Young adults with moderate to severe disabilities who age
out of special education if at all possible must have the skills to navigate
safely through their community using public transportation for the purposes of
employment, post-secondary education or training, or recreation or
leisure. To lack these skills means that
these young adults may effectively be trapped in their homes due to their
constant dependence upon others for transportation. “Travel training,” as this skill is called,
can be taught, preferably well before the completion of high school. (A different skill is taught to young adults
who are blind or visually impaired.) However,
travel training is an often under-looked yet vitally important component of a
child’s transition plan. The Government
Accountability Office cites limited access to reliable public transportation as
a major obstacle for individuals with disabilities and may be one of the
reasons for the high unemployment rate among young disabled adults compared to
their peers (13.5% vs. 7.3%).
Transition plans, which are the blueprint to assist the
child in reaching his post-high school goals, are developed as part of an IEP
usually when the child turns 14 but no later than 16. A thoughtfully written transition plan will
carefully delineate the steps needed to ensure the student can achieve those post-high
school goals. And for appropriately
identified students, travel training can be a key related service in the
transition plan.
Who can provide this service? Travel training can be provided by the
schools as long as school personnel themselves receive travel training from
organizations such as Easter Seals, which is attempting to establish standards
and certification in this area. Travel
training may also be offered through public transit agencies or human service
agencies. The field of travel training
is burgeoning as new populations, such as the elderly who are trying to maintain
independence as they age, are requesting this type of training.
Given the diverse groups that now offer training, parents
need to do some research to determine what constitutes a good training program,
which should be much more than sitting in a classroom watching a film on taking
the bus. One group that offers detailed
information on what to look for in a program is the National Dissemination
Center for Children with Disabilities (NICHCY). One program in particular, which was started
by Margaret Groce in the New York City Public Schools in 1970 and has now
graduated more than 13,000 students, serves as a model for other budding
programs.
According to Ms. Groce, programs need to be tailored to the
specific student, utilizing his or her strengths and acknowledging
weaknesses. The program should offer
direct instruction, usually one on one, and will lead to the youth being able
to “solo” in the world. Before
embarking on a travel training program, students need to be aware of their own
personal space, their environment, and be able to recognize and respond to
danger, all skills which should be introduced as early as elementary school. Although it is helpful for the student to
be able to read, tell time, and use simple math, lack of these skills is not a
reason to exclude the student from training.
Travel training starts in the student’s home where his or
her functional skills are assessed by the trainer. The family must consent to the training and
agree to allow the young adult to travel independently once the course is
successfully completed. Completion of
the course entails a long list of skills that students must master with
100% accuracy: crossing streets safely,
with and without traffic lights; boarding a correct bus or subway; recognizing
where to exit their transport; making decisions; knowing when to ask for help
and from whom; following directions; recognizing and avoiding dangerous situations
and obstacles; behaving appropriately; handling unexpected situations; and dealing
appropriately with strangers. Students
will first travel with their trainers, then they will travel independently with
a trainer shadowing them, and ultimately, students will be able to solo on
their own.
Learning to travel solo can be an anxiety-provoking task for
both the student and family, but it must be taught where it is appropriate. The ability to navigate safely and
independently in the community is essential for the transition to the adult
world. With thoughtful planning,
deliberation, and a program tailored specifically to the needs of particular
students, young adults with disabilities can confidently venture out on their
own.