Supporting success: teaching driving to learners with neurodevelopmental disorders

Lina Hertzberg; Birgitta Thorslund; Helena Selander

doi:10.55329/gbbw9914

Authors

Lina Hertzberg Linköping University, Sweden https://orcid.org/0009-0004-5431-2015
Birgitta Thorslund Linköping University, Sweden
Helena Selander The Swedish National Road and Transport Research Institute (VTI), Sweden | University of Gothenburg, Sweden https://orcid.org/0000-0001-8026-5591

DOI:

https://doi.org/10.55329/gbbw9914

Keywords:

attention deficit hyperactivity disorder (ADHD), autism spectrum disorder, driver education, neurodevelopmental disorders, Northern Europe, special education

Abstract

Driving education can be challenging for individuals with neurodevelopmental disorders (NDDs) due to the various symptoms which accompanies the disorders. However, previous research on NDDs and driving has prioritized cognitive deficits over specific mitigation strategies for driver training. This study aims to explore driving instructors' experiences of teaching individuals with NDDs with the research questions: (i) what challenges do driving instructors experience when working with individuals with NDDs during the process of teaching and learning to drive? and (ii) how do driving instructors address these challenges in terms of teaching methods and strategies? Thirteen certified Swedish driving instructors with experience teaching students with NDDs participated in semi-structured interviews which were analyzed using qualitative content analysis. The findings reveal both cognitive and structural challenges, for example difficulties processing information in various traffic situations and the need for additional resources. The driving instructors emphasized the importance of clear communication and creating a structured and supportive environment. To meet the needs of learners with NDDs, they described using a range of adaptive strategies. These include breaking down tasks into smaller steps, using repetition, giving clear and concrete instructions, and incorporating illustrations and demonstrations to enhance understanding. The results highlight the importance of targeted, individualized support within driver education for learners with NDDs. They also provide practical insights into current teaching approaches and highlight areas for recommended focus. By shedding light on instructional strategies, this study informs both practice and policy, contributing to a more inclusive, effective and accessible driver education system for individuals with NDDs.

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Author Biographies

Lina Hertzberg, Linköping University, Sweden

Lina Hertzberg is PhD candidate in Cognitive Science at Linköping University, department of Computer and Information Science. She has a background in psychology and her research focuses on the driver's license process for individuals with neurodevelopmental disorders. The aim is to explore ways to support and facilitate learning for people with cognitive challenges within the framework of driver education.

CRediT contribution: Conceptualization, Data curation, Formal analysis, Methodology, Project administration, Visualization, Writing—original draft, Writing—review & editing.

Birgitta Thorslund, Linköping University, Sweden

Birgitta Thorslund is an associate professor in Cognitive Science at Linköping University, department of Computer and Information Science. She has a PhD in Disability Science. Her research focuses on Human Factors in Traffic Safety and the main part of her work is related to driver education.

CRediT contribution: Conceptualization, Methodology, Project administration, Supervision, Visualization, Writing—original draft, Writing—review & editing.

Helena Selander, The Swedish National Road and Transport Research Institute (VTI), Sweden | University of Gothenburg, Sweden

Helena Selander is a Senior Researcher at the Swedish National Road and Transport Research Institute (VTI) and Associate Professor in Rehabilitation Medicine at the University of Gothenburg. Her research focuses on medical fitness to drive, including cognitive assessments, driving tests, and simulator-based evaluations. Helena also works with projects involving driver education and traffic safety. Her work spans across age groups and includes individuals with various disabilities.

CRediT contribution: Conceptualization, Formal analysis, Methodology, Project administration, Supervision, Visualization, Writing—original draft, Writing—review & editing.

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