Such accommodations can include lifts and other equipment adaptations on regular school transportation vehicles and must be provided at no cost to parents. As with other provisions related to qualified personnel, all personnel who provide required services, including bus drivers, must be appropriately trained. Part B does not expressly require that the IEP team include related services personnel as part of the IEP team. However, a public agency must ensure that all individuals who are necessary to develop an IEP that will meet the child's unique needs and ensure the provision of FAPE to the child participate in the child's IEP meeting. The written recommendation could be a part of the evaluation report.
Special education includes travel training if it meets the definition of special education.
Beginning no later than when the student is age 14, the IEP team must determine what instruction and educational experiences will assist the student in preparing for transition from secondary education to post- secondary life. For a student whose transition goal is a job, a transition service could be teaching the student how to get to the job site on public transportation. Each public agency must take steps to provide nonacademic and extracurricular services and activities in the manner necessary to afford children with disabilities an equal opportunity for participation in those services and activities. Nonacademic and extracurricular services and activities may include, among other things, athletics, recreational activities, clubs sponsored by the public agency, and transportation. If services are offered at a site separate from the child's private school, transportation may be necessary in order to get the child from one site to the other, or the child may be effectively denied an opportunity to benefit.