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Public bus drivers and social inclusion: evaluation of their knowledge and attitudes toward people with intellectual disabilities
- Authors:
- TILLMANN Vera, et al
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 10(4), 2014, pp.307-313.
- Publisher:
- Wiley
Public bus drivers are a relevant part of the social network supporting people with intellectual disability (ID) in the independent use of public transport as their support can increase self-determination and social inclusion. This study used a standardized questionnaire to assess with a representative sample of 139 local bus drivers to assess their experiences with, knowledge of and attitudes toward people with learning disabilities. The survey was conducted in a town in Germany with rural surroundings as part of the Nordhorn Public Transportation Intervention Study. In survey 19% of the bus drivers had experiences with people with ID in their private lives. Knowledge about ID was rather moderate, differing widely according to specific items. Some drivers saw people with disabilities as passengers who are difficult and who needed more attention. Authors concluded that bus drivers are an essential part of the social support system of persons with ID and that assessment of bus drivers' attitudes, experiences, and knowledge is necessary to develop specific training programs. Valid information, communication, and social interaction skills training should be integrated in the regular training of bus drivers. Assessment and training of bus drivers could enhance the chances of persons with ID significantly to be mobile citizens in an inclusive society. (Edited publisher abstract)
Mobility and public transport use abilities of children and young adults with intellectual disabilities: results from the 3-year Nordhorn public transportation intervention study
- Authors:
- HAVEMAN Meindert, et al
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 10(4), 2014, pp.289-299.
- Publisher:
- Wiley
The Nordhorn Public Transportation Intervention Study project in Germany had the aim of increasing the independent use of public transportation by students with intellectual disabilities (ID) through interventions in the social and physical environment. Success of the project was measured by the number of students who were able to independently go from home to school at the end compared with the start of the project and by the skills students evidenced with coping with barriers on their way to school at the end of the project compared with their baseline skills. This multicenter study included various types of interventions: assessment of mobility/traffic competency, mobility integrated individual educational plans, mobility and traffic curriculum, information for teachers and parents, training for bus drivers, real-life traffic training, support by mobility trainers and trip coaches, adaptations to streets and buses, and incident management including the use of communication devices (e.g., mobile phones with Global Positioning System). At the start of the project, less than 1% of the 124 students with ID used public transport to get to school, 3 years later, the proportion increased to 65.3%. On 19 of 29 items, students showed relevant and statistically significant improvement of skills in public transport use and traffic wayfinding behavior compared with the situation at baseline. (Edited publisher abstract)