Whether the student walks or uses a wheelchair, the accommodation considerations are basically the same and will depend on the specific mobility needs of the student.

Transportation to and from school/school events:

• If provided by school bus
  • Can the student enter and exit the bus independently. If not, what kind of assistance or equipment can be used (step stool, ramp, lift etc.).
  • Does the bus drop the student off near the school entrance? Is this a distance the student can walk/push a wheelchair independently? If not, what is needed to assist the student into the school building from the bus stop
  • Does the bus pick the student up near the home? Is the distance to the bus stop close enough for the student to walk or push a wheelchair? If not, the bus stop may need to be changed to pick up nearer to the home.
  • What are the school bus requirements for transporting a wheelchair and passenger? What adaptations can be made if the requirements, such as the addition of a head rest on the student’s wheelchair, interfere with the student’s range of motion and seating and pushing independence
  • What are plans for inclement weather, if the student cannot walk or cannot push a wheelchair in snow or ice? Will the student need a personal assistant to get to and from the bus stop?
  • What are plans for special field trips? If transportation that is different from a school bus is used, this transportation also needs to be accessible to the student.
  • If the school offers after school activities and “late bus” service, is the “late bus” accessible to the student?
  • Bus drivers and aides, responsible for care of students on the bus should be trained in any procedures related to the student’s needs, including the amount of assistance the student needs for walking/pushing a wheelchair, and for the handling of the student’s mobility equipment (walker/crutches/wheelchair).
  • If the student is primarily walking, will the student use additional mobility equipment, such as a wheelchair for longer distances or during recovery periods after surgery? Will the student who primarily uses a wheelchair be using other mobility equipment (crutches/walker/braces) If yes, the bus should also accommodate the alternative equipment, for entrance and exit to and from the bus (a lift or ramp)
    • Is the student to remain in the wheelchair during the bus ride or transfer to a bus seat? Procedures and safety needs for either option should be in place, including “tie down” equipment to lock the wheelchair in place during transport
    • The amount of assistance the student needs should be clarified and bus driver and aide trained in the handling of the equipment.

• If provided by parent/.carpool drop off:
  • Is the drop off and pick up point in a distance and location that is appropriate for the student to walk, or to use a wheelchair, in order to enter and exit the school?
  • Does the student need to cross any dangerous areas or barriers to enter the school from this drop off/pick up point? If yes, an alternate pick up/drop off point may need to be identified and reserved, or the barriers and danger may need to be eliminated. A possible therapy goal may include increasing student independence for navigating the environment.

 

School building and classroom access

• Front doors and other access doors
  • Is the student able to open and close the school doors for multiple entrances to the school? Are ramps needed at any of the entrances or electronic door devices? A possible therapy goal may include increasing student independence for opening doors.
• Classroom
  • Classroom desk
    • Does the classroom desk accommodate the wheelchair or allow the child who primarily walks to store any walking equipment nearby and to sit comfortably?
    • Will the student transfer to other surfaces in the classroom such as the floor or another desk chair. Can the student perform these transfers independently? If not, a therapy goal may address this need. A classroom aide may be needed temporarily.
  • Classroom spaces
    • Bookshelves and materials/supply areas
      • Can the student reach and carry materials that other students are expected to access? If not, can the materials be made accessible, or can a school buddy volunteer be assigned, or can a classroom aide be assigned? A possible therapy goal main aim at increasing student’s ability in this area.
    • Reading corners
      • Can the student navigate to areas of the classroom such as the reading corner or instructional groupings (learning stations)? If not, can these areas be made accessible?
    • Science lab tables and other classrooms spaces
      • Can the student access other instructional areas, including other classroom spaces such as the science lab, the art room, the computer room, and classrooms used when student groupings change classes for specific subjects? What accommodations are needed in these areas to maximize access?
• Other areas of the school
  • Cafeteria, library, principal’s office, counselors office, ‘trailer’ classrooms
    • Can the student access areas of the school that are anticipated for the school day? What accommodations need to be made to provide access to these spaces?
  • Gymnasium and physical education classes
    • What accommodations are needed to allow for maximum? participation and inclusion in the physical education curriculum
    • What training might be necessary for physical education teachers?
    • What are reasonable expectations for the child in physical education skills and how will grading in the course be determined?
  • Bathrooms
    • Is there an accessible bathroom appropriate for the child’s needs in a location that is near enough to the spaces that the child will be expected to be during the school day? If not, what accommodations need to be added?
  • Playground
    • Are there multiple options for the child to participate in outside play with other children? What accommodations need to be added for access to the playground?
  • Multiple floors/stairs and elevators
    • How will the child access multiple levels of the school building? Can class schedules/classroom locations accommodate this question? What is the procedure for the child to use the elevator?

Emergency evacuation plans

• When the child may be on a different level than the exit doors for evacuations, and cannot use the elevator due to fire safety or other emergency preventing elevator use, what is the evacuation plan for the student if the student is unable to quickly and independently navigate stairs?

Guidelines for mobility and use of alternative mobility

• Guidelines for walking distances/time and use of alternative mobility equipment
• Guidelines to reduce missed class time due to mobility related needs, such as extending time between classes to go from one area of the school to another,.
• Selection of activities/location of field trip should be accessible for the student
• Accommodations for specific educational activities and extracurricular programming
  • If participating in the school band, what mobility access needs to be addressed? Consider access to the school stage, use of a wheelchair for marching band, etc.
  • If participating in school sports, consider mobility access needs to be addressed. Consider access to the playing field, track, and gymnasium. Consider the need to provide or transport from home specialized equipment for sports. Consider policies regarding team selection and competition and address barriers to access.
• Mobility training and therapy services
  • Time and type of service provided and justification for need
  • Guidelines for scheduling of therapy time so as not to conflict with key academic instructional time
  • Consideration of the need for a classroom aide to carry books, additional equipment for mobility, carry cafeteria tray (or alternative classroom “buddy” volunteer)