field trips for students with disabilities

Welcome!! Find amazing teaching resources! CLICK HERE to Shop Now!

Exciting & Engaging Field Trip Ideas for Students with Disabilities

• May 8, 2023
• End of year , Special Educators

Sharing is caring!

As the end of the school year approaches, it’s fun to find some field trip ideas that work for your students. Many special education teachers are often seeking meaningful ways to celebrate achievements and create memorable experiences. Field trips offer a fantastic opportunity to provide hands-on learning, socialization, and fun for students with disabilities. In this blog post, we will explore exciting ideas for end-of-year activities that include field trips, specifically tailored to engage and inspire students with disabilities.

Visit a Local Farm or Zoo

Engage students with field trip ideas that involve animals.

A trip to a local farm or zoo can be a wonderful sensory experience for students with disabilities. The sights, sounds, and tactile sensations provide valuable opportunities for learning and engagement. Consider contacting the venue in advance to arrange a guided tour, ensuring that the visit is well-structured and accommodating to sensory needs. Encourage students to observe and interact with animals, plants, and nature, fostering curiosity and connection to the environment.

Explore a Science Museum

Additionally, science museums are treasure troves of hands-on activities and interactive exhibits, making them an ideal option for field trip ideas. These museums often offer dedicated sensory-friendly programs or specific autism-friendly days, providing a more inclusive environment for students to explore. Engage students’ scientific curiosity by encouraging them to participate in experiments, engage with exhibits, and discover the wonders of the natural world.

Plan a Nature Walk or Picnic

Connecting with nature can have a calming and therapeutic effect on students with disabilities. Organize a nature walk in a nearby park or reserve, allowing students to appreciate the beauty of their surroundings. Incorporate sensory activities like observing different textures, listening to bird songs, or feeling the breeze. Consider incorporating a picnic where students can enjoy a shared meal outdoors, fostering socialization and a sense of community. And the best part of that is you can use it as a life skills cooking lesson prior to the trip and get your students to make it!

Arrange a Visit to a Local Fire Station or Police Department

Build community and acceptance with these field trip ideas..

Visiting a fire station or police department can be an exciting and educational experience for students with disabilities. Contact these local community services to arrange a tour where students can learn about the important work they do. Encourage interactive experiences, such as sitting in a fire truck or trying on a police uniform, to make the visit more memorable. These encounters also provide opportunities to discuss safety, community helpers, and emergency preparedness. And, let’s not forget how important it can be for our students to be familiar with emergency responders.

Find a Sensory Friendly Event or Playground

Live theater performances designed specifically for individuals with sensory sensitivities are becoming increasingly popular. Many theaters offer sensory-friendly shows where lighting, sound, and other sensory elements are adjusted to create a more inclusive experience. Attending a theater performance can introduce students to the arts, enhance their communication skills, and nurture their imagination. Check with local theaters for sensory-friendly performances or inquire about the possibility of arranging a private showing for your class.

Also, looking for sensory-friendly playgrounds is getting easier and easier as many are showing up in local communities. These often have equipment meant for students with disabilities to access and enjoy. Swings that work for those in wheelchairs, ramps instead of stairs for slides, and lots of sensory toys. I’ve even seen ones with communication boards for students to work on language while at the playground like in this image below!

Awesome Field Trip Ideas- Create a Local Community Project

Lastly, engage students in a community-focused project that helps develop their social skills and sense of responsibility. Consider organizing a park cleanup, planting flowers in public spaces, or volunteering at a local charity. These activities promote teamwork, communication, and a sense of pride in making a positive impact on the community. Coordinate with community organizations and local authorities to ensure the project is accessible and meaningful for all students.

How Can I Add an Academic Component to the Field Trip Ideas?

And what better way to finish those end-of-year activities than with a memory book with differentiation that you can highlight all the fun you had all year? Grab this freebie and find a version that can work for all the students in your class while making a highlight reel of your amazing school year!

End-of-year activities that include field trips provide special education teachers with the opportunity to create lasting memories and meaningful experiences for students with autism. By carefully selecting destinations that accommodate sensory needs, provide hands-on learning , and foster socialization, these field trips can be transformative for students. Remember to plan ahead, communicate with the venues, and adapt activities to meet the unique needs of your students. These end-of-year adventures will not only celebrate their achievements but also leave a lasting impression, sparking joy, curiosity, and a love for exploration in the hearts of your students.

teachloveautism

🌟 Special Education Teacher + Coach 💡 Empowering teachers with strategies & resources to support diverse learners 📧 [email protected]

What are you looking for?

Shop My Account Cart Wishlist Freebies

Behavior Curriculum Work Tasks Life Skills Morning Meeting

© 2024  TEACH LOVE AUTISM. Terms and Conditions.

EdNC. Essential education news. Important stories. Your voice.

Equal access to fun: Inclusive field trips and extracurricular activities

Republish This Story

Republish our articles for free, online or in print, under a Creative Commons license.

Republish this article

This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License .

Republish our content

EdNC is a nonprofit, online, daily, independent newspaper. All of EdNC’s content is open source and free to republish. Please use the following guidelines when republishing our content.

• Our content must be republished in full. If your organization uses a paywall, the content must be provided in full for free.
• Credit our team by including both the author name and EdNC.org in the byline.  Example: Alex Granados, EdNC.org .
• If republishing the story online, please provide a link to EdNC.org or a link to the original article in either the byline or credit line.
• The original headline of the article must be used. Allowable edits to the content of the piece include changes to meet your publication’s style guide and references to dates (i.e. this week changed to last week). Other edits must be approved by emailing Anna Pogarcic at [email protected] .
• Photos and other multimedia elements (audio, video, etc.)  may not be republished without prior permission. Please email Anna Pogarcic at [email protected]  if you are interested in sharing a multimedia element.
• If you republish a story, please let us know by emailing Anna Pogarcic at [email protected] .

Please email Anna Pogarcic at  [email protected]  if you have any questions.

by Holly Stiles, EducationNC June 12, 2017

This <a target="_blank" href="https://www.ednc.org/equal-access-fun-inclusive-field-trips-extracurricular-activities/">article</a> first appeared on <a target="_blank" href="https://www.ednc.org">EducationNC</a> and is republished here under a Creative Commons license.<img src="https://www.ednc.org/wp-content/uploads/2016/01/cropped-logo-square-512-150x150.png" style="width:1em;height:1em;margin-left:10px;"><img id="republication-tracker-tool-source" src="https://www.ednc.org/?republication-pixel=true&post=41137" style="width:1px;height:1px;">

For many students, the best part of the school day is not the time they are in the classroom. It may be the early mornings they spend at swim practice, the afternoons working on the yearbook, or a field trip to the Capitol. Students with disabilities must be included in all the fun.

Field Trips

We can all remember the excitement and anticipation of a school field trip. Ensuring that students with disabilities are invited to and included in field trips is critical to providing them equal access to the full educational experience. Understandably, inclusive field trips may present planning challenges for school staff, but schools must meet those challenges.

Schools must treat a field trip as an extension of the school day. If school staff assist a student during the day, and similar assistance is needed so the student can participate in the field trip, arrangements should be made for school staff to provide that assistance. For example, if the school provides a student with a one-on-one at school, the student should be provided a one-on-one if needed to participate in a field trip. If the school provides a sign language interpreter at school, the student should be provided an interpreter on the field trip.

Schools cannot require parents to attend a field trip as a condition of their child being able to attend. If a parent expresses interest in accompanying their child on the field trip to facilitate access to the activity, schools should first advise the parent that the school will provide all needed assistance. If the parent ultimately chooses to accompany the student, the school must cover the parent’s travel expenses to the extent that it would cover them for school staff. If school staff supervising the field trip are not comfortable with or do not have experience supervising an inclusive field trip, special education staff should be tapped to provide any necessary training to their colleagues.  

Some school systems explicitly exclude children with disabilities from field trips — for example, not inviting students in the self-contained sixth grade classroom on the annual sixth grade field trip to Washington, D.C. These policies must be reexamined as they appear discriminatory on their face.

Extracurriculars

Some students with disabilities such as Dyslexia and other learning disabilities may struggle in the classroom but excel on the playing field without any accommodations. Other student athletes may require auxiliary aids and services or other accommodations to participate in extracurricular sports. For example, deaf students may need an interpreter or other visual signals to communicate information on the field.

Students with physical impairments who require adaptive equipment to participate, such as students who use wheelchairs, should be evaluated on a case-by-case basis to determine if they can participate on the regular team or need to be provided an opportunity to play an adaptive or modified version of the sport, such as wheelchair basketball. It should not be assumed that students with mobility impairments or who use assistive equipment cannot participate in sports. Tatyana McFadden, a wheelchair user and highly accomplished Paralympic athlete, famously fought for and won the right to participate on her high school track team. More of her story and her impressive athletic career can be found here . 

A 2013 “Dear Colleague” letter from the Department of Education discusses schools’ obligations to accommodate students in extracurricular sports and create new opportunities for participation by students with disabilities in detail. You can find this letter here .  

Also, schools should provide accommodations to students with disabilities as necessary for them to participate in non-athletic extracurricular activities, such as debate or Odyssey of the Mind.

Planning Ahead

Parents, students, and schools should discuss the steps the school will take to include students in field trips and extracurricular activities during Individualized Education Program (IEP) and 504 Plan meetings. If schools must provide accommodations, such as interpreters or aides, to enable the student to participate, those items should be noted in the IEP and/or 504 plan.

Field trips and extracurricular activities (despite the name) are not extra. They are essential parts of the school experience, and excluding students with disabilities violates disability rights laws. Field trips have educational value, but they also help students learn responsibility and social skills. Extracurricular activities provide opportunities for leadership development and physical and mental growth. Students with disabilities must not be left out of

Holly Stiles is an attorney with Disability Rights North Carolina and leads its work to protect employment opportunities and community access for people with disabilities.

Recommended reading

A, B, Seeing Eye Dog: The Right of Students to Have Service Animals in the Classroom

by Holly Stiles | January 9, 2017

Feeling stuck writing your IEPs? Download the 10 IEP Writing Commandments for FREE here!

Field Trip Ideas for Special Education Classes

Field trips for special education students take a lot of planning, but they are so worth the effort.

We have a lot of options, however, finding field trip locations that work ( ie. are accessible, open during school hours, accommodating, inexpensive ) can throw our plans for a loop.

We asked veteran special education teachers what some of their favorite field trips have been with their students, and here are the top 10 field trip ideas suggested by special education teachers for special education teachers.

Top 10 Field Trips for Special Ed

1. Trampoline Park

Head to the trampoline park to work on physical skills. It gives students a chance to build and practice those gross motor skills in a controlled environment. Some trampoline parks will also coordinate games for students during the field trip, so be sure to inquire about that option. Bring your camera as there are sure to be plenty of laughs and smiles!

2. Go to See a Movie 

If your students have sensory issues, call the theater ahead of time and arrange to have the theater turn down the volume of the movie. Explain the need for more lighting as well so that they don’t dim the lights completely. 

Arrange a Zumba class at the local community center or gym and take your students for a fun hour of dancing. They will have the opportunity to work on their gross motor skills while trying something new and different. Be prepared with water bottles as students will need to hydrate!

Head to the bowling alley for a fun day of bowling. Students can practice their math skills, tying shoes, social skills when ordering their shoes, and even sequencing by keeping track of whose turn it is to bowl. For some, this may be the first time bowling, so be sure to prepare them ahead of time for the noise of the lanes and the slickness of the bowling floor.

5. Grocery Store

The grocery store makes for a wonderful field trip as it allows students to plan a meal out ahead of time and then shop for the ingredients they need. We do this field trip around Thanksgiving to plan for our classroom meal .

They get to work on budgeting, portion requirements and working together. For students who need visual cues, get their ingredients list ahead of time and snap pictures at the store of the items they should look for. When they get back to school with their items, cook the recipes they wanted to prepare, and then host a classroom feast!

This field trip also serves as the perfect Curriculum Based Instruction trip. If you have a snack cart or coffee cart business , you can have students use the money earned to stock their cart with supplies.

6. Out to Eat

Learning how to behave in a restaurant is a social skill that kids need to learn. Arrange with a restaurant to bring your students in for a tour and a meal. It exposes them to different vocations while giving them a chance to practice sitting in a restaurant to eat.

Not only will you be able to practice behavior expectations within the community, but add ordering a meal, using manners, paying for a service, and appropriate eating habits to the list of skills your students will get first hand experience practicing.

7. Go Fishing

Partner with a local fishing club to take your students out for a day of fishing and a picnic lunch. Many students have never been fishing, so this first-time experience will be a big hit.

Be sure to have volunteers to assist!

8. Pick-Your-Own Farms/Orchards

Teaching students where their food comes from takes on a whole new meaning when they go to a pick-your-own farm or orchard.

They can choose the items that they want to pick, and then when they return to school, can use them to create a dish or eat the fruits and veggies they picked.

9. Have a Dollar Store Adventure

Head to the dollar store to shop for gifts for friends and family members or an “adopted family” for the holidays. It teaches students about budgeting, as well as improving social skills as they select and pay for their items.

Students are never too old for the zoo! Plan a field trip to visit the animals you have been studying in science class. This field trip works on gross motor skills, social skills, budgeting, and more!

What are some of your favorite field trips for special education students? Share them with us in the comments below!

YOU MAY ALSO LIKE:

• Implementing a Coffee Cart in an Elementary Classroom
• Emergency Backpack: Being Prepared for Anything

• Search Search

Success! Now check your email to confirm your subscription.

There was an error submitting your subscription. Please try again.

• Mrs D’s Corner Shop
• Teachers Pay Teachers

Get the Inside Scoop!

This site requires Javascript to be turned on. Please enable Javascript and reload the page.

Dealing with Special Needs Students on Field Trips: A Complete Guide

The outings are enormous and enhancing, showing the kid what occurs outside the homeroom is of extraordinary instructive worth. They learn important skills such as confidence, social interactions, and flexibility.

Planning and executing a field trip for students with special needs is a daunting task. There are numerous factors that must be taken into account to make the trip safe, peaceful, and pleasant.

The management of students with special needs on a field trip is based solely on advance planning and preparation. Going on them on field outings becomes tranquil for the youngster and instructor when done exhaustively.

Choose a Suitable Location

A location must be chosen carefully to get the maximum benefit from it. Children who participate in field trips are of different ages and at different stages of development. Therefore, you need to choose locations that match your interests and skills.

Understudies with exceptional necessities have a more limited ability to focus. They may not be able to sit on buses for very long. Travel time should be limited to a few hours as day trips can tire you out. Select a place where all students can go.

Places where they can have a real-time visual and physical experience, such as farms, zoos, and gardens, will be safe and interesting options. Action situated field excursions to science focuses where they can collaborate with basic hardware ought to be thought of.

These centers allow you to touch, feel and experience something new. Traveling to supermarkets, grocery stores or bookstores may be considered depending on students' abilities.

Obtaining the Necessary Licenses

All schools in Dubai are trying to improve facilities for special children and school district administrators must also approve the trip. They must ensure the trip is age-appropriate, safe, and enhances the curriculum. School administration should also focus on hiring a driver who can book the  Safe Driver Dubai  seal and who can understand and meet the needs of children with disabilities through their vast experience and knowledge. Schools must comply with the regulations and policies stipulated by them.

Previous Site Visit

Ideally, the school authority or teacher in question can visit the facility before planning the trip. An assessment can be done at the child-friendly facilities available on site.

Availability of wheelchair ramps, easy access to toilets, toilet paper, food stalls for the disabled should be checked. Any additional services required, such as requests for additional wheelchairs, etc., can be carried out during this visit. This would ensure that everything would be in order, upon arrival, on the day of travel.

Location Assessment

Awareness of police stations, hospitals, paramedic services, and fire departments around the tour site is required. In-service teachers should be provided with a list of essential services and their nearest contact telephone numbers to the travel location.

This will be extremely helpful in an emergency. In the event of an incident, they can contact the services directly rather than waiting for help from the school. This will save your time and ensure immediate action without delay.

Parental Approval

Parents are informed about the nature of the trip, time, and date. Written parental approval must be obtained in order for their ward to be included on the trip.

Support Team

Since the needs of special children vary, each child should receive constant individual attention. It is suggested that during field trips the ideal is to have an individual assistant, that is, a teacher for each student. This will make the child feel comfortable. The teacher will be excused from supervising an entire group. Excessive tension causes stress for both the children and the teacher.

Parents may be asked whether they wish to accompany their pupils. This option would be of great benefit to everyone. Children feel safer with their parents in unfamiliar surroundings. This reduces the child's suffering. The father experiences the child's safety. Reduce your anxiety.

Volunteer and Friends Program

Some schools offer friendship programs. A student, volunteer, or teacher is responsible for caring for the child with special needs as a friend. The friend spends time with the child, befriends the child, understands their needs, and earns their trust.

A friend as a companion will make the child feel safe and comfortable. Community welfare volunteers can be called upon for your services as needed.

A qualified school nurse must be present during the trip. The essentials of first aid are imperative. Medicines for insect bites, allergies, etc. must be guaranteed. The nutritional needs of children are of concern and must be met.

Student Database

A complete database is prepared with the list of children with special needs during the school trip. This will include the names, ages, names and addresses of parents, phone numbers, and emergency numbers. In addition, the specific disabilities of each child are listed.

Food Requirements

Care should be taken when providing food and drink to children, especially in public facilities. Students with special needs must follow specific diets.

Anything out of the ordinary can mess up your systems and cause tremors. It would be better if the children brought their food packages from home. This would help prevent children from contracting food and waterborne illnesses.

Food Allergies

The database should list students' specific food allergies. In cases where the school decides to provide meals, this should be taken into account.

Insect Allergies

Parents should inform the school of any allergies their child may have, such as insect bites, grass, hay, etc. The school takes precautions to keep the child away from such circumstances.

The copy is given to all accompanying students on the trip: teachers, guides, nurses, and bus drivers. A copy is left at the school.

Parents, if they are not accompanying them, receive the phones of teachers and bus drivers during the journey.

Transportation

Students with special needs on a school trip should only be transported by school transport with a  safe driver  who can manage and take care of their needs. Children should not be transported in private vehicles.

Children with special needs

Students with special needs are often uncomfortable when faced with a new environment. They are used to establish normal regulated daily schedules and routines.

They find it difficult when their daily schedules are interrupted. They don't know how to deal with situations that are strange to them. Therefore, preparing them for a field trip is the key to reducing their anxiety.

They can be shown an illustrated travel itinerary. A step-by-step representation of how they will arrive at each step and how they should behave at each step would be helpful.

Answering their questions will allay their fears. Familiarizing them for a week before the trip would reduce their anxiety and discomfort.

The student must be prepared for the entire day of the trip. They must be taught to take breaks and express their discomfort.

Students should be made aware of who their companion or friend would be. Photos of them can be displayed. They should be made aware of what the partner/companion would do for them.

Students will need to be rewarded along the way to motivate them. Positive reinforcement techniques should be applied before and after travel.

Parents of children with special needs fear being taken away from school. They are summoned to the school and informed of all the details of the trip.

Being educated on how to travel will give your neighborhood a different learning experience. This will allow parents to mentally prepare the child for their next trip. Parents can send their kids' favorite snack, which they can eat without spoiling. 

Advocacy Tips: Field Trips and Students with Disabilities

Feb 3, 2020 | Parents , Professionals , Students , Teachers , Uncategorized

Studies have found that regardless of gender, ethnicity or socioeconomic status, youth who take educational trips have better grades (59 percent); higher graduation rates from high school (95 percent) and college (63 percent); and greater income (12 percent higher annually). In fact, 89 percent said educational trips had a positive, lasting impact on their education and career because the trips made them more engaged, intellectually curious, and interested in the world.

Students with disabilities cannot be excluded from field trips – even those with complex behaviors such as elopement or high needs, such as nursing care. Schools are required to provide accommodations through the IEP and behavior plan. You will not find this protection in IDEA – it would be a violation of Section 504 of the Rehabilitation Act or ADA, depending on the specific scenario.

In some circumstances, clubs or teams may take a special trip based on performance or an “earned” field trip. If this is the case, and, like other children, your child has earned the trip, they cannot be excluded based on disability.

There are good reasons a parent might opt NOT to send their child on a field trip. Schools typically ask parental permission, and those who are not granted parental permission will stay at the school and do other school-based learning. Parents and educators want a field trip to be meaningful and successful, so it is important to ask: “Even with full supports, can my child benefit?” If parents have questions or concerns, they should discuss them with the teacher. And if parents think the trip will be unproductive, it may be best to skip it.

Some parents opt to attend as a chaperone, but parents of children with disabilities should ask themselves: Why do I want to go? Do you fear your child truly cannot be successful unless you go? Are you anxious about them being in a new and different environment without you? Weigh the options but remember: one of the best things we can do for our kids is to let them experience things independently, and be successful at it.

What to do if your child is excluded from a field trip

• Ask for the exclusion and the rationale in writing. If you are told verbally, send an email summarizing your understanding of the situation.
• Notify the Special Education Director in writing. “Dear Director, I have been informed that my child, NAME, is not welcome on the field trip because (REASON GIVEN). I believe this exclusion is discriminatory and in violation of ADA/504 Act. Please let me know when we can meet to resolve this, as they are looking forward to the learning opportunity with their classmates and should not be excluded based upon disability.”
• If the district stands firm, or, suggests that your child can go, but only if you go as a 1:1 “chaperone” it is important to ask: Is he/she being treated differently than his peers? Do all children with special needs have to have a parent? No? Then they are violating the law by treating them differently. If all children with disabilities need to have a parent attend, then the entire group is being marginalized.
• A child’s IEP must be followed while on the trip. If the child has a 1:1 aide, or a nurse or a sign language interpreter in the classroom, they get it on the trip.
• If it is not resolved, consider contacting the Office for Civil Rights (OCR)   or your statewide disability rights agency. In New Jersey, go to Disability Rights NJ .

• The Right to a Free and Appropriate Public Education
• What to Do if You Suspect Your Child has a Disability Impacting Their Education
• Initial Special Education Evaluations and Eligibility
• The Individualized Education Program (IEP)
• Special Education Placement
• Q&A: What are Extended School Year (ESY) Services?
• Q&A: Dispute Resolution

Most Recent Articles

• Legally Speaking: A School Board Member’s Role in Special Education
• From the Capitol: Legislation Revising Evaluation for Students with Learning Disabilities
• Reading Disabilities and Behavior Connection: Insights and Understanding
• From the Capitol: States Poised to Drop High School Exit Exams
• From The Courts: Failure to Provide Door-to-Door Transportation Did Not Violate IDEA

Popular Tags

Virtual Field Trips for Students with Disabilities ( Tour Resource )

Vfts for students with disabilities.

The NCMA welcomes students with disabilities and diverse learning needs to participate in our virtual field trip programs.  In addition to the following programs, captioning, ASL interpretation, and audio description are available upon request.  If you are interested in these options, c ontact [email protected]. 

For blind and/or visually impaired students:

Exploring movement in art.

In this VFT, designed for students ages 8-16 who are blind or visually impaired, students will explore two works of art from the NCMA’s permanent collection that show movement, but in different ways.  Each artwork stop will include listening to an audio description of the work, thinking about the kinetics and multi-sensory aspects of the work, and engaging in discussion around each artist’s use of moment.

For students following the extended curriculum

In these separate VFTs, designed for students following the extended curriculum, students look carefully at works of art from the NCMA’s permanent collection.  Multi-sensory experiences, multiple choice questions, and board-maker style images allow students to interact with the museum educator, their teachers, and the works of art. Choose one topic below or schedule multiple sessions!

• Art & Weather
• Art & Music
• Art & Animals

If you are interested in customizing a virtual field trip experience for your students, Contact [email protected]

Virtual Field Trips are FREE, interactive experiences, live with a museum educator.

Share this page on

Extracurricular Activities and Field Trips

In today's world, students are busy! Education no longer takes place in a single classroom. Schools take field trips to historic sites, museums and nature centers. Class groups attend plays, concerts, and sports competitions off school grounds. Some school groups take overnight trips and week-long camping trips. Many students take part in band, choir, student council, sports and drama activities that meet before or after the regular school day. In addition, school days are longer than ever. Students may also be involved in before and after care programs or tutoring programs at school.

This page is designed to help parents and guardians make sure that students with diabetes have a chance to fully and safely participate in all school activities—including field trips and extracurricular activities. It also explains what students' legal rights are.

My child wants to take part in class field trips and extracurricular activities. How can I prepare?

Class trips usually require students to travel off of school grounds. Many student activities—including sports—take place outside of regular school hours. With careful planning, creative thinking and a few small adjustments, students with diabetes can be fully included in all school events and activities. The following steps may help:

• Send supplies:  Some students may store supplies at school, or keep them inside the nurse's office during the school day. But students need access to diabetes care equipment at all times. Students should be allowed to carry or store their supplies in a safe, but easy-to-access place during field trips and extracurricular activities.
• Request staff training:  Many students need assistance with diabetes care tasks. For example, some students may need help testing their blood glucose or administering insulin. They also need somebody trained in emergency glucagon administration onsite at all times. Work with school officials to be certain that there is a trained staff member, chaperone or coach available to help students with diabetes care during all field trips and extracurricular activities.
• Adjust schedules:  Field trips and extracurricular activities can mean a change in schedule or a change in activity level for students. For example, on a class trip, lunch might be scheduled at a different time than it usually is during the school day. A student might also use more energy while on a camping trip than while sitting at a desk. These changes can affect when insulin should be given and how much should be given. Make sure you plan ahead! Talk with your child's doctor or health care provider about any adjustments that are needed to his or her diabetes care during field trips or extracurricular activities.
• Ask about essential issues:  Students with diabetes need regular access to food, water and the restroom. Before any class trip or activity, remind the teacher or event organizer that your child will need snacks and a water bottle, and should know where the closest bathroom is at all times.

Are there laws that protect my child during field trips and extracurricular activities?

Yes. There are two federal laws that protect students with disabilities—including diabetes—from discrimination. These two laws help make sure that students with diabetes get the care they need, receive fair treatment and are given the chance to take part in field trips and extracurricular activities. State laws may provide additional protections.

Section 504 of the Rehabilitation Act of 1973 , often known as "Section 504," prohibits programs that get federal funding from treating children with disabilities—like diabetes—unfairly. It gives students with disabilities the right to the care they need to be safe and fully participate in all school activities—including field trips and extracurricular activities. Under Section 504, diabetes is a disability so every child with diabetes is protected against unfair treatment.

A disability under Section 504 is a "physical or mental impairment that substantially limits one or more major life activities." Individuals with diabetes are considered to have a Section 504 disability because their endocrine system, a major life activity that helps regulate bodily functions, is substantially limited.  This is another way of saying your child's endocrine system does not work correctly because it does not produce and/or use insulin properly.  Your child does not need to be having academic difficulty in order to be protected under Section 504. Religious schools that receive federal funding must comply with Section 504.

The Americans with Disabilities Act (ADA) prohibits most schools from discriminating against children with diabetes. However, religious schools aren't included under this law. Otherwise, the covered disabilities are usually the same and the protections for children are similar as for Section 504.

Can my child be left behind from a field trip because he or she has diabetes?

No. Section 504 applies to all school activities. This includes class trips, field trips, sports, drama, band, student council, school dances, after-school programs, field days, recreational events and school carnivals. The law protects children from unfair treatment in all activities and makes sure that students with disabilities—including diabetes—have the opportunity to take part in them.

Can the school make me attend field trips in order for my child to attend?

No. If the school is inviting parents to chaperone a field trip, it is welcome to invite you as well. If you would like to chaperone your child's field trip and take part in the fun, then you are certainly allowed to do that. However, the school cannot require you to come in order for your child to participate. It is the school's responsibility to provide your child with appropriate care on a field trip just like it is the school's responsibility to provide your child with care during the school day. The school cannot exclude your child from a field trip because you are unable to attend.

Is my child permitted to attend overnight or week-long class trips?

Yes. Class trips are covered by Section 504, even if they require an overnight stay. It is the school's responsibility to make sure your child has access to the care he or she needs on these trips. You cannot be required to attend.

Can the school prohibit my child from participating in sports because he or she has diabetes?

No. Section 504 applies to interscholastic and intramural athletics. The school cannot exclude your child because he or she has diabetes. People with diabetes play virtually all sports at all levels, from Little League to the Major Leagues, from junior varsity to Olympic swimming.

If a position on a team requires competitive skills, your child should be given a fair chance to try out. The school does not have to lower the standards for try-outs, but it should give reasonable accommodations. This might include, for example, time to administer insulin, check blood glucose, eat or take glucose tabs. Every child with diabetes is different, and so are the kinds of accommodations they might need.

Is the school required to provide my child with care at sports, drama, art, music or other activities that take place before or after school?

Yes. It is the school's responsibility to provide your child with care during extracurricular activities. This includes, for example, assistance with insulin administration and blood glucose checks if your child needs help with those activities. It means that students should have access to their diabetes care supplies and permission to check blood glucose, eat, drink water and use the restroom whenever necessary. It means that someone trained in emergency glucagon should be available during before school and after school activities if your child is participating in that activity.

Can my child attend the school after-care program?

Yes. If the after-care program is run by the school, then the after-care program is covered by Section 504. Children must be allowed to participate in the program and the school is required to provide children with necessary care.

If the after-school program is run by an outside agency—like the YMCA—but takes place on school grounds, the school must make sure that children with diabetes are treated fairly. This is because Section 504 does not allow schools to provide "significant assistance" to programs that discriminate against children with disabilities. The outside agency running the program is itself covered by Section 504 if it receives federal funding. It is also independently covered by the Americans with Disabilities Act, another law that protects students with diabetes from unfair treatment (unless it is a religious agency).

Should I write field trip and extracurricular accommodations into my child's 504 plan?

Yes. Including extracurricular activities and field trips in a 504 plan helps establish what types of assistance and accommodations a student will need during these activities. It allows parents or guardians, students and the school to discuss the issues and have a clear plan of how to approach these activities.

Is there any other guidance on this issue?

Yes. The Department of Education's Office for Civil Rights'  Dear Colleague Letter: Students with Disabilities in Extracurricular Athletics  (PDF) provides more information about the rights of children with disabilities in extracurricular activities. Example #4 on pages 10 and 11 involves a child with diabetes. In this hypothetical, the child receives diabetes care during the school day, but he initially is refused this care for a gymnastics club he wants to participate in. The Office of Civil Rights (OCR) states: "In this example, OCR would find that the school district must provide glucose testing and insulin administration for this student during the gymnastics club in order to comply with its Section 504 obligations."

Field Trips for Special Needs Students

Reading Time: ( Word Count: )

Paige Stephens

Mississippi teacher.

When I was a young teacher in the English classroom, I struggled to figure out how to best reach the inclusion students sitting in my classroom. I needed to understand them. I needed to know that I was being the best teacher I could be for them, and I knew I could not leave their well-being up to the staffed inclusion resource teacher in the room. So, I did the only logical thing I knew to do, I signed up for Master’s level classes in special education.

Two years later, I was ordering my cap and gown and took a job interview at a nearby school for an inclusion teacher position. I had never wanted to teach special education, but I really wanted to work for this amazing school. So, when the principal offered me the position, I knew I had to accept it. I only worked in Special Education for one year, as I quickly learned that I belong in a general education position (all that paper-work was not for me!) However, my time as an inclusion teacher was invaluable. I learned more in that one year than I have in any of the other years I have spent in the classroom.

One of the most valuable lessons that I learned was these students with both mild and significant disabilities were no different than my other students. They thrive when real learning takes place. They enjoy the intrinsic value of education. Overwhelmingly, they need significant experiences outside of the walls of the classroom just like every other school-aged child.

Field trips are rich with life lessons : they provide valuable insight into the community, and they give children a small taste of structured independence. These experiences are valuable for students and may be even MORE valuable for special needs students.  Many students who have special needs have IEP goals that involve gaining social skills. Taking students on a field trip is an excellent opportunity to practice social skills outside of the students’ everyday environment.

For example, students in community-based classrooms often take field trips to practice social skills . It is imperative that these students gain social experiences outside of their classroom and school. This does not have to be an elaborate adventure. In fact, many community-based teachers take students to the local grocery store, or out to lunch for a burger. There are so many life skills that can be gained through getting students out into the communities they will one day be expected to live in. If we want to help them thrive outside of public school, then we must get them out of public school a little bit.

But now what about those students with mild to moderate disabilities? Do we offer them the same opportunities to focus on life experience? Do we give them opportunities to explore the community they will one day be living and working in? My experience was sadly no. In fact, my students’ IEP goals regarding transition to community members transferred that responsibility to the parents. This then begs the question: What is the school’s responsibility in preparing these students to be active community members?

In my opinion, the school should take on some of this responsibility with all their students, but especially for their students with disabilities. Many of the students in my community who have mild/moderate disabilities come from low income households. Many times, these parents are likely to struggle to give their child meaningful experiences in the community. The same statement holds true for many of the general education students in our rural community as well.

In the single year that I served as a special educator, I accidentally began a tradition for our small school that started with an idea. I went to my principal one day with the notion that our students who had learning disabilities needed opportunities to see their community. Further, they needed opportunities to see their community with the guidance of a caring adult. Finally, they needed opportunities to practice becoming productive citizens in their communities. He loved the idea and gave his permission for us to take a monthly trip with our students out into the community. Best of all, he funded the whole project!

On one of our trips, we visited the local library. Each of the kids was able to get a library card, tour the facility, and check out any item they wanted. A few of them actually checked out DVDs or video games. This was fine with me, I was there to give them a learning experience. These kids had no idea that this resource was right inside their community. After our trip, two of my students started walking to the library after school where they had access to computers with free internet. They were able to study, complete homework, and have a safe space to be after school until their parents got home from work.

On another trip, I got a little bit more ambitious. To preface this story, many of our special needs students make their claim to fame in middle school. They say that they do not have to go to college or will not need to learn a trade because they will be drafted into the NFL or the NBA. I have no idea if this is an issue in other schools, but it is an epidemic in ours. These kids sadly do not have a firm grasp on reality when it comes to what it takes to make it as a professional athlete.

To help ground my students, I decided to take them to the Mississippi Sports Hall of Fame . Now, this field trip was a good two hours from our little home town, but I thought the lesson learned was invaluable. This trip gave my students the opportunity to learn about professional athletes who had made it to the big time and who had all come from our home state. This field trip gently showed the kids that professional athletes do not just get picked up at a middle school game and drafted straight into the big leagues. These athletes work hard, often finish college, and then they work even harder to keep their spot in a pro league.

However big or small our field trips were though, they made a real difference in the lives of our students with mild to moderate disabilities. In fact, they made such a difference in the way our students approached their lives that our Special Education department still takes them on these monthly trips even though I am back in a regular education classroom and not there to lead them.

Field trips for special needs students should not be limited to the community-based classrooms. I invite you to consider the needs of all your students when planning who should get a field trip this year. Remember, we want everyone to graduate and become productive and active members of our society one day.

50 FREE CREDITS

Other selections, 10 beautiful & stunning facts about parental engagement in schools.

by Mudassar Ismail | Mar 22, 2024

Parental engagement plays a pivotal role in shaping a child’s education journey. From field trips to student activities, engagement comes in many forms. It ensures children remain safe and nurtured. Studies highlight that when parents are involved, students thrive.

How To Make ‘Cedar Point, Sandusky’ School Trip Memorable?

by Mudassar Ismail | Mar 16, 2024

Cedar Point in Sandusky offers an unforgettable school trip experience. Known for its thrilling rides and educational programs, it’s a top choice for fun and learning. Safety is key, so Cedar Point ensures child safety with strict measures. Thus, organizing involves permission slips and safety briefings.

How to Ensure Safe Emergency Information (10 Best & Secure Tips)

by Mudassar Ismail | Mar 9, 2024

Emergency information is crucial, especially for children’s safety. Recent studies show that quick access to this information saves lives during student activities. With technology, mobile permissions have revolutionized how we manage permission slips, ensuring immediate access to vital data.

• Understanding the role of the school board Review the responsibilities of being a board member
• Services for Board Members Customized training, evaluations, executive searches and survey services
• Board member programs Mentoring programs and recognition programs for board members, businesses and media
• All-Ohio School Board award Honors board members who exemplify outstanding boardmanship
• Ohio Boards of Distinction Award Recognizes excellence in local school district governance in support of quality education
• STAR Awards Program Four-part award series that honors work of school board members
• Master Board Members
• For New Board Members Resources to help new board members
• Running for a school board A guide for school board candidates
• Legislative Issues Stay up-to-date on the latest legislative issues and track current legislation
• School finance Learn about Ohio's school-funding system
• Ohio Political Pulse The latest in Ohio political news
• Recent Call to Action eAlerts Review eAlerts you may have missed
• Get Involved Participate in grassroots advocacy initiatives and Kids PAC
• OSBA Journal magazine OSBA's award-winning bimonthly magazine featuring in-depth analysis of timely topics
• OSBA newsletters Newsletters on school management issues, policy development and timely topics for board members and administrators
• OSBA podcast: Leading the Way Listen to stay up-to-date on association news and the issues impacting public education
• Videos: ZoomFor2 Timely information to advance student achievement in your district
• News releases Releases to inform members and the media of the latest OSBA news
• Resource Center Improving student achievement, important links, tool kits, databases, fact sheets and brochures
• OSBA regions Learn about the five regions that make up OSBA and participate in regional events and activities
• Leading Our Learners Strategies and research to advance student achievement
• Overcoming barriers to achievement Tool kits to help students overcome barriers to success
• Advancing student achievement Discover how board members and administrators can collaborate to boost student achievement
• Communication Services Offering publications and communications services for school boards, administrators and their staff
• Financial Services Financial forecasting, consulting and training on school financial issues
• Insurance Programs Offering AD&D insurance to school district employees and board members
• Legal Services Information on school law issues and developments and Legal Assistance Fund
• Management Services Employee handbooks, job descriptions, human resources and school safety
• Policy Services Policy development, updating and hosting services
• School Board Services Customized training, strategic planning, superintendent/treasurer searches, surveys and evaluations
• Transportation Services Training programs, bus standards and state rules and regulations
• OSBA Affiliate Programs Outside vendors carefully selected to help districts with services needed for effective school management.
• Workshops & Events View all training and events
• Professional development policies Information on registration, cancellation policies and workshop credit
• On-demand Learning Access webinars to learn at your convenience
• Board Leadership Institute Two days of professional development created by board members for board members
• OSBA Capital Conference OSBA's premier professional development event
• Customized training for your board and staff Training tailored to your board's or staff's needs
• OSBA Book Club Share your thoughts on a common book during group webinars
• Mental Health and Social-Emotional Learning Summit
• OSBA Forums OSBA Forums tackle critical issues facing public education today

Upcoming Training

Making sure field trips are inclusive of students with disabilities.

Spring is field trip season for many school districts. Whether it’s the annual overnight pilgrimage to Washington, D.C., or a day trip closer to home, it’s important to make sure you are thinking about the unique needs of students with disabilities who will be participating in those trips.

Section 504 of the Rehabilitation Act of 1973 (29 U.S.C. 794) protects students with disabilities from discrimination in schools and gives these students the right to access the educational programming offered by the school district. This requirement encompasses field trips sponsored by the school district.

Planning ahead

Very often, a child with a disability will need additional supports or accommodations in order to participate in field trips with their peers. The most important step a school can take to include students with disabilities and avoid costly complaints or litigation is to plan ahead on what supports the child will need and how they will be provided. If the child has an individualized education program (IEP), the IEP team, which includes the parent or guardian, should meet to discuss the child’s participation in the trip and identify how the district will provide for any supports or accommodations the child may need. Other students may have a Section 504 plan, and the district can convene what is often described as a “504 team” to have these discussions. Whatever the venue, it is important to involve the child’s parent or guardian and, when appropriate, the child themselves in discussions about what accommodations and supports they may need. It is also important to document what supports will be provided.

The exact supports and accommodations provided to a child will depend on the child’s unique circumstances and the details of the trip. If the child has an IEP or 504 plan in place, the services and accommodations described in those documents are often a good starting point for determining the supports the child may need on the trip, though sometimes additional modifications or accommodations might be necessary. Some accommodations that might be considered include

• A personal aide or increased staffing for supervision purposes;
• Specialized debriefing for the child on the itinerary and behavioral expectations;
• A medication plan or health plan to ensure the child receives needed medication;
• Access to a nurse to provide nursing services;
• Transportation that is accessible for the child’s wheelchair or specialized transportation;
• A behavior plan specifically tailored to the trip.

The district generally should not require a parent to attend the trip as a precondition for the child’s participation, though the parent may be invited to attend if they wish. The district needs to ensure that it has appropriate personnel and planning in place to enable the child to attend with or without the parent. A district should never point to cost as a reason for excluding a child with a disability.

Districts should also take care to avoid having individual administrators make unilateral decisions or generalizations about students with a specific type of disability and their fitness for a trip. Any decision made needs to be individualized to the specific child.

Health and safety concerns

District personnel may have legitimate concerns about some individual students attending a field trip safely. If the student’s participation is likely to pose a significant health and safety risk to the student themselves or others, and there is no way to ameliorate this risk, exclusion from the activity may be appropriate. However, staff should start with the assumption that the child will attend the trip with supports in place and consider possibilities for accommodations before making the decision to exclude. U.S. Department of Education Office for Civil Rights (OCR) determinations on these types of issues have turned on the specific facts of the circumstances, so consultation with board counsel with specific concerns is advisable.

• Students with Disabilities
• Section 504

• Our Founders
• Our Organization
• Our Partners
• Our Playgrounds
• Build A Playground
• Featured Playground
• My Playground®
• Together, We Are Able®
• My PlayClub®
• Lunch & Learn
• Play at Home
• 30 Days Of Play
• Run, Walk & Roll
• Planned Giving
• Cy Pres Awards
• Shop for Swag
• Shop Categories

Take a Virtual Field Trip

Teaching kids from home can be a bit bumpy and boring, at times, for the whole family. Virtual field trips can lighten the load and provide learning while having fun. We’ve sourced out some wonderful sites that provide links for virtual field trips. 

Prepare to get up close to animals, visit museums and national monuments, and travel the world! Dig in and have fun!

• Virtual Field Trips allows you to travel the world: virtualfieldtrips.org/video-library/videos-by-location/africa-videos/
• Greene Country Schools in Tennessee compiled a list of Free Virtual Field Trips: greenek12.org/apps/pages/index.jsp?uREC_ID=1712001&type=d&pREC_ID=1891292
• Baldwin County Schools in Alabama created their own list: bcbe.org/Page/22120

When your child attended a school field trip, did you ever try to get information from them on how it went and what they learned? It can be tough. Your child’s teacher will often do an in-class reflection to help her gauge your child’s level of interest and their “take away” or learning experience, but it may not be shared with you.

Inclusion Matters by Shane’s Inspiration has created a field trip log that can be used as a shared or independent writing activity after your child has attended a virtual field trip. Keep blank copies close at hand, as this log can also be used when your child returns to school: Field Trip Log .

Did you know that Inclusion Matters by Shane’s Inspiration services approximately 3,000 students in Los Angeles via our education program, “Together, We Are Able.”? Through this program, students attend a field trip to one of our local inclusive playgrounds. Children with disabilities have the opportunity to play and connect with their typically developing peers. It’s a wonderful morning of discovery, acceptance, and inclusion for ALL! To learn more, visit inclusionmatters.org .

Edutopia , George Lucas Educational Foundation, filmed one of our field trips, so let your kids come along to see what one of our field trips are like and learn why inclusion is important on the playground. Link: youtu.be/CX5RuM3L1Ic . 

#30daysofplay #inclusionmatters #weplay2 #togetherweareable #play #athome #education #virtualfieldtrips #teachabletuesday

We are an international non-profit that creates play, dignity and social equity for children with disabilities through inclusive playgrounds and education programs that unite children of all abilities.

• 15213 Burbank Boulevard, Los Angeles, CA 91411 USA
• [email protected]
• 818.988.5676

QUICK LINKS

• Playgrounds
• Get Involved

SOCIAL MEDIA

Worldwide impact.

Field trips have long been an exciting part of the educational experience, offering students a break from the classroom routine and a chance to explore the world beyond their textbooks. These educational outings are also linked to improvements in students’ academic performance , social-emotional development, and long-term career prospects. Regardless of gender, ethnicity, or socioeconomic status, students who take part in school trips are gaining meaningful benefits.

With that being said, there are many field trip safety concerns and potential risks associated. This emphasizes the importance of well-structured policies and procedures to ensure that students and accompanying adults can enjoy their outings with peace of mind.

In this blog post, we will discuss the steps to create effective safety policies for field trips including examples of safety rules and safety checklists.

Conduct a Thorough Risk Assessment

Before you can create effective safety policies, it’s crucial to first identify potential risks and hazards associated with trips off school grounds. This process involves the examination of factors such as transportation, location, activities, potential emergencies, student abilities, and more. By pinpointing potential dangers in advance, strategies can be developed to reduce these risks.

When conducting a risk assessment, consider the following key areas:

• Transportation: Assess the safety of the various modes of transportation including buses, walking, or other means.
• Location: Evaluate the climate, terrain, accessibility, and availability of healthcare facilities in the chosen destinations. Keep in mind unexpected weather changes.
• Activities: Examine the equipment used during activities and assess the physical challenges involved. For example, consider the potential risks associated with contact with animals.
• Potential Emergencies: Identify potential emergencies such as slips, trips, falls, bus accidents, dangerous environments, or insufficient security measures.
• Student Ability: Consider the physical capabilities, medical conditions, experience, and age of the students participating in field trips.

Assess the level of risk based on the likelihood or probability of the risk occurring and the possible consequences. This will help guide and prioritize risk management efforts.

While complete elimination of risk is often impossible, school field trip safety policies should provide assurance that all reasonable care and sensible preparatory arrangements have been made to manage potential hazards.

Adapt Field Trip Safety Policy and Procedures Based on Risk Assessment

Once the risks are identified through the risk assessment, safety policies should be adapted accordingly. This means addressing each potential risk with specific measures. Some examples of risk management strategies include the following:

• Having emergency contact information readily available.
• Ensuring appropriate insurance coverage.
• Designating trip leaders and chaperones.
• Setting aside emergency funds.
• Establishing adult-to-student ratios (with lower ratios being preferable, such as one adult per 4-6 children).
• Outlining emergency procedures.
• Setting age requirements for participation.
• Maintaining first aid kits.
• Specifying dress codes.
• Keeping families informed about trip details.

Schools are obligated to carry out suitable and sufficient precautions in terms of supervision, protection, and training before, during, and after the trip.

The following sections include a more in-depth explanation of effective safety policies in the top areas related to school field trips.

Train Staff on their Responsibilities

One crucial detail in effective field trip safety policies is the training and responsibilities of staff. Teachers and staff involved in field trips should always review school policies and procedures well in advance of the excursion. Being familiar with these guidelines ensures that everyone is on the same page regarding safety protocols and expectations.

Staff training can include the following:

• CPR and First Aid certification.
• Crisis management training.
• Familiarity with emergency protocols.
• How to identify potential hazards related to the trip’s destination and activities.
• Responding appropriately in emergency situations.

It is advisable to request that volunteers obtain CPR and First Aid certification. This extra layer of preparedness can be invaluable in ensuring the safety of all participants.

Another important responsibility of school staff is effective communication:

• Administrators should communicate with staff beforehand on safety policies and protocols.
• Teachers and staff should maintain communication before, during, and after the field trip with students, families, and school administrators. Open channels of communication should be created to ensure everyone is informed and prepared.
• Teachers and chaperones should establish and communicate clear behavioral expectations and guidelines for students to follow during the trip.

Make Mandated Staff Training Easy

Our online teacher and staff compliance training gives your team the opportunity to take training wherever and whenever it’s convenient for them!

Generate Field Trip Emergency Preparedness and Response Plans

One of the cornerstones of effective safety policies for school field trips is a comprehensive emergency preparedness and response plan. This plan should be an integral part of staff training and responsibilities. Teachers and chaperones must be skilled in emergency procedures, and everyone should know their roles and responsibilities. The following includes examples of what should be included in emergency preparedness and response plans:

• Teachers and staff should carry a well-stocked first aid kit along with essential items such as bottled water, sunscreen, a working cell phone, any emergency medications students may need, a list of emergency phone numbers, and parent/guardian contact information.
• Following any medical assistance, if needed, teachers should contact the student’s parents/guardians as soon as possible to keep them informed. Documenting the incident through an accident report is also essential for maintaining records and assessing the effectiveness of the response.
• Teachers and chaperones should be made aware of the prevention of lost or missing students. Matching t-shirts or bracelets can help identify students quickly. Clear instructions should be given to students regarding where and when to meet up, emphasizing the importance of always staying with their assigned buddies. Teachers and chaperones should maintain a roster and check students against it multiple times throughout the day to ensure that no one is left behind.

Emergency preparedness, clear procedures, and prevention measures all contribute to a safer and more enjoyable trip for everyone involved.

Quickly Report Student Accidents

Automate the reporting, tracking and management of accidents, including documenting if first aid was administered, investigations, witness statements, and communicating with all key personnel.

Medical Considerations and Consent Forms for Field Trips

Before embarking on any field trip, it’s essential to collect medical information and signed consent forms from parents/guardians. This step is not just a formality; it’s a vital component of ensuring the safety of every student. Medical information helps educators and chaperones be prepared for any unexpected situations that may arise during the trip. Including this as a safety policy will guarantee its completion.

Consent forms serve as a legal agreement between the school and parents/guardians, outlining the details of the trip and giving them peace of mind about their child’s participation. The forms should provide a comprehensive overview of the trip, including its cost, specific clothing requirements (such as sunscreen, raincoats, or closed-toe shoes), lunch details, and transportation arrangements.

For students with allergies, especially severe ones, it’s crucial to make all participants aware of these allergies so they can respond quickly in case of an emergency. Additionally, any necessary medications should be properly labeled with the student’s name, medication name, dosage, and the time it should be administered.

No child should be excluded from field trips due to their medical condition. Accommodations should be considered and made in advance.

School Field Trips Transportation Safety Measures

Transportation is often a significant aspect of school field trips, and addressing safety considerations related to it is vital. School buses are often the chosen mode of transportation for field trips due to their safety record. However, it’s crucial for everyone involved, from drivers to parents and students, to understand school bus safety.

The qualifications of the drivers operating the vehicles are critical. It should be ensured that buses or cars used for transportation are driven by trusted adults who are responsible and qualified drivers. Drivers should not only be licensed and experienced but also familiar with the specific route and the needs of the students on board. Including regular background checks and training in your safety policies can help maintain the quality and reliability of the drivers.

There should be contingency plans for transportation-related emergencies such as vehicle breakdowns or accidents. These plans should outline:

• Steps to take during a vehicle breakdown or accident.
• Communication protocols.
• Evacuation procedures.
• How to contact emergency services if necessary.
• Having a backup plan in case a vehicle breaks down.
• Plan for students with disabilities or special needs .

Furthermore, schools must ensure that an adult is present in the vehicle whenever children are on board. No child should ever be left unattended. Regular inspections of the vehicle should also be conducted after each trip to ensure no child has been inadvertently left behind.

By having these plans in place beforehand, schools can help ensure that all students reach their destination safely and securely.

Gather Post-Trip Evaluations and Feedback

Accidents can occur even with the most comprehensive safety protocols in place, and when they do, it’s essential not to assign blame but instead focus on improving the system. Post-trip evaluations provide a platform for schools and organizations to review the incident objectively, dissect the events leading up to it, and understand the root causes. By doing so, schools can avoid making the same mistakes in the future and continually refine their safety protocols. The goal is not to point fingers but to create an environment where learning from accidents leads to safer field trip experiences.

One of the most valuable aspects of post-trip evaluations is the input from those directly involved: teachers, students, and parents/guardians. Each of these stakeholders brings a unique perspective to the table.

• Teachers, who are responsible for organizing and supervising the field trip, can provide insights into logistical challenges, communication gaps, or unexpected issues that may have arisen during the trip.
• Students can share their observations about their own behavior and the behavior of their peers, helping educators and organizers understand potential risks or lapses in safety awareness.
• Parents, being concerned guardians, can offer valuable feedback from an outsider’s perspective, pinpointing areas where safety could be improved.

The importance of conducting a post-trip evaluation cannot be overstated. It’s not just about reacting to accidents; it’s about proactively seeking opportunities to enhance safety policies and procedures for future field trips. By involving all participants in this process, schools foster a culture of collaboration and continuous improvement, ensuring that each field trip is safer and more enriching for all involved.

As we’ve explored in this blog post, ensuring the safety of students, and accompanying adults during field trips must remain a top priority.

To recap the key points covered:

• We’ve highlighted the need to establish thorough safety policies and procedures for field trips. These policies should encompass all aspects of the excursion, from transportation and supervision to emergency response plans.
• We’ve stressed the significance of continuous improvement in safety protocols. The ever-evolving nature of risks and challenges means that safety policies should never remain static. Regularly reviewing and updating these protocols ensures that schools stay ahead of potential hazards and can adapt to new circumstances.

Comprehensive safety policies, diligent supervision, and adaptability are the cornerstones of a successful and secure field trip experience. By prioritizing student safety and continually refining safety protocols, educational institutions can provide students with the best of both worlds: valuable educational experiences and peace of mind for parents and educators alike.

Privacy Overview

Basic Education, Higher Education, Lifelong Learning, k 12

• Non Formal Education

Exciting & Engaging Field Trip Ideas for Students with Disabilities

Sharing is caring!

As the school /” target=”_blank” rel=”noreferrer noopener”>end of the school year approaches, it’s fun to find some field trip ideas that work for your students. Many special education teachers are often seeking meaningful ways to celebrate achievements and create memorable experiences. Field trips offer a fantastic opportunity to provide hands-on learning, socialization, and fun for students with disabilities. In this blog post, we will explore exciting ideas for end-of-year activities that include field trips, specifically tailored to engage and inspire students with disabilities.

Visit a Local Farm or Zoo

Engage students with field trip ideas that involve animals.

A trip to a local farm or zoo can be a wonderful sensory experience for students with disabilities. The sights, sounds, and tactile sensations provide valuable opportunities for learning and engagement. Consider contacting the venue in advance to arrange a guided tour, ensuring that the visit is well-structured and accommodating to sensory needs. Encourage students to observe and interact with animals, plants, and nature, fostering curiosity and connection to the environment.

Explore a Science Museum

Additionally, science museums are treasure troves of hands-on activities and interactive exhibits, making them an ideal option for field trip ideas. These museums often offer dedicated sensory-friendly programs or specific autism-friendly days, providing a more inclusive environment for students to explore. Engage students’ scientific curiosity by encouraging them to participate in experiments, engage with exhibits, and discover the wonders of the natural world.

Plan a Nature Walk or Picnic

Connecting with nature can have a calming and therapeutic effect on students with disabilities. Organize a nature walk in a nearby park or reserve, allowing students to appreciate the beauty of their surroundings. Incorporate sensory activities like observing different textures, listening to bird songs, or feeling the breeze. Consider incorporating a picnic where students can enjoy a shared meal outdoors, fostering socialization and a sense of community. And the best part of that is you can use it as a life skills cooking lesson prior to the trip and get your students to make it!

Arrange a Visit to a Local Fire Station or Police Department

Build community and acceptance with these field trip ideas..

Visiting a fire station or police department can be an exciting and educational experience for students with disabilities. Contact these local community services to arrange a tour where students can learn about the important work they do. Encourage interactive experiences, such as sitting in a fire truck or trying on a police uniform, to make the visit more memorable. These encounters also provide opportunities to discuss safety, community helpers, and emergency preparedness. And, let’s not forget how important it can be for our students to be familiar with emergency responders.

Find a Sensory Friendly Event or Playground

Live theater performances designed specifically for individuals with sensory sensitivities are becoming increasingly popular. Many theaters offer sensory-friendly shows where lighting, sound, and other sensory elements are adjusted to create a more inclusive experience. Attending a theater performance can introduce students to the arts, enhance their communication skills, and nurture their imagination. Check with local theaters for sensory-friendly performances or inquire about the possibility of arranging a private showing for your class.

Also, looking for sensory-friendly playgrounds is getting easier and easier as many are showing up in local communities. These often have equipment meant for students with disabilities to access and enjoy. Swings that work for those in wheelchairs, ramps instead of stairs for slides, and lots of sensory toys. I’ve even seen ones with communication boards for students to work on language while at the playground like in this image below!

Awesome Field Trip Ideas- Create a Local Community Project

Lastly, engage students in a community-focused project that helps develop their social skills and sense of responsibility. Consider organizing a park cleanup, planting flowers in public spaces, or volunteering at a local charity. These activities promote teamwork, communication, and a sense of pride in making a positive impact on the community. Coordinate with community organizations and local authorities to ensure the project is accessible and meaningful for all students.

How Can I Add an Academic Component to the Field Trip Ideas?

And what better way to finish those end-of-year activities than with a memory book with differentiation that you can highlight all the fun you had all year? Grab this freebie and find a version that can work for all the students in your class while making a highlight reel of your amazing school year!

End-of-year activities that include field trips provide special education teachers with the opportunity to create lasting memories and meaningful experiences for students with autism. By carefully selecting destinations that accommodate sensory needs, provide hands-on learning , and foster socialization, these field trips can be transformative for students. Remember to plan ahead, communicate with the venues, and adapt activities to meet the unique needs of your students. These end-of-year adventures will not only celebrate their achievements but also leave a lasting impression, sparking joy, curiosity, and a love for exploration in the hearts of your students.

#Exciting #Engaging #Field #Trip #Ideas #Students #Disabilities

More Stories

SEND Funding Fact Check 2: Record funding or lack of cash? Which is true—and where’s the money gone? – Special Needs Jungle

Lamination Experiment – Mrs. D’s Corner

Must-Have Containers for Special Education Teachers – Simply Special Education

You may have missed.

D2L Adds Practice and Quiz Questions to Generative AI Beta Program.

• High School

A Look Back: NY Times Unveils Game Where Players Have To Put Historical Events In Chronological Order

• Important of Education

Six in Ten Black Single Mothers Will Vote For Candidates Who Support School Choice – NJ Education Report

• Lifelong Learning

Why Should You Learn Generative AI Skills in 2024? – Dataquest

• Special Education TODAY
• CECommunity
• Learning Library
• Create an Account

Accessible Virtual Field Trips: Participatory Approaches to Inclusion and Student Leadership

Login for complimentary access to this webinar.

Join Now for access to complimentary webinars.

Partnering with Washington State School for the Blind, American Printing House, and Fort Vancouver National Historic Site to host Mobility Matters 2021: an accessible, virtual field trip for students with visual impairments and deafblindness. After the field trip, we looked at the enagement of the students and educators involved.

This webinar will help you:

• Describe approaches for engaging K-12 students in accessible, virtual field trip experiences, including opportunities for students to assume leadership roles
• Articulate the ways that the natural and built environment may be conveyed in a virtual learning environment for students with and without disabilities
• Describe the ways that mixed method case studies support comprehensive evaluation of educational interventions

Original air date: February 2022

© 2023 Council for Exceptional Children (CEC). All rights reserved.

• Privacy Policy & Terms of Use
• Accessibility Statement
• Customer Service Center
• Partner Solutions Directory

Skip to content

• Black/White
• White/Black
• Yellow/Blue

Current Style: Standard

Search form

Section 504, school field trips, and students with disabilities.

Jul 24, 2008

In a previous post, Opening the School Door to Section 504 , I discussed the Section 504 and ADA requirements to provide services to children with disabilities. If you are not familiar with how section 504 applies to public elementary and secondary schools, you might check out that article before continuing with this article.  Sub part D of the Section 504 regulations prohibits discrimination against students with disabilities. This means that public schools must provide services to meet the individual needs of students with disabilities as adequately as the schools meet the needs of students without disabilities. Thus, Section 504 focuses on ensuring equal access for students with disabilities to the program offered by the public school. Under 34 CFR 104.34 of the 504 regulations, equal access includes serving students with disabilities in settings (academic and nonacademic) with students without disabilities. Equal access to the school program includes equal access to filed trips. Unfortunately, sometimes schools overlook including students with disabilities in field trips or assume that because the student has a disability,  the student is automatically excluded from participating. That is not the case. In fact, Section 504 requires that the school district presume that a student with a disability will participate in a field trip. If  the school believes the student should be excluded from the field trip, it must make that determination on an individual basis. Moreover, the school district has the burden of demonstrating that the student should not participate. ( Montebello (CA) Unified School District , 20 IDELR 388 (OCR 1993). In order to ensure that students with disabilities have equal access to the school program, Section 504 requires that schools provide accommodations. So, if a student with a disability needed an accommodation or related aids and services to participate in the field trip, those services must be provided. For example, in Quaker Valley (PA) Sch. Dist ., 39 IDELR 235 (OCR 1986), a girl with a neurodegenerative disorder that affected her motor, sensory, perceptual, and language functioning was denied the opportunity to go on field trips and participate in a swimming program. Due to “safety concerns”, the school principal had unilaterally made the decision to exclude her from six field trips with her third grade class, including a trip to a television station. She was the only student excluded from the field trips. In school the girl was provided with accommodations, such as an escort to assist her when walking and holding her hand. But no consideration was given to providing similar accommodations on the field trips or in the swimming program. The Office for Civil Rights (OCR) determined that the “safety” considerations were not justified and that the girl should have been provided with accommodations to ensure her participation in the field trips and the swimming program. Additionally, OCR determined the school district violated Section 504 because it did not notify the girl’s parents of the upcoming field trips, while the other children’s’ parents were notified. On the other hand, OCR has found that there are times when schools, after individual consideration, may exclude a student from a field trip if the student’s participation presents an unacceptable risk to the student’s health or safety. But the school must be able to justify that determination. In North Hunterdon (MD) Pub. Sch. Sys ., 25 IDELR 165 (OCR 1996), OCR determined that the school district was justified in excluding a student from a field trip when the student had several seizures on the same day as the field trip. Finally, schools cannot require that parents of students with disabilities accompany their children on field trips, if parents of students without disabilities are not required to accompany their children. In Rim of the World (CA) Unified Sch. Dist ., 38 IDELR 101 (OCR 2002), a student’s Braille assistant was told that the student could not participate in a field trip unless accompanied by a family member. This violated Section 504, because the parents of students without disabilities were not asked to accompany their children. Field trips are a very important part of the school experience. Section 504 requires that schools presume students with disabilities will participate in field trips along side children without disabilities. If there are concerns that a student’s participation may be unsafe or a risk, the school should consider providing accommodations and related services to support the student’s participation. If the school still believes the student’s participation to be unsafe, the decision to exclude the student must be made on an individual basis and the school district has the burden of demonstrating that the student should not participate.

• Board of Directors
• Mental Health Advisory Council
• Financials & Reports
• News, Publications & Media
• Legal Services
• Investigation
• Training and Education
• Information and Referral
• Developmental Disabilities
• Mental Illness
• Community Integration
• Voting Rights
• Service & Assistance Animals
• Representative Payee
• Client Assistance Program (CAP)
• Legal Assistance for Elders
• Disability Law History
• Success Stories
• Directory of Community Services
• Transition to Adulthood Series
• Fact Sheets
• Self-Advocacy Guides

Disability Law Colorado

Site Navigation

In the street, object details, related content.

Open Access Highlights

• Category: Games

How Beyond Xbox: Field Trips is Teaching Valuable Life Skills via Game Pass Favorites

Xbox has teamed up with Ukie’s Digital Schoolhouse to launch Beyond Xbox: Field Trips, a series of interactive learning experiences, available on Spotify , to help young people learn through play.

These experiences are set to be delivered as a series of podcasts, featuring seven Xbox Game Pass titles. Each audio journey will focus on a specific game, and the skills that are encouraged and honed while playing. The Field Trips aim to help young people sharpen thought processes, learn collaborative skills, and experience a sense of accomplishment in an immersive environment.

Xbox Wire had the opportunity to sit down with Ollie Bray, co-author of the European Games in Schools Handbook, who helped shape this project. With Bray, we found out how this the podcasts came to be, and what makes Xbox’s catalogue the perfect selection for skills-based learning.

Bray has a background in teaching, and, like many academics, found himself frustrated by more traditional methods to get young people involved with classroom activities. The original thought process of how games can assist with this hurdle came from Sim City , which encourages its players to think about urban planning in an interesting way.

“The traditional ways that we do things are often really dull, but games and simulations offer personalised learning experiences,” Bray says. “When we’re thinking about ‘soft skills’, these game environments are a really good example of how to develop those.”

Beyond Xbox: Field Trips has a couple of main goals in mind, according to Bray. One is to showcase video games as tools that can generate powerful learning opportunities.

The other is to demonstrate how games do not have to have been made specifically for educational purposes to have educational benefits.

We had the chance to listen to the Sea of Thieves episode of Beyond Xbox: Field Trips ahead of its release, which focuses on encouraging teamwork and delegation – something that is already integral to Sea of Thieves ’ gameplay.

“There are aspects of the game where young people are picking up maps, which links to geography, how we learn about latitude and longitude, compass directions, map orientation, all sorts of skills,” Bray says.

“It’s the kind of hard learning you’d expect to get in a geography classroom, which is often reinforced by a textbook or video, but in this case, we’re reinforcing it through interactive gameplay, which gives young people motivation.”

On the campaign, Shahneila Saeed, Director of Digital Schoolhouse and Head of Education at Ukie added, “we’re very excited to be supporting such an original and unique program, using games to develop the skills of young people. I can’t wait to see how these audio learning journeys are implemented in our Digital Schoolhouse network over the coming months, and the impact that they will have.”

Each audio learning journey is available on Spotify , and prompts players to take part in a number of in-game tasks in order to develop important soft skills. All seven games are available via Xbox Game Pass , and can be seen below alongside the skills they encourage:

• Grounded – Problem Solving & Analytical Thinking
• Sea of Thieves – Teamwork and Delegation
• Minecraft – Creativity and Innovation
• Microsoft Flight Simulator – Focus and Diligence
• PowerWash Simulator – Motivation and Prioritisation
• Age of Empires IV – Strategy and Decision making
• Cities: Skylines – Planning and Adaptability

Choosing Game Pass titles was another important element of Beyond Xbox: Field Trips. Bray shares that all of these games can be accessed with just one Game Pass membership.

“We wanted to include a number of different genres of game to be able to cater for different interests,” Bray explains. “You’ll find your classic sandbox game in there, Minecraft ; survival elements from Grounded ; and more surprising titles such as Powerwash Simulator , which is a difficult game to explain, but is hugely therapeutic to play.”

A final note that Bray touches on is how play is highly encouraged during early development, and again later in adult life, but there’s a middle point where leaning on resources like video games is underutilized. Bray adds, “this makes me wonder if we can rethink the approach to the middle part a little – games are a highly engaging learning environment.”

Beyond Xbox: Field Trips are now available via Spotify for players in the UK and Mexico. They can also be accessed as in more accessible formats as visual guides on Xbox.com to cater to different learning styles.

• 343 Industries
• Age of Empires
• The Coalition
• Compulsion Games
• Double Fine
• The Initiative
• inXile Entertainment
• Mojang Studios
• Ninja Theory Ltd
• Obsidian Entertainment
• Playground Games
• Turn 10 Studios
• Undead Labs
• World’s Edge
• Xbox Wire DACH
• Xbox Wire en Español
• Xbox Wire en Francais
• Xbox Wire em Português
• Xbox Wire Japan

© 2023 Microsoft

• Media Assets
• Photosensitive Seizure Warning
• Privacy & Cookies
• Terms of Use
• Code of Conduct
• Manage Consent
• Consumer Health Privacy