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CHAPTER THREE Travel Patterns
3.1 Travel Patterns of Children with Learning
Difficulties
The travel patterns of children with mild to moderate
learning difficulties could be expected to differ from
other children's travel patterns for a number of reasons.
For example, travel to school patterns could vary
considerably due to many children travelling to specialist
schools or schools with Additional Support Need units. This
can have a significant impact on the method of travel.
However, little research has been undertaken in this field
and part of this study has been to address this gap through
analysis of the travel patterns of children with mild to
moderate learning difficulties.
In discussion with parents, children and other
stakeholders, such as national charities and support
groups, the travel patterns of children with mild to
moderate learning difficulties were explored. Due to
linkages between learning difficulties and other additional
support needs, many of the children involved in this
research had either a 'multiple diagnosis' of learning
difficulties coupled with other needs; or parents and
children were not able to put a label on the precise
learning difficulty or Additional Support Needs
experienced. This led to some variation in the travel
patterns exhibited by children involved in this study,
which cannot clearly be correlated to the type of
Additional Support Needs of the child.
Despite this variation, all of the parents participating
in this study indicated that their children had different
travel patterns due to their additional needs, with most
stating that their travel was significantly limited.
3.1.1 Travel to and from school
The first area where travel patterns can differ is in
relation to travel to school. While many children with
Additional Support Needs do attend mainstream schools, and
this is being increasingly promoted, a significant number
of children continue to attend either mainstream schools
with particular additional support provision, or special
education schools. This generally means that these children
are not attending their local school, but are travelling a
greater distance to attend schools with particular
provision.
This has clear implications on the way in which children
travel to school. The education authority has a
responsibility to provide transport to school for those
pupils who live further than the 'statutory walking
distance' from the school
12. This is defined as being less than two miles for
those under the age of eight, and less than three miles for
those between eight and sixteen. With children placed in
special education schools, or those with "additional
support " resources, it is more likely that they will have
to travel further to school, and therefore qualify for
transport provided by the local authority (generally bus or
taxi). These children, therefore, are less likely to have
the opportunity to walk to school and develop road safety
skills in this way.
For those children with Additional Support Needs
attending mainstream schools, local authority
transportation may also be provided. The Education
(Scotland) Act 1980 gives local authorities discretion when
deciding the level of transportation to provide, and to
whom this should be provided. However, when making a
decision about whether it is necessary to provide
transport, local authorities should take into account
issues such as pupil age, pupil safety and whether pupils
have Additional Support Needs. This means that a number of
pupils with Additional Support Needs attending mainstream
schools will also receive local authority transport to
school, depending on the local authority in which they live
or attend school.
Many parents and children consulted, indicated that they
were provided with local authority transport to and from
school - either taxi or bus. Parents expressed some
concerns that travelling by taxi or bus meant that children
missed out on
"learning by walking", and this was echoed by
national organisations, such as Enable, who suggested that
"children miss out on basic learning, awareness,
opportunities for teaching and the social
context".
Even where local authority transportation is not
provided, travel to school patterns differed. For those not
provided with local authority transport, travel by car was
most common. Walking was seen as very dangerous for
children with additional needs -
"in terms of health and fitness it is better for them
to walk to school, but in terms of safety this can be
impossible" (parent). Car travel was seen as reducing
these risks, and also making transport more predictable and
routine (an important issue for many of the children).
Some parents had begun encouraging independent walking
to school. Two parents consulted allowed their children to
cycle -
"it is important to give them a sense of independence
and responsibility". However, parents did remain
concerned - "
if he walks I follow him down the road to check he gets
there okay".
3.1.2 Evening and weekend travel
Outwith travel to and from school, parents and children
indicated that travel was very restricted with very little
independent travel in the evenings or at weekends. There
were two factors leading to these restricted patterns.
Firstly, all of the parents believed that their children
faced additional road safety risks due to their needs, and
therefore restricted travel to reduce risks. Secondly,
children often had difficulty integrating in social
activities or coping with everyday tasks, and parents often
avoided visiting friends and family, going to social clubs,
or going shopping with their children. Parents indicated
that they
"tailor the environment" and stop doing activities
which are too risky or create extra stress for both parent
and child.
Many parents believed that these restrictions were made
subconsciously -
"you don't realise its different… its only when you
speak to other people you realise you restrict where you
go". However, a small number of parents indicated that
while they preferred to restrict the travel patterns of
their child, this was not always possible. This was
particularly true for those with other children -
"if you have other children you need to be out and
about".
3.2 Summary
- Travel of children with mild to moderate learning
difficulties is often limited to going to and from
school, with little travel for social reasons
- When travelling to school, many children received
local authority transport in the form of taxi or
bus
- For those who did not receive this assistance, car
was the favoured method of travel due to perceived
increased safety and predictability
- Travel is restricted by parents due to perceived
higher risks of road accident and concerns about the
stress of travelling (for both parent and child)
- Travel is also often restricted due to lack of
acceptance of children with Additional Support Needs at
social events, or inability of the child to cope with
these events
- There was concern that, due to these restricted
travel patterns, many children were missing out on
learning the basics of road safety education
- Road safety awareness was seen as a key skill which
could significantly increase the independence of
children with Additional Support Needs, both as
children and in their adult life
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