Students can learn a lot in a classroom, but a good field trip lets them see, feel, and touch the curriculum in ways that make learning come to life. When trips are well planned, relevant, and linked to classroom instruction, students gain a better understanding of topics, build cultural understanding and tolerance, and are exposed to worlds outside their own.
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.
