menauitpuitptransport#MENAUITP CHALLENGES OF STUDENTS WITH SPECIAL NEEDS DR.SEAN THORNTHWAITE 1

menauitpuitptransport#MENAUITP UITP: MENA Congress Good practice – transporting children with special needs Dr Sian Thornthwaite Dubai April 2016

menauitpuitptransport#MENAUITP An introduction to special needs transport What do we mean by children or students with special (additional) needs? How are needs changing? What are their transport needs? What is good practice in meeting these young people’s needs?

menauitpuitptransport#MENAUITP Special needs May include: – cognition and learning needs; – behavioural, emotional and social development needs; – communication and interaction needs or sensory needs; and – physical needs. Up to 20% of the school population may have some special educational needs during their school career But: not all will require specialist transport Needs are changing – Fewer pupils with physical needs e.g. hearing impairment – More pupils (in USA, EU) with behavioural and social difficulties – Rising incidence of autism/autistic spectrum disorders Why? – May be due to improved medical diagnoses/treatments – May be due to increasing cultural changes – greater acceptance/awareness – May offer protection i.e. defined as SEN =entitlement to additional services/funding

menauitpuitptransport#MENAUITP What is good practice? Overall – special needs transport should be: Inclusive – Ensure children are included not excluded – Equality of transport and education Child centred/needs based – Reviewed regularly – Ability not disability – Need not age appropriate High quality – Policies and procedures – Vehicles – Equipment – Staff

menauitpuitptransport#MENAUITP What do we mean by good practice? Inclusive Salamanca Statement 1994 – commitment to Education for All Every child has a fundamental right to education – and must be given the opportunity to achieve and maintain an acceptable level of learning Every child has unique characteristics, interests, abilities and learning needs Educational systems (including transport) should be designed and implemented to take into account the wide diversity of needs Those with special educational needs must have access to regular schools Regular schools (and transport) with an inclusive orientation are the most effective means of combating discriminatory attitudes, creating welcoming communities….and they improve the efficiency and cost effectiveness of the entire education system

menauitpuitptransport#MENAUITP + Good practice: Inclusive Specialist transport – specially equipped vehicle, trained staff/nurse/door to door services Dedicated transport eg. solo taxi, with escort/assistance, door to door Shared transport/small bus, with assistance, home pick up Shared bus, with assistant, but walk to bus stop Shared bus, without assistant, and walk to bus stop Supported travel on public transit/school bus – with buddy/training Travelling with peers on mainstream school bus or transit Travelling independently on transit, walking or cycling Continuum of transport INdependenCeINdependenCe INdependenCeINdependenCe

menauitpuitptransport#MENAUITP Good practice – child centred Child centred & individual needs based – needs assessment of every child Focussing on their abilities/capabilities not disability Dignity and appropriate Their transport should support their independence where possible and focus on enabling rather than disabling. It is about providing transport in the least restrictive way

menauitpuitptransport#MENAUITP Good practice: Physical conditions Examples: – Cerebral palsy – Spina bifida – Limb deficiencies – Arthritis – Cystic fibrosis May have specialist equipment e.g. wheelchairs, walking frames, braces, crutches, feeding aids May include temporary conditions e.g. broken leg What does this mean for transport? Staff training – Lifting and handling techniques – Positioning of child to avoid injury and ensure comfort – Training in use of equipment – Safe loading/unloading Vehicles – Lift/ramp equipped – Low step/handrails – Securement systems – wheelchair securement – Seat belts/occupant restraint systems – Postural harnesses/support – Car seats

menauitpuitptransport#MENAUITP Good practice – physical conditions

menauitpuitptransport#MENAUITP Good practice – speech and language, sensory impairments May include – Difficulty in understanding language. – Inability to speak, stammering, poor pronunciation – Visual or hearing impairments Child may have adaptive materials e.g. communication board What does this mean for transport? Staff training – Sign language/lip reading – Training in communication – Using signs/symbols Vehicles – May be about where child sits to enable communication with staff – Colour contrast on steps/handrails

menauitpuitptransport#MENAUITP Good practice – learning difficulties/ASD Examples: – Downs Syndrome – Autism/autistic spectrum disorders – Mild, moderate, severe or profound learning difficulties – Ensuring that provision matches the child’s ability level not the level expected for their age – May have low awareness of danger What does this mean for transport? Staff training – Ensuring consistency – of route, vehicle, etc – Low awareness of danger may require close supervision Vehicles – Consistency of route/operator – Changes managed carefully and with preparation

menauitpuitptransport#MENAUITP Good practice – emotional and behavioural May be result of trauma, physical condition, substance misuse, mental health May include older pupils/students – Child/student may become: – Unhappy – Disruptive – Angry and aggressive – Withdrawn – Uncooperative Staff training – Communication skills – Training in behaviour management – Training in de- escalation – Managing the mix of pupils’ Vehicles – Likely to require small vehicle transport to ensure adequate level of supervision – Child door locks – (Rear fastening) harnesses to prevent injury

menauitpuitptransport#MENAUITP Good practice generally Children with special needs often vulnerable – Physically weaker – Unable to communicate – At risk of infection/injury All staff should be: – Trained Communication Responsibilities/role Equipment use – Background checked – Ensure wearing suitable clothing (clean, unlikely to grabbed) & ID Organisations should have clear policies on: – Responsibilities Parent, school, child, transport provider, driver, staff – Pick up and drop off arrangements Loading/unloading zones – Behaviour code Child should not be punished for behaviour arising from condition? – Medication Carried and administering When and who?

menauitpuitptransport#MENAUITP + Questions?