign for sessions not as yet provided.

Q: Is the provider required to write IEPs or Student Progress Reports?
A: The provider will be required to maintain daily attendance records on the form designated by the New York City Department of Education for this purpose, weekly progress notes for the service provided, and to complete a Related Service Student Progress Report when requested by school staff or the Committee on Special Education. In addition, upon request for an Annual Review and/or if there is a Requested Review, the provider must be available to attend the IEP conference and to complete the appropriate pages of the IEP at no additional cost. Progress reports must be submitted annually.

Q: What if the Related Service becomes available by New York City Department of Education staff?
A: Should this service become available by New York City Department of Education staff before your child begins receiving it from an independent provider, the Board of Education will provide the service. If, however, your child begins receiving this service from an independent provider, you will have the option of continuing this service with the independent provider through the end of the school year.

Q: Who can I call for assistance?
A: If assistance is needed to understand these forms or to locate an independent provider, please telephone our district at (917) 256-4249.

Q :What if I don't want my child to be pulled out of class for related services?
A: Related services can be provided in the classroom if the provider and classroom teacher feel that it will not impact negatively on the progress of the student.

Q: What if I feel my child needs an increase or decrease in a particular related service?
A: This should be discussed with the school staff working with your child.

Go to Related and Contractual Services for more information.

SCHOOL EMERGENCIES

To Top of Page

Q: What will schools do in the event of a school emergency?
A: See the School Emergency Preparedness Checklist

STANDARDIZED TESTING

To Top of Page

Q: Does my child, who is in a special education class take the standardized tests that students in general education classes take?
A: Your child's IEP tells you how he/she will be assessed. Page 9 of the IEP indicates participation in standardized assessment with or without accommodations, or participation in alternative assessment.

Q: My child is in an 8th grade special education class and reads at the 3rd grade level. Can he/she take the 3rd grade tests?
A: No, students must be tested with the test at the grade level in which they are receiving instruction. A student in the 8th grade must take the 8th grade tests. This is referred to as "no off-grade testing".

Go to Assessment for more information.

TRANSITION

To Top of Page

Q: What is transition?
A: Transition refers to the coordinated set of activities that assists secondary youth with disabilities in moving smoothly from school to post-school living, learning and earning roles in the community. This process may include instruction, related services, community experiences, the development of employment and other post-school adult living objectives and, when appropriate, acquisition of daily living skills and functional vocational evaluation.

Q: Are all students required to have a transition plan?
A: Transition planning must be done for every student at an appropriate age. Transition components are written into the student's Individualized Educational Program (IEP).

Q: When should transition planning begin?
A: Transition planning can begin at any age. Transition services must begin no later than age 14.

Q: Who should participate in transition planning?
A: Students, families and schools are key participants in the planning process. Representatives from community agencies, post-secondary education programs and any other individuals, with specific expertise and knowledge, the student would like to include can be positive additions to the planning process.

Go to Transition for more information.

TRANSPORTATION

To Top of Page

Q. Are drivers required to do an early run before the first day of school?
A. Drivers are contractually required to do a dry run. All of the companies are required to certify before school opening that this has occurred.

Q. Are the drivers/matrons trained to handle special needs children?
A. The training requirements for the escorts are:

1. Each special education escort must be thoroughly reliable, fully competent, and at least 21 years of age.
2. Prior to employment, each special education escort must undergo and complete a minimum of 20 hours of basic training concerning the transportation, supervision, and care of special education children.
3. When required, a full, complete, and approved official certificate from the American Red Cross attesting to the successful completion of specialized training.
4. Each escort must meet the requirements for a successful completion of refresher courses as required.
5. Each bus driver must comply fully with the Regulations of the New York State Commissioner of Education stated at 8(A) N.Y.C.R.R. 156.3(d) (2) pertaining to training and instruction.
6. Each driver will receive two hours of instruction in school bus safety practices prior to the start of service
7. Each driver transporting handicapped children must receive an additional hour of instruction concerning the special needs of a handicapped child prior to the start of service
8. Each driver must receive two hours of refresher instruction in school bus safety twice a year.

In addition, during the first year of employment, each driver must complete a 30-hour course on school bus safety. Additional training at schools can be arranged with principal and OPT.

Q. Are the drivers allowed to drop the students off at the corner if the bus is unable to get through due to traffic? Are there any consequences if this is done?
A. Generally speaking, the service is door to door. There may be some occasions where a driver will be unable to provide door to door service such as an emergency or when weather conditions prohibit the travel through a street, but those instances would be exceptions and not the rule. In some instances there are physical restrictions such as traffic that do not allow the bus to pull up to the door. In those cases, the escort is required to walk the student to and from the door. Each instance reported to OPT will be investigated. If a driver or escort is found to have violated this or any other OPT regulation, the driver and/or the escort may be subject to disciplinary action that may include warnings, suspensions or de-certification.

Q. Are escorts required on every special education bus?
A. Escorts are required on all yellow school buses transporting students door to door. Special Education students who have an IEP that indicates they can ride on a bus with their general education peers may be routed on general education buses. These buses provide service from stops near the students' home and they are not staff with escorts.

Q. Are seat belts required on all buses?
A. Seat belts are required on all buses providing special education (door to door) transportation.

Q. Are two-way radios required?
A. Two-way radios are required on all buses providing service under OPT/DOE contracts.

Q. What happens if the bus comes late daily?
A. All complaints regarding service should be called in to the OPT customer service center at 718-392-8855.

Q. Big kids need big belts or two seats?
A. Once again, these concerns can be addressed by calling the OPT customer service unit. Other individual needs require IEP designations and/or medical certification.

Q: Is there a general information number parents and coordinators can call to get information on bussing?
A: The pupil transportation general information hotline is (718) 392-8855.

Q: Where should parents report minor problems or complaints regarding pupil transportation?
A: Parents should report minor problems with transportation to their child's school. They can talk to parent coordinators or administrators. Parents can also call District 75 Parent Team @ 212 802-1685 or call OPT Customer Service at the hotline number listed above.

Q: Where should parents/parent coordinators report major problems regarding pupil transportation?
A: Major problems should be reported to the hotline, in order to create a record and initiate an investigation.

Q: Where can parents/staff get bus company information and look up student route information?
A: Parents and staff can access the following web site in order to obtain bus company information and student route information: http://www.opt-osfns.org/opt/

Q: What is the maximum time allowed for a student on a school bus to travel to and from school?
A: There is no restriction, other than what is on a student's IEP, to the amount of time a student may spend on the bus. However, the Office of Pupil Transportation attempts to provide all students who attend a school in the same borough in which they live with a ride shorter than 90 minutes each way. For the majority of students, especially those who live closest to the schools they attend, the amount of time will be less.

Q: My child is on a large bus and I want him/her on a mini bus. How do I make that request and do I need documentation?
A: This request can be made at the IEP meeting. A note from the doctor is needed for IEP Review.

Q: What happens if there is an emergency on the bus? How will I find out about my child?
A: The school will contact the parent. All parents should ensure that the Emergency Blue Card on file is up to date with their contact information.

Q: My family is moving. How do I file for a change of pick-up and drop off for my child?
A: Parents should inform the school. The school will inform the Placement Office and they will change the school bus.

Q: My child is picked up in the morning at home, but in the afternoon, needs to be dropped of somewhere else (after-school center, baby-sitter). How do I arrange that with the bus company?
A: Parents can obtain and complete a Supplementary Drop-off form from the School Bus Coordinator. This alternate drop off form may be downloaded at: http://www.opt-osfns.org/opt/forms/default.asp

Q: How often are Safety Inspections conducted on the buses?
A: The Office of Pupil Transportation (OPT) performs three types of safety inspections; garage inspections, site inspections and field trip inspections. These inspections consist of a review of a number of important contractual safety requirements of the vehicle as well as a review of the condition of the vehicle. They also serve to ensure that drivers and escorts certified as qualified by OPT are transporting the students to school.

TRAVEL TRAINING

To Top of Page

Q: What is Travel Training?
A: Travel training is short-term, comprehensive, intensive instruction designed to teach students with disabilities other than blindness or visual impairments how to travel safely and independently on public transportation. Specially trained personnel provide the instruction on a one-to-one basis. The student is taught to travel the safest and most direct route from home to school/work site and back.

Q: What are the benefits of Travel Training?
A: Among the benefits of Travel Training are a greater degree of independence for the student; increased self-esteem; less dependence on the family and agency supports; greater freedom for the family; increased opportunities for employment; greater access to the community; and more options for adult living.

Q: What is included in Travel Training instruction?
A: There are a number of skills and behaviors that are incorporated into Travel Training instructional program, including pedestrian skills, decision-making skills, and the skills and behaviors necessary for recognizing and avoiding danger, handling travel contingencies, requesting assistance appropriately, communicating with community workers ad maintaining appropriate social behavior in public places. Students are required to demonstrate safe and independent use of these skills and behaviors to receive a recommendation for independent travel.

Q: Who is eligible for Travel Training?
A: Travel training was included in the IDEA Amendments of 1997 as an amendment to the definition of special education. Travel Training teachers provide technical assistance and consultation to schools in strategies and methods for including transportation and travel-related skills into the school curriculum. When students require more specific instruction to achieve independent travel during their secondary school years, they can be referred to the Travel Training Program for assessment. Based on the assessment results, parents are contacted for consent for their children to participate in the program or recommendations regarding necessary prerequisite skills are made to the referring school and parents.

Q: How are students referred for assessment for Travel Training?
A: Students between the ages of 14 and 21 can be referred to Travel Training by parents, school personnel, or through self-referrals. A complete referral includes a Pupil Profile and a Referral Form. After receiving these forms, a Travel Training teacher assesses the student in the school or work-site environment. Information is also obtained from the parents, teachers and related service providers.

Q: How is Travel Training instruction provided?
A: After parental consent is obtained, an instructional plan is designed for the student. A route that best fits the student and family needs is selected and analyzed. The Travel Training teacher assigns a travel trainer (specially trained paraprofessional) to the student. The instruction begins at the student's home at the approximate time the student would leave to travel to school. In the morning, the instruction is daily, and includes both traveling from home to school/work site and back to home in the afternoon. Throughout this instructional period the student is provided with the opportunity to learn the skills necessary for safe and independent travel, including what to do with rerouted buses and trains, environmental barriers and obstacles, handling the problem of getting lost, and a variety of travel contingencies. There is daily documentation of student progress and ability to handle these situations is made daily and reports are communicated to the family and school on a regular basis.

Q: How long does Travel Training take?
A: The time varies according to the student. Typically, the one-to-one intensive instruction is completed within a three week time period.

Q: How is a student's ability to travel assessed after the instruction ends?
A: A unique feature of the Travel Training Program is the post-assessment of the student's travel skills using a "following" procedure. This is done by having a travel trainer who is known to the student follow close enough to ensure the student's safety while assessing the performance of travel skills when the student believes he/she is alone. Only after the student has demonstrated safe travel behavior and skills during the "followings" is a recommendation regarding the student's ability to travel safely and independently given to the family and the school. If the student demonstrates inconsistent or unsafe performance, the family and school are informed that the program does not recommend independent use of public transit at this time.

Go to Travel Training for more information.

To Top of Page