Page 80 - School Bus Operators and Attendants Handbook

Intellectually Disabled (IND)

Students who are in this category can be mildly, moderately, or severely impaired intellectually
(cognitively). Instructionally, these students fall within one of three levels of complexity: Independent,
Supported, or Participatory. The following descriptions provide strategies and techniques to assist staff in
effectively communicating with students identified with this disability.

Independent Level – Many students with mild impairments do not need specialized transportation. Many
of these students do not look any different from their peers. They may be slower to understand what is
taught in the classroom, in new situations, and in accepting social responsibility. Often, they are friendly
and helpful. It takes them time to adjust to new people and situations and they might frustrate easily. These
students might display an array of both physical and verbal misbehaviors. Short attention spans and limited
use of language or poor language development are common characteristics. However, many students with
this disability can read, write, and perform simple mathematics and other school-related tasks, but not at
their age or grade level. Often, they perform quite well at non-academic tasks and can care for themselves.

Suggested Management Techniques

 Give clear and simple directions
 Be patient
 Establish a daily routine
 When talking to the student, use words that he/she understands
 Assign the student a specific seat on the bus
 Use social reinforcement such as a smile, wink, nod, or verbal praise when a student follows rules
and acts appropriately
 Use other students as models for good behavior

Supported Level – Students on a supported level demonstrate moderate intellectual handicaps. They often
ride special buses because they usually need more supervision both on the bus and at the bus or bus stop.
They may have difficulty in both listening to and understanding what is being said to them. Frequently, they
do not speak clearly or sometimes not at all. They may have a short attention span. Often these students
will cooperate on the bus and can learn to follow simple rules. Some students learn to read, write, and do
simple arithmetic. Often, they can perform simple school, household, and personal tasks but at levels far
below their similar- aged peers. Many of these students will be friendly, helpful, and overly trusting of
strangers.

Behaviors such as stubbornness, tantrums, and refusal to obey rules can occur.

Suggested Management Techniques

 Establish a daily routine
 Give clear and simple directions
 Use verbal praise and attention to reward good behavior
 Assign the student a specific seat on the bus
 Use social reinforcement such as a smile, wink, nod, or verbal praise when a student follows rules
and acts appropriately
 Use other students as models for good behavior
Page 80 of 149
Exceptional Student Education (ESE)