Page 85 - School Bus Operators and Attendants Handbook

Specific Learning Disabled (SLD)

These students will typically appear no different looking that other students. Students who are Specific
Learning Disabled may have problems in understanding and using written or spoken language, problems
with academics, memory, perception, motor skills, and/or trouble remembering what they see or were
they have been. Often, they do not pay attention, cannot be still, or communicate with others. They may
have some or many of the above characteristics. Many times these students have behavioral or emotional
difficulties which may be a result of the above deficits. Quite often, the student with a learning disability is
personable, likeable, and likes to “clown around”. The student may be on medication to keep them focused
and calm.

Suggested Management Techniques

 Establish a daily routine
 Give clear and simple directions
 Create a non-threatening environment on the bus
 Stop misbehavior immediately. Do not allow the student’s behavior to escalate. Keep yourself in
control. Do not become angry or upset with the student.
 Deal with the situation as calmly and quickly as possible
 Speak to the student’s parent or teacher for guidelines in behavior management.

Visually Impaired (VI)

Students who have a visual impairment may be partially-sighted or blind. Visually impaired students may
independently enter and exit the bus as any other student would, utilizing the stairs and handrails for safety.
Be patient as it may take them a little longer to move up and down the stairs. Some visually impaired
students may utilize a long cane in which they have been trained to use. Some VI students may have
additional disabilities which could make it difficult for them to enter/exit the bus independently. Those
students might need extra time or assistance in locating the handrails and stairs. Patience and
encouragement on your part will help them attain independence boarding and exiting the bus.

Suggested Management Techniques

 Learn the student’s name and use it when speaking to him/her
 Allow the student to develop his/her own routine
 If a VI student is having difficulties, ask him/her if you can help
 Be patient! Allow the student time to independently board/exit the bus
 Expect VI students to follow the same safety rules and regulations that all students must follow
 With safety in mind, allow VI students the freedom to be as independent as possible

Page 85 of 149
Exceptional Student Education (ESE)