1,443
Views
11
CrossRef citations to date
0
Altmetric
Research Papers

Accessible and inclusive transportation for youth with disabilities: exploring innovative solutions

ORCID Icon
Pages 1131-1140 | Received 13 Apr 2018, Accepted 25 Aug 2018, Published online: 14 Jan 2019

References

  • Gallup J, Lamothe S, Gallup A. Enhancing transportation education using mobile devices and applications. Teach Except Child. 2015;48:54–61.
  • Graham B, Keys C, Susan M, et al. Transportation challenges for urban students with disabilities: parent perspectives. J Prev Interv Community. 2014;42:45–57.
  • Rosenkvist J, Risser R, Iwarsson S, et al. The challenge of using public transport: descriptions by people with cognitive functional limitations. J Transport Land Use. 2009;2:65–80.
  • Syed S, Gerber B, Sharp L. Traveling towards disease: transportation barriers to health care access. J Community Health. 2013;38:976–993.
  • Statistics Canada. Disability in Canada: a 2006 profile. Ottawa: Statistics Canada; 2006.
  • Lubin A, Deka D. Role of public transportation as job access mode. Transport Res Record. 2012;2277:90–97.
  • Lindsay S. Employment status and work characteristics of adolescents with disabilities. Disabil Rehabil. 2011;33:843–854.
  • McGill T, Vogtle L. Driver's education for students with physical disabilites. Except Child. 2001;67:455–467.
  • Canadian Urban Transtit Association. Accessible transit in Canada: building on the benefits. Toronto: Canadian Urban Transit Association; 2013.
  • Lindsay S. Enablers and barriers affecting motor vehicle transportation among youth with physical disabilities: a systematic review. In: Mithcell L, editor. Physical disabilities: perspectives, risk factors and quality of life. New York: Nova Science Publishers; 2018.
  • Scott M, Falkmer M, Girdler S, et al. Viewpoints on factors for successful employment for adults with autism spectrum disorder. PLoS One. 2015;10:e0139281.
  • Kenyon S, Lyons G, Rafferty J. Transport and social exclusion: investigating the possibility of promoting inclusion through virtual mobility. J Transp Geogr. 2002;10:207–219.
  • Yonkman J, O'Neil J, Talty J, et al. Transporting children in wheelchairs in passenger vehicles: a comparison of best practice to observed and reported practice in a pilot sample. Am J Occup Ther. 2010;64:804–809.
  • Statistics Canada. Prevalence of adults with disability by sex and age, Canada. Ottawa: Statistics Canada; 2012.
  • Lindsay S. Systematic review of experiences and factors affecting driving and motor vehicle transportation among young people with autism spectrum disorder. Disabil Rehabil. 2017;39:837–846.
  • Samuel PS, Lacey KK, Giertz C, et al. Benefits and quality of life outcomes from transportation voucher use by adults with disabilites. J Policy Pract Intellect Disabil. 2013;10:277–288.
  • Wasfi R, Levinson D, El-Geneidy A. Measuring the transportation needs of people with developmental disabilities. Washington, D.C: Transportation Research Board; 2007.
  • Lindsay S, Lamptey D. Pedestrian and public transit training interventions for youth with disabilities: a systematic review. Disabil Rehabil. 2018;1.
  • Sze N, Christensen K. Access to urban transportation system for individuals with disabilities. Int Ass Traffic Saf Sci. 2017;41:66–73.
  • Burger H, Marincek C. Driving ability following upper limb amputation. Prosthet Orthot Int. 2013;37:391–395.
  • Kiyono Y, Hashizume C, Matsui N, et al. Car-driving abilities of people with tetraplegia. Arch Phys Med Rehabil. 2001;82:1389–1392.
  • Lindsay S, McDougall C, Menna-Dack D, et al. An ecological approach to understanding barriers to employment for youth with disabilities compared to their typically developing peers: views of youth, employers, and job counselors. Disabil Rehabil. 2015;37:701–711.
  • Barf H, Post M, Verhoef M, et al. Restrictions in social participation of young adults with spina bifida. Disabil Rehabil. 2009;31:921–927.
  • Darrah J, Magill-Evans J, Galambos N. Community services for young adults with motor disabilities–a paradox. Disabil Rehabil. 2010;32:223–229.
  • Falkmer T, Horlin C, Dahlman J, et al. Usability of the SAFEWAY2SCHOOL system in children with cognitive disabilites. Eur Transp Res Rev. 2014;6:127–137.
  • Tyler S. Asperger's syndrome: the implications for driver training methods and road safety. J Australias Coll Road Saf. 2013;24:55–62.
  • Farber S, Paez A. Employment status and commute distance of Canadians with disabilities. Transportation. 2010;37:931–952.
  • Hutchings H, Rapport F, Wright S, et al. Obtaining consensus about patient-centred professionalism in community nursing: nominal group work activity with professionals in community nursing. J Adv Nurs. 2012;68:2429–2442.
  • Delbecq A, van de Ven H. A group process model for problem identification and program planning. J Appl Behav Sci. 1971;7:466–491.
  • Gallagher M, Hares T, Spencer J, et al. The nominal group technique: a research tool for general practice. Fam Pract. 1993;10:76–81.
  • Jones J, Hunter D. Consensus methods for medical and health services research. Bmj. 1995;311:376–380.
  • Potter M, Gordon S, Hamer P. The nominal technique: a useful consensus methodology in physiotherapy research. N Z J Physiother. 2004;2:70–77.
  • Chapple M, Murphy R. The nominal group technique: extending the evaluation of students' teaching and learning. Assess Eval High Edu. 1996;21:147–160.
  • McMillan S, Kelly F, Sav A, et al. Using the nominal group technique: how to analyse across multiple groups. Health Serv Outcomes Res Method. 2014;14:92–108.
  • Krefting L. Rigor in qualitative research: the assessment of trustworthiness. Am J Occup Ther. 1991;45:214–222.
  • Grbich C. Qualitative data analysis: an introduction. London: Sage; 2007.
  • Perry J, Linsley S. The use of the nominal group technique as an evaluative tool in the teaching and summative assessment of the inter-personal skills of student mental health nurses. Nurse Educ Today. 2006;26:346–353.
  • Moffat F, Paul L. Barriers and solutions to participation in exercise for moderately disabled people with multiple sclerosis not currently exercising: a consensus development study using nominal group technique. Disabil Rehabil. 2018;1.
  • Wallace S, Worrall L, Rose T, et al. Which outcomes are most important to people with aphasia and their families? an international nominal group technique study framed within the ICF. Disabil Rehabil. 2017;39:1364–1379.
  • Van Breda A. Steps to analyzing multiple-group NGT data. Social Work Prac Res. 2005;17:1–14.
  • Lindsay S. Exploring the value of qualitative comparison groups in rehabilitation research: Lessons from youth with disabilities transitioning into work. Enhancing healthcare and rehabilitation: The impact of qualitative research. In: Hayre C, Muller D, editors. Physical disabilities: perspectives, risk factors and quality of life. CRC Press, Taylor and Francis; 2018.
  • Lucas K. Transport and social exclusion: where are we know? In: Grieco M, Urry J, editors. Mobilities: new perspectives on transport and society. Surrey, UK: Ashgate Publishing Limited; 2011.
  • Kenyon S, Lyons G, Rafferty J. Transport and social exclusion: investigating the possibility of promoting inclusion through virtual mobility. J Transp Geogr. 2002;10:207–219.
  • Lishner D, Richardson M, Levine P, et al. Access to primary health care among persons with disabilities in rural area: a summary of the literature. J Rural Health. 1996;12:45.
  • Wheeler K, Yang Y, Xiang H. Transportation use patterns of U.S. children and teenagers with disabilities. Disabil Health J. 2009;2:158–164.
  • Cooney M, Walsh D, Gannon S. An evaluation of the taxi service available to wheelchair users. Ir Med J. 2007;100:498–500.
  • Smith C, Cihak D, Kim B, et al. Examining augmented reality to improve navigation skills in postsecondary students with intellectual disability. J Spec Educ Technol. 2017;32:3–11.
  • Lindsay S, Edwards A. Systematic review of disability awareness interventions for school-aged children. Disabil Rehabil. 2013;35:623–646.
  • Reynolds L. Aging and disability awareness training for drivers of a metropolitan taxi company. Act Adapt Aging. 2010;34:17–29.
  • Batu S, Ergenekon Y, Erbas D, et al. Teaching pedestrian skills to individuals with developmental disabilities. J Behav Edu. 2004;13:147–164.
  • Brown D, Battersby S, Shopland N. Design and evaluation of flexible travel training environment for use in a supported employment setting. Int J Disabili Hum Dev. 2005;4:251–258.
  • Burgstahler S. A collaborative model to promote career success for students with disabilities. JVR. 2001;16:209.
  • Courbois Y, Blades M, Farran E, et al. Do individuals with intellectual disability select appropriate objects as landmarks when learning a new route?. J Intell Disabil Res. 2013;57:80–89.
  • Lemoncello R, Sohlberg M, Fickas S. How best to orient travellers with acquired brain injury: a comparison of three directional prompts. Brain Inj. 2010;24:541–549.
  • Meneghetti C, Lanfranchi S, Carretti B, et al. Visio-Spatial knowledge acquisition in individuals with Down syndrome: the role of descriptions and sketch maps. Res Dev Disabil. 2017;63:46–58.
  • Newbigging E, Laskey J. Therapy methodology. Riding the bus: teaching an adult with a brain injury to use a transit system to travel independently to and from work. Brain Inj. 1996;10:543–550.
  • Mechling L, Seid N. Use of hand-held personal digital assistant (PDA) to self-prompt pedestrian travel by young adults with moderate intellectual disabilities. Educ Train Autism Dev Disabil. 2011;46:220–237.
  • Davis M, Merrill E, Conners F, et al. Patterns of differences in way finding performance and correlations among abilities between persons with and without Down syndrome and typically developing youth. Front Psychol. 2014;5:1–12.
  • Haveman M, Tillmann V, Stoppler R, et al. Mobility and public transport use abilities of children and young adults with disabilities: results from the 3-year Nordhorn public transportation intervention study. J Policy Prac Intell Disabil. 2013;10:289–299.
  • Wiedenbauer G, Jansen-Osmann P. Spatial knowledge of children with spina bifida in a virtual large-scale space. Brain Cognition. 2006;62:120–127.
  • Wright T, Wolery M. Evaluating the effectiveness of roadside instruction in teaching youth with visual impairments street crossings. J Spec Educ. 2014;48:46–58.
  • Davies D, Stock S, Holloway S, et al. Evaluating a GPS-based transportation device to support independent bus travel by people with intellectual disability. Intell Dev Disabil. 2010;48:454–463.
  • Lindsay S, Cancelliere S. A model for developing disability confidence. Disabil Rehabil. 2018;40(8):2122–2131.
  • Scior K. Public awareness, attitudes and beliefs regarding intellectual disability: a systematic review. Res Dev Disabil. 2011;32:2164–2182.
  • Yuker H. Variables that influence attitudes towards people with disabilities. J Soc Behav Pers. 1994;9:3–22.
  • Smith S, Bellaby P, Lindsay S. Social inclusion at different scales in the urban environment: locating the community to empower. Urban Studies. 2010;47:1439–1457.
  • Lindsay S, Yantzi N. Weather, disability, vulnerability and resilience: exploring how youth with physical disabilities experience winter. Disabil Rehabil. 2014;36:2195–2204.
  • Organization WH. Disabilities. Geneva: World Health Organization; 2015. http://www.who.int/topics/disabilities/en/.
  • Commission OHR. Transit and Human Rights. Toronto: Ontario Human Rights Commission; 2018.
  • Lindsay S, Duncanson M, Niles-Campbell N, et al. Applying an ecological framework to understand transition pathways to post-secondary education for youth with physical disabilities. Disabil Rehabil. 2018;40(3):277–286.
  • Bourke-Taylor H, Cotter C, Stephan R. Young children with cerebral palsy: families self-reported equipment needs and out-of-pocket expenditure. Child Care Health Dev. 2014;40:654–662.
  • Sjödin L, Buchanan A, Mundt B, et al. Do vehicle grants and vehicle adaptation grants promote transport mobility and community access for children with disabilities in Sweden. Aust Occup Ther J. 2012;59:10–16.
  • Falkmer T, Gregersen N. The prevalence of learner drivers with cerebral palsy who are in need of highly specialized driver education. J Traffic Med. 2000;28:23–31.
  • Norweg A, Jette AM, Houlihan B, et al. Modified vehicle after spinal cord injury: findings from the national cord injury model systems. Arch Phys Med Rehabil. 2011;92:477–483.
  • Carter EW, Trainor AA, Ditchman N, et al. Community-based summer work experiences of adolescents with high-incidence disabilities. J Spec Educ. 2011;45:89–103.
  • Lindstrom L, Doren B, Metheny J, et al. Transition to employment: role of the family in career development. Except Child. 2007;73:348–366.
  • Price R, Marsh A, Fisher M. Teaching young adults with intellectual and developmental disabilities community-based navigation skills to take public transportation. Behav Analysis Practice. 2018;11:46–50.
  • Madden M, Lenhart A, Duggan M, et al. Teens and technology. Cambridge, MA: Berkman Center for Internet and Society, PEW Research Centre; 2013.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.