VIDBE-Q Volume 65 Issue 4
While on the bus, opportunities for social interaction may occur. Students
may need to speak to the driver to confirm the bus number and direction, to ask for
assistance locating their stop, or to ask for help locating a seat on the bus. This is a
good opportunity to work on making sure the student faces the person to whom
they are speaking, speaking loudly enough to be easily heard, and being concise in
a request because the driver is likely in a hurry.
Once seated, fellow passengers may want to have a conversation with a
student. Teaching students not to give too much personal information and how to
disengage with conversation when they chose to do so can be valuable lessons.
This can overlap both social interaction and self-determination, as students make
decisions about what interactions they want to have and problem solve how to end
interactions they do not want to have. Students also need to make certain they do
not let other passengers distract them from tracking their location, or they may
miss their bus stop.
Upon exiting the bus, students must travel to their destination.
Compensatory skills may be addressed by using tactile graphics to learn about the
area they will travel. Some lessons lead to stores, where students work on sensory
efficiency by using optical devices to read store signs, locate items, read small
print to get more information about items, and read price tags. Then independent
living skills may be needed to work on budgeting, estimating tax, learning to round
