Process of learning to drive by young persons with autism: experiences of the young persons themselves, parents, and driving instructors

Abstract

Certain groups have been overlooked in the field of transportation research, for instance, drivers with an autism spectrum disorder (ASD). In this article, we describe exploratory research into barriers and facilitators in the process of learning to drive for young people with ASD. Questionnaires were distributed in three groups involved in this process: young persons with ASD, parents or caregivers, and driving instructors. Respondents were asked about their experience of the process of learning to drive and to give suggestions for improving current driving training. Furthermore, they indicated their perceived impact of specific characteristics often associated with ASD on their ability to drive. The results show that young persons with ASD have a good knowledge of traffic rules, experience difficulties in violating traffic rules when necessary, as well as with multitasking and responding to unpredictable situations, and display perfection-ism. Moreover, they show a need for structure and more – but shorter – lessons. Driving instructors consistently perceived the impact of ASD-related characteristics higher than the other respondents. Several proposals for adjusting driving training were made which suggests the need for more systematic research and the propagation of new training methodologies. Finally, we highlight the need for an increase of attention, as well as of means and resources for research on certain groups such as ASD in transportation.