Page 81 - School Bus Operators and Attendants Handbook
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Participatory Level – Students who are on a participatory level are severely impaired intellectually. Often
they have multiple disabilities, having sensory and/or physical disabilities and/or medical and health care
needs as well. They often require special assistive devices to ensure their safety on the bus. They need care
similar to that given to an infant child. Their school day generally consists of various therapies and teaching
that will help keep their bodies and senses stimulated. Some of the students can learn very simple school
and home-related tasks, recognize the people in their environment, often enjoy food, music, and
entertainment. Often their dispositions are sweet natured, and they are usually defenseless against harm
of all types. They do respond to smiles and kind words. It is unusual for them to talk but they often
understand simple language and the tone of voice. They can be very sensitive to touch, stern voices,
temperature changes etc. Supervision of a very close nature is required for these students, especially if
they have medical needs. It is not advisable to give these students food or beverages, as many have special
dietary needs to take in nutrition through ways other than the mouth.
Suggested Management Techniques
Establish a daily routine
Assign the student a specific seat on the bus
Reward good behavior with kind words, praises, smiles, or claps
Use very simple words and gestures to explain bus rules
Tell the student what is about to happen before an event takes place. For example, “I’m going to
take off your backpack. Hold out your arm and help me get it off”.
Fussing and crying students who cannot be soothed may not be feeling well and may be unable
to vocalize their distress. Report these behaviors to the school nurse or their parent/guardian.
Temper tantrums, or acting out behavior, may also be the result of distress or unmet needs.
Speak to the student in a soft voice.
SENSORY IMPAIRMENTS
Deaf/Hard of Hearing (DHH)
Students who have hearing impairments may be hard of hearing or totally deaf. They will generally look
and act like their normal aged peers, and may/may not need special educational services. They can have a
full range of intellectual capabilities from giftedness to intellectual impairment. Sometimes these students
have other disabilities of the hearing impairment is part of a syndrome. Students who are hard of hearing
can learn speech and language through the use of hearing aids. They may have difficulty understanding
normal speech even with hearing aids. Students who are deaf may hear some sounds. Most communicate
through sign language, some lip reading, and/or some written technology communication. Sometimes they
do speak but their speech may sound different than most others. Often these students attend special
classes and work with school personnel who are trained in special education. They tend to be friendly,
appearing to understand what is happening, but that is not always the case. Due to their impairment, they
are at increased danger because they cannot hear a car horn, train, whistle, or a shout of warning, so it is
important to use other senses. They need to be carefully supervised. An interpreter may accompany a
student to sign language.
Suggested Management Techniques
Face the student when speaking. Often students will turn off their hearing aids.
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Exceptional Student Education (ESE)
