Independent travel for developmentally disabled persons: A comprehensive model of instruction

LaGrow, Steven J.; Wiener, William R.; LaDuke, Robert O.

doi:10.1016/0891-4222(90)90014-y

Cited by 20 publications

(18 citation statements)

References 6 publications

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“…It clearly showed the connection to specific training skill areas. The training skill areas are based on orientation and mobility principles (LaGrow, 1990). The study showed that travel training works very well for both clients who receive travel training and for their parents and guardians.…”

Section: Examples Of Field Successesmentioning

confidence: 99%

Chapter 12<BR> Education About Special Aging Populations<BR> Intellectually Disabled, Incarcerated, and Non-English-Speaking

Sterns¹,

Ansello²

2008

annu rev gerontol geriatr

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The age wave is having a broad effect in many ways everywhere that people live throughout the world. But that age wave is composed of many special groups and, like a pier jutting into the ocean, the underpinnings are always being challenged and tested. Special populations test the robustness of theories on aging and on models for delivery of services to aging individuals. It is with these special groups that many professional challenges arise and the opportunity for creativity emerges.When information flows out from work with these special groups to the general aging population, opportunities for new approaches to benefit the broader worldview can be realized. From the perspective of the gerontological educator, special populations offer the chance to demonstrate the generalizability of theory. At the same time, it can be a continuous source of new ideas and approaches to provide additional synergy to models of service delivery for older adults and people with disabilities. As the age wave begins to challenge the resources of the world available to serve, mitigate, support, and comfort adults and older adults, those serving these special populations are acting as scouts to ferret out the best strategies to efficiently and effectively meet both the special needs and the common needs of older adults. 185

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Section: Examples Of Field Successesmentioning

confidence: 99%

Chapter 12<BR> Education About Special Aging Populations<BR> Intellectually Disabled, Incarcerated, and Non-English-Speaking

Sterns¹,

Ansello²

2008

annu rev gerontol geriatr

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“…Although the majority of studies describe transportation challenges and solutions for individuals with physical or sensory impairments, several studies have also described challenges to using public transportation among adults with developmental disabilities [e.g. [14][15][16]. Little empirical research to date has investigated specific transportation challenges for individuals with acquired cognitive impairments.…”

Section: Need For Travel Researchmentioning

confidence: 99%

“…training programme curricula), and only citations in English that specifically addressed community transportation concerns for persons with cognitive challenges. From this search, we identified thirteen training curricula [11,14,15,[20][21][22][23][24][25][26][27][28][29], twelve background information articles relevant to travel training for this population [5,12,13,[30][31][32][33][34][35][36][37][38], six specific evaluation studies [16,18,19,[39][40][41] and two travel assessment protocols [42,43].…”

Section: Document Reviewmentioning

confidence: 99%

Validation of the Activities of Community Transportation model for individuals with cognitive impairments

Sohlberg

Fickas

Lemoncello

et al. 2009

Disability and Rehabilitation

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“…Travel training programs are expected to have a wide range of positive impacts on individual trainees, parents, guardians, or caregivers, schools and school districts, training providers, local public transportation authorities, other public agencies at the three levels of government, and the community at large Baginski, 2008;Bridger, 2011;Halcrow Group Limited, 2005;LaGrow, Wiener, & LaDuke, 1990;Ride Connection, 2009;Welsh Local Government Association et al, 2011). This section identifies a wide range of travel training outcomes.…”

Section: Outcomes and Benefitsmentioning

confidence: 99%

Chicago Public Schools Travel Training

Cutr¹

2017

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Public transportation and public educational programs are mandated to provide transportation services for mentally and physically disabled individuals. While programs to transport members of disabled populations are important to ensure access to and participation in important educational and work related activities, they are often highly expensive to operate. Moreover, they do not necessarily increase the independence of disabled clients. For these reasons, transit agencies, employers and educational institutions have begun to develop training programs to teach qualified clients how to use the fixed public transit system. Movement of disabled riders to fixed public transit systems reduces demand of costly paratransit programs, increases the ability of disabled clients to function independently, and may have a multitude of other benefits.

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Independent travel for developmentally disabled persons: A comprehensive model of instruction

Cited by 20 publications

References 6 publications

Chapter 12<BR> Education About Special Aging Populations<BR> Intellectually Disabled, Incarcerated, and Non-English-Speaking

Chapter 12<BR> Education About Special Aging Populations<BR> Intellectually Disabled, Incarcerated, and Non-English-Speaking

Validation of the Activities of Community Transportation model for individuals with cognitive impairments

Chicago Public Schools Travel Training

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