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Transportation and Travel Training for Community Mobility
Transportation and Travel Training in the Individualized Education Program
Transportation and Travel Training through Coaching Services
Additional Travel Training Resources
TRANSPORTATION AND TRAVEL TRAINING FOR COMMUNITY MOBILITY
For individuals with disabilities who do not drive, specialized instruction on public transportation may be necessary in order to develop independence in living and working. Individuals with disabilities may need assistance or accommodations to access public transportation, to walk independently from one location to another, or to request transportation support services in their community.
This specialized instruction, known as travel training, may occur as part of a student's educational program (as defined in the Individualized Education Program), as part of the services of a Competitive Supported Employment provider (usually through coaching), or by an Orientation and Mobility instructor through education or through public or private vocational rehabilitation services. Individuals with physical or cognitive disabilities or blindness can learn to travel safely and independently, without possessing all skills, through the provision of a comprehensive and systematic instructional program.
(The National Information Center on Children and Youth with Disabilities (NICHCY) has developed a summary article on Travel Training. Please see the article link at the end of this page under Additional Travel Training Resources.)
TRANSPORTATION AND TRAVEL TRAINING IN THE INDIVIDUALIZED EDUCATION PROGRAM
The IDEA (Individuals with Disabilities Education Act Amendments of 1997) increases opportunities for consideration of travel training in the Individualized Educational Program (IEP). The definition of "related services" has been expanded to include "orientation and mobility services". (Section 602 (22). Under the draft regulations for the 1997 IDEA Amendments, the term "Orientation and Mobility Services" is defined as:
... services provided to blind or visually impaired students by qualified personnel to enable those students to attain systematic orientation to and safe movement within their environments in school, home, and community, including:
- (I) teaching students spatial and environmental concepts and use of information received by the senses (such as sound, temperature and vibrations) to establish, maintain, or regain orientation and line of travel (for example using sound at a traffic light to cross the street);
(II) teaching students to use the long cane, as appropriate, to supplement visual travel skills or as a tool for safely negotiating the environment for students with no available travel vision;
(III)teaching students to understand and use remaining vision and distance low vision aids, as appropriate; and
(IV) other concepts, techniques, and tools, as determined appropriate".
Although "Orientation and Mobility Services" refers to services for individuals who are blind or have a visual impairment, some students with other disabilities may require similar assistance in order to learn their way around a building or to independently and safely travel in their community. For these students, "Transportation" as a related service under IDEA covers this definition. Under IDEA Draft Regulations,
Transportation includes
- (I) Travel to and from school and between schools;
(II) Travel in and around school buildings; and
(III) Specialized equipment (such as special or adapted buses, lifts, and ramps), if required to provide special transportation for a child with a disability.
If any of these services (Orientation and Mobility, Transportation, or Travel Training) are required in order for the child with a disability to benefit from special education, consideration should be given for such services and noted in the IEP. The anticipated frequency, duration, and location of these services also needs to be defined in the IEP. (IDEA, Section 614(d)(1)(A)(vi)).
Specialized instruction or related services in transportation may also be necessary for students as a component of "transition services" in the IEP. Transition services are defined in IDEA as a "coordinated set of activities for a student with a disability that is designed within an outcome-oriented process which promotes movement from school to post-school activities, including post-secondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living or community participation". (Section 602 (30)). Since transition services are based on the individual student's needs, a student with a disability who has an IEP may require transportation instruction or related services in order to successfully develop an employment outcome or to develop skills for community participation. Examples of coordinated activities related to transportation may include such things as: learning to cross streets safely, learning how to independently get to and from locations, learning to use transportation schedules, learning to get on and off public transportation at the proper locations, learning to pay for transportation, coordinating needed modifications for driving or for driver examinations, or calling for specialized services.
Consideration of transportation as a component of the IEP is especially important in moving from the educational system where transportation is a provided service, to adult life where transportation arrangements may not be a part of specialized programs or services or in certain communities where public transportation services are not in existence.
TRANSPORTATION AND TRAVEL TRAINING THROUGH COACHING SERVICESStudents and adults with disabilities who are found eligible for services available through job coaching providers may receive travel training as a part of their job placement supports. Coaches work one-to-one to provide needed instruction and supports for the individual with a disability to develop independent and safe travel skills. For persons investigating coaching services as a possible avenue for travel training, ask for information regarding this service. Individuals with disabilities or parents may wish to ask some of the following questions:
- 1) How do you assess my child's current skill levels in travel?
2) What are some examples of specialized instructional methods and accommodations you offer for someone with my child's disability?
3) How long does the coach accompany me/my child during the travel training?
4) How do you determine when it is appropriate to fade coaching services from the travel training?
5) How do you handle the fading process in order to assure me/my child's safety?
6) What follow-up services are available to assure continued safety?
7) What training has the coach received in travel training and safety?
8) What are some examples of personal safety skills which are taught as a part of the travel training?
9) Is interaction with strangers any part of the instructional program related to safety? (If appropriate to individual needs)
ADDITIONAL TRAVEL TRAINING RESOURCESThe following is a partial listing of identified website links. Parent Education Network is not responsible for the contents of any off site pages referenced or linkages provided. No official endorsement by Parent Education Network of products, resources or information is implied. Information is not intended to serve as legal or medical advice. In the event you need legal or medical assistance, consult an attorney or a physician.
NICHCY (The National Information Center for Children and Youth with Disabilities) has developed a summary entitled "Travel Training for Youth with Disabilities" (Volume 9, June 1996. The summary includes articles on "An Introduction to Travel Training", "What Equal Access to Transportation Means", "Travel Training for Persons with Cognitive or Physical Disabilities: An Overview", "A Model of a Travel Training Program - The New York City Board of Education Travel Training Program", "Travel Training for People with Physical Disabilities", "Teaching Travel Skills to Persons Who are Blind or Visually Impaired", and "Public Transportation and the Americans with Disabilities Act".National Information Center for Children and Youth with Disabilities (NICHCY)
PO Box 1492
Washington, DC 20013
1-800-695-0285
Website: http://www.nichcy.org
E-Mail: nichcy@aed.org
NICHCY's Project COACH is working to identify existing travel training programs.COACH
Academy for Educational Development
1875 Connecticut Ave., NW, Suite 900
Washington, DC 20009
1-888-89COACH (Toll-free phone/TTY)
202-884-8443 (fax)
E-mail: coach@aed.org
COACH is a comprehensive, searchable database of transportation training programs that enable riders with disabilities to use public transportation. COACH is for anyone interested in using or providing accessible public transportation. COACH serves people with disabilities; families of people with disabilities; advocates; senior citizen groups; transit providers; and special education, transition, and rehabilitation professionals by providing information about training programs and expanding their knowledge about accessible public transportation needs and services.
Training Areas include:
ADA and other policy goals/regulationsinnovative technology usageinnovative equipment usagetransportation system usage disability awareness needs of consumers use of fixed route systemssafety regulations safety techniques collaboration and community relations
