Strategies for Sustaining Independent Travel for Students with Learning Difficulties andor Disabilit

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Strategies for Sustaining Independent Travel for
Students with Learning Difficulties and/or
DisabilitiesMarie Rooney
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Strategies for Sustaining Independent Travel

• 14-19
• Post 16 FE
• Adults
• Learning Difficulties and or Disabilities

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How is Independent Travel Training defined?

• Individualised Programmes
• Providing training and support to achieve maximum
  potential
• Self / safety / danger awareness
• Focus on required skills
• Delivered by competent trainers
• Clear assessment procedures

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Why Travel Training?

• Vulnerable Young People
• Students with a Learning Difficulty and or
  Disability
• All age groups / all areas
• Public transport, buildings and services
• more accessible
• Equal access required by law

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The need for travel training

• Taxi Culture
• Years of inaccessible transport
• Lack of knowledge / confidence
• Limited Skills
• Restrictions imposed by practicalities
• Low aspirations
• Work Experience / Employment

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Society is changing

• DDA
• Attitudes, Aspirations, Expectations
• Equal Opportunities / Equal Rights
• Levels of mobility rising
• Access to Employment
• Access to Further Education
• DDA protects against discrimination

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The Missing Link?

• Accessible transport?
• to make the journeys it is necessary to have the
  skills
• to plan journeys, timetables and maps
• to travel safely and with confidence
• to respond to and cope with unexpected
  circumstances

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Involving others

• Parents and Carers
• Friends and family
• Peer Mentoring
• School and College staff
• Social Workers and Key workers
• Outreach buddies
• Work Experience / Employment Links
• Transition Officers

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Wider Involvement

• LA Transport staff
• LA Highways Dept
• PTEs
• Police Community Officers
• Transport Staff/ Operators
• Mobility Officers
• Training into Employment Agencies
• Community Transport

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Review Progress

• Record Programme
• Monitor and Evaluate progress
• Checklist
• Scenarios
• Emergencies
• The Benefits and the Costs

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Sustaining and Improving theTravel Training
Scheme

• Review the programme regularly
• Provide ways and opportunities for feedback from
  staff, students,
• trainees. trainers,
• carers, parents,
• bus operators
• Tackle complaints or grievances promptly

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Success

• Value success
• Publicise success
• Promote good training
• Share good practice
• Consult all participants
• Develop and improve your programme

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Funding

• Costs are high
• Staff costs and overheads
• Supply Cover
• Staff training
• Transport fares, staff petrol
• Home visits
• Two schemes in tandem

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Sustain or abandon?

• Short term funds or ongoing revenue
• Recruitment
• Continuity of training
• Guaranteed funding leads to sustainability
• Parents, students, Schools, Colleges,
• Employers, Transition Officers, Connexions
  Service, LA transport managers
• ALL ABOARD for success

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Strategies

• Who is responsible for the provision of Travel
  Training?
• Is local level enough?
• Who provides the financial support?
• Commitment top down?
• Accreditation
• Starting points Schools / Colleges
• Partnership working

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Effective Partnership

• Every Child Matters Agenda
• Transport Policy Statements
• Transition Planning
• Education Pathfinders
• Learning for Living and Work
• School reviews
• LDD Partnership Boards
• Equality and Diversity
• Direct Payments / EMA
• Valuing People

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Subsequent Elements withinthe strategy

• SEN Code of Practice
• DDA 1995 2005
• Education Inspections Act
• CYP and Adult Soc. Services Planning
• Pathways to Work
• Integrated Transport Units
• Local Strategic Plans

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Workshop Activity

• In group 1 we will identify the needs for a
  strategy to sustain Travel Training, who would be
  involved and how we can implement them.

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Workshop Activity

• In group 2 we will address and identify the
  issues
• for quality provision, continuity and progression
  at relevant stages of transition. What can we do
  to implement these?
• Is an identified and appointed Travel Training
  Advisor within specific areas a solution?