Travel

By: Carmen Willings
teachingvisuallyimpaired.com
​Updated June 9, 2019

Students who are blind or visually impaired and will be independent travelers will need to learn strategies for accessing transportation, planning a route, and traveling.

Being a Non-Driver

Most students who are visually impaired will not have enough vision to be a driver. These students will need to acquire skills in seeking out and arranging for their transportation needs as well as coping with the reality of not being able to be a driver. To help students learn skills needed to be a non-driver, encourage the student to:
  • Identify reasons why persons with and without disabilities do not drive including the functional implications of their visual impairment and the social aspects of being a non-driver. Then help the student understand that there are ways they will still be able to travel independently that do not include driving.
  • Share (to the extent to which they are comfortable) experiences and feelings associated with being told they cannot obtain a driver's license. While some students will be indifferent to not being able to drive, other students may need extra support and help to cope with their feelings.
  • Understand different rites of passage for adolescents in technologically oriented societies. Work with the student to discover how they can also participate in these rites of passage, but in different ways. This may include permitting the student to independently travel once they have the skills needed for the task (independently walk to the store, take a bus to the mall, etc.)

Access Transportation

Students will need to learn various ways in which they can access transportation in their area. They should also be familiarized with ways people in other cities are able to access transportation. Encourage the student to:
  • identify destinations where they believe they are capable of traveling.
  • discuss how non-drivers access transportation and how these methods influence their lifestyles (hiring, scheduling, directing, and firing a driver).
  • discuss how non-drivers with different lifestyles structure their lives to access transportation.
  • identify the advantages and disadvantages of methods of travel (scheduling, costs, routes, and so forth).
  • solicit information from businesses and other individuals regarding the location of businesses, activities, and so on.
  • identify the advantages and disadvantages of public methods of travel.
  • demonstrate skills in asking for and declining rides.

Gather Information on Low Vision & Bioptic Driving

Some states allow people with low vision to use bioptic devices for driving, while in other states it is illegal. The student will need to first determine whether they meet the unaided and aided visual requirements of the state in order to pursue driving with low vision. If the student is a potential candidate for using bioptics for driving, they will need to learn to: 
  • understand some of the differences between driving with low vision and driving with typical vision.
  • understand some of the legal and self-imposed restrictions in driving experienced by low vision drivers.

Gather Information on Budgeting for Transportation

Transportation is expensive whether you provide your own transportation or use public transportation. To prepare the student for budgeting for transportation, have the student:
  • list various sources of funding for transportation, including optional reduced fare programs for those with disabilities.
  • establish a weekly and monthly transportation budget.
  • evaluate which forms of transportation are most appropriate to purchase in order to meet current and future needs.

Create & Follow Routes & Directions

Anyone who plans to travel needs to understand where they want to go. This is no different for a person who is blind or visually impaired. The Orientation & Mobility specialist will work specifically with students on how to create and follow routes and directions. As part of this training, the student should learn how to:
  • use different resources to plan a route.
  • create a set of directions for personal use.
  • create a set of directions to share with others.
  • calculate the time, distance, and cost for short and long distance trips.

Problem Solve as it Relates to Travel

Everyone encounters problems with travel from time to time. Students need to plan for such problems and problem solve ahead of time as to how to handle the problems in order to be prepared. Have the student:
  • list several activities that may be done while waiting for late rides in different environments.
  • be assertive and solve problems concerning transportation schedules for arriving at or leaving a destination.
  • provide a list of ways to reduce the frustrations associated with non-driving.
  • complete a self-evaluation to determine what skills they still must develop to maximize independent travel.
  • describe acceptable public behaviors while a passenger in transit.
A picture of a man who is blind navigating airport
Franki Napolitano has written a blog about Using Airports with Sensory Impairments to address the challenges of navigating the airport. Although the focus of the study was in UK airports, the tips are helpful for all airports. 
IGLU Cruise logo
IGLU Cruise features a must-read guide by Lisa Bonet if you are you considering going on a cruise with a guide dog. Lisa provides a list of well thought out tips to help you prepare for and enjoy your cruise with your companion!

ECC Instruction

Teaching the ECC
Thematic units
Compensatory Skills
Concept Development Functional Skills
Alternative Communication Emergent Literacy Braille Slate & Stylus
Tactile Graphics Nemeth Braille Code
Access Classes Cranmer Abacus Organization & Study Skills Time Management Listening Skills Instruction 
VI Assistive Technology
Social Skills
Self Determination
Sensory Efficiency
Independent Living
Orientation & Mobility
Recreation & Leisure
Career & Vocational