Learning to drive is a significant milestone, symbolizing greater independence and autonomy. Driving independently offers freedom, builds confidence, and encourages self-reliance, empowering individuals to make their own decisions (Cheak-Zamora, Tait, & Coleman, 2022). Additionally, independent driving reduces reliance on public transportation, which is particularly beneficial in areas with limited transit options. Moreover, for autistic individuals, driving can be a safer alternative to public transportation by minimizing the number of transitions and sensory issues (Lubin & Feeley, 2016). However, learning to drive presents unique challenges for autistic individuals since it often involves anxiety, difficulty mastering complex driving skills, sensory sensitivities, unexpected changes, and struggles with applying theoretical knowledge to practical situations (Sheppard, Loon, & Ropar, 2023; Wilson, Lee, Vaz, Vindin, & Cordier, 2018).
Despite these obstacles, many autistics aspire to obtain a driver’s license. Yet traditional driver’s education programs, required by many states before granting a license, typically follow a one-size-fits-all approach that may not meet the specific needs of autistic learners. Understanding how autism affects the process of learning to drive is vital for providing effective support and accommodations. We examine the challenges autistic drivers face, the importance of customized instruction, and strategies for promoting safe and confident driving. By addressing the unique needs of autistic learners, we can create empowering pathways to driving independence.
The Gap in Research and Driver’s Ed Programs
Despite extensive research focusing on driving challenges autistic individuals experience and developing strategies for safe driving (e.g., Lindsay, 2017; Silvi, Scott-Parker, & Jones, 2018), there is a lack of driver’s education programs designed for autistic individuals.
To address this gap, we conducted a nationwide search of driver education programs offering driving services for autistic individuals. Our search yielded 18 programs across 18 states, but after evaluating the programs based on their website and excluding programs that did not focus on driver’s education leading to a driver’s license, only six met our criteria. The six programs included Adaptive Experts (serving Minnesota, Wisconsin, Iowa, North Dakota, and South Dakota), Driving MBA (Arizona), NeuroHub (Florida), Strive for Independence (Illinois), Driving for Exceptional Learners (Iowa), and Wheel to Drive (Michigan). The remaining 12 programs focused on rehabilitation for licensed drivers or driving safety assessments.
Our findings highlight the scarcity of driver’s education programs tailored for autistic individuals, underscoring the need for effective programs for autistic individuals. Given the limited research on tailoring driver’s education to autistic individuals, we propose a systematic approach to adapting traditional driver’s education programs to better meet the unique needs of autistic learners.
Driver’s Education Program for Autistic Individuals
For autistic drivers, the goal of driver education is to expose them to a new environment in a gradual, methodical, and predictable manner. Providing a low-stress driving environment and gradually progressing from simple to more complex driving skills are crucial. Caregivers and driver’s ed instructors play a vital role in empowering autistic individuals to achieve their goal of driving. Below are a few strategies to use to support autistic individuals while they learn to drive.
- Sensory Sensitivities. Many autistic individuals have sensory sensitivities that require sensory integration strategies to minimize sensory overload. Providing an environment with reduced noises, lights, strong odors, and large groups of students helps with sensory integration. Strategies could include smaller or individual classes, sensory breaks, or slow sensory exposure to loud noises such as traffic noise or emergency vehicle sirens.
- Wording. Concise wording is essential when explaining driving concepts and instruction. For example, to teach backing out of a parking space, say, “Drive backwards until your side mirror is parallel with the other car’s bumper, push on the brake, and turn the steering wheel to the left until the wheel stops.”
- Class Structure. Break down driving skills into small steps with ample practice opportunities; repetition and consistency help autistic drivers effectively master skills and build confidence. Since many autistics are visual learners, use visual supports, such as schedules, checklists, and pictorial diagrams, to teach driving procedures and rules, especially how to interpret complex social cues from other drivers or pedestrians.
- Drive Time. During drive lessons—aim for 20-minute lessons—focus on one driving skill and take frequent breaks. Shorter lessons help reduce sensory overload, and breaks can be used for reflection and feedback.
- Tailored Instruction. Traditional driver’s education programs often follow a one-size-fits-all approach; however, tailored instruction is key to helping autistic individuals adapt to new stressors and become safe drivers. Examples include using one driving session to just sit in the car, allowing the autistic driver to become accustomed to the surroundings. Use a second session to explain all the devices (such as windshield wipers, turn signal, brake, and gas pedals) and how the autistic driver would use them on a typical drive. Work on intersections with stop signs before moving to intersections with stop lights. Tailoring lessons to the unique learning style and sensory needs of each autistic learner significantly enhances their ability to grasp and retain driving concepts.
- Practical Driving Experience. Driving in real traffic situations is irreplaceable for building safe driving skills. The use of driving simulators or virtual reality settings is not recommended, given the low transferability of observations from a driving simulator environment to real on-road driving (e.g., Lee, Cameron, & Lee, 2003). Rather, provide driving practice in low-stress environments, gradually increasing the complexity of driving conditions as the learner gains confidence. Lastly, given that autistic individuals are susceptible to anxiety, their driving experience is very likely to deteriorate in a test environment. Hence, have the autistic driver complete at least three “road tests” using a driving route comparable to the test route before attempting an official road test.
- Positive Reinforcement. Celebrating progress, no matter how small, facilitates a positive learning experience and further empowers the autistic driver. Providing frequent positive feedback and encouragement helps maintain the learner’s motivation and commitment to mastering driving skills by reducing their anxiety and building their confidence.
- Feedback and Route Planning. Verbal feedback is usually provided while student drivers are driving. However, this can cause sensory overload for an autistic driver since they are already processing a lot of visual and audio information. Rather, stop the car before providing feedback. Secondly, explaining the driving route to the autistic driver helps reduce sensory overload. To further decrease anxiety, use a visual map of the route (Google map), allowing autistic drivers to acquaint themselves with roads and intersections. Knowing a route helps the autistic driver feel less anxious since they can focus on driving techniques rather than worrying about new roads and locations.
Conclusion
Learning to drive is a milestone that offers benefits such as independence and self-confidence. Autistic individuals, like everyone else, seek the opportunities that driving provides for connectivity and participation in life. Achieving this may require specialized support and tailored instruction; inclusive driver’s education programs can help autistic learners navigate the roads safely and confidently. For autistic individuals, the goal of driving is independence, while the goal for caregivers is empowering that independence. Recognizing the diverse needs of autistic drivers is essential for fostering an inclusive society where anyone can achieve driving independence and enjoy its benefits.
Heidi Hillman, PhD, BCBA-D, LMHC, is a Professor and Rebekah White is an undergraduate student, at Eastern Washington University. Both are autistic. For more information, please contact Heidi Hillman at hhillman@ewu.edu.
References
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Lindsay, S. (2017). Systematic review of factors affecting driving and motor vehicle transportation among people with autism spectrum disorder. Disability and Rehabilitation, 39(9), 837–846. https://doi.org/10.3109/09638288.2016.1161849.
Lubin, A., & Feeley, C. (2016). Transportation Issues of Adults on the Autism Spectrum:
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Sheppard, E., van Loon, E., & Ropar, D. (2023). Dimensions of self-reported driving difficulty in autistic and non-autistic adults and their relationship with autistic traits. Journal of Autism and Developmental Disorders, 53, 285-295. https://doi.org/10.1007/s10803-021-05420-y.
Wilson, N. J., Lee, H. C., Vaz, S., Vindin, P., & Cordier, R. (2018). Scoping Review of the Driving Behaviour of and Driver Training Programs for People on the Autism Spectrum. Behavioural Neurology, 01, 1-17. https://doi.org/10.1155/2018/6842306
