Page 54 - School Bus Operators and Attendants Handbook

Here are some examples of PEOPLE FIRST LANGUAGE:

 Adam is a young boy with cerebral palsy (CP). NOT (a CP boy)
 Jason is a 13-year-old with a learning disability NOT (a learning disabled teen)
 Alex is a kindergartner with autism. NOT (an autistic kindergartner)
 A family has a son with Down Syndrome NOT (a Down Syndrome son)
 Lacy uses a wheelchair. NOT (wheelchair-bound girl)

Notice that speaking in PEOPLE FIRST LANGUAGE is much more positive sounding than the above examples
of what NOT to say. As our language changes, perceptions and attitudes also change. PEOPLE first language
helps in the acceptance, respect, and inclusion of individuals with disabilities.

Becoming Comfortable around People who may be Different

If a driver or attendant are uncomfortable and do not know what to say to a person with a
disability, allow the student to ease those uncomfortable. Simply ask the student what makes
him/her uncomfortable. Respect what the student has to say. A conversation may take place with
the student in a manner that one would happen with a non-disabled person. Topics may include
interests, school events, and topics usual to the student’s age.

The more a driver or attendant is around a students with disabilities, the easier it gets. After some
time, drivers and attendants will find that they will interact with students as individuals with many
traits and characteristics and the disability is just one part of them. PEOPLE FIRST LANGUAGE takes
the focus off of the disability and places it on the individual.

When interacting with special needs students, it is important to find out if the student understands that
his/her actions are inappropriate or unsafe. It may be that the behavior is related to the particular disability
and is not willful or intended. If the disability is at the root of the student’s behavior, discipline may not be
appropriate. Behavior problems are usually a form of communication. It is important to understand why
students are acting out. Corrective steps can then be taken to correct the student’s particular situation.

Recordkeeping Duties for Students with Special Needs

It is your duty to keep information about students. The following are some things to consider:

 Keep an updated Evacuation/Seating Chart with student names, addresses, and telephone
numbers. (Continued on next page)
 Keep a record of any bruises or cuts sustained by students. Complete an Incident/Accident
Reporting Form when necessary. Submit it immediately to the coordinator and school
administration.
 Note any unusual behavior, illness, verbalizations, appearance, etc. which you observe about a
student(s) and report it to school personnel and supervisor. Keep notes and/or follow any
behavior management plan that is given to you regarding a specific student.
 Complete a Wheelchair Safety Concerns Checklist when appropriate.

Page 54 of 149
Students with Special Needs