Learning to drive a manual car can be a complex and challenging for anyone, it can be particularly daunting for individuals who are neurodiverse. People with ADHD, ASD, dyslexia, dyspraxia, anxiety often have disordered executive function.
Executive function skills help people complete tasks and interact with others. They can include a range of skills, such as:
- Planning & organisation
- Concentrating & managing mental focus
- Analysing & processing information
- Managing emotions & behaviour
- Remembering details
- Managing time
- Multitasking
- Solving problems
- Spacial awareness
- Application of previously learned experience into alternative environments/scenarios
- Language & communication (verbal and body language)
These skills are often needed when learning to drive, and you have to learn to control some skills that don’t come naturally to you.
The first step in learning to drive with disordered executive function is to acknowledge and understand the specific challenges that may arise. Individuals with dyslexia may struggle with reading and interpreting road signs, distinguishing left from right or navigating maps, while those with dyspraxia may have difficulty coordinating the movements needed to operate a manual car. ADHD can further complicate the learning process by causing distraction and impulsivity.
Your Instructor
To address these challenges, it is important to work with a driving instructor who is experienced in accommodating different learning needs. The instructor should be patient, understanding, and able to adapt their teaching style to meet the needs of each individual student. They may use visual aids, demonstrations, hands-on activities, or other strategies to help students better understand and remember driving concepts. Good communication and trust between student and instructor is also vital.
Breaking down the learning process into smaller steps and focusing on one task at a time can also be helpful for individuals with additional learning needs. This may involve practising specific driving manoeuvres in a safe and controlled environment before moving on to more complex scenarios. Repetition and consistent practice can help to build muscle memory and reinforce key concepts.
Technology
Using technology and assistive devices can also be beneficial in supporting individuals during the learning process. For example, GPS navigation systems with voice commands can assist with navigating unfamiliar routes. YouTube/TikTok videos can also back up the learning process as, for some, information can be more easily absorbed without the added stress of controlling the car at the same time.
Self Care
It is also important to practise good self-care during the learning process. This may involve taking breaks when feeling overwhelmed or tired, staying hydrated and nourished, and getting enough restorative sleep. Seeking support from family, friends, or a therapist can also be helpful in managing stress and developing coping strategies.
Driving Test
When you book your driving test you should say if you have a learning difficulty. You’ll still have to drive to the same standard to pass, but the examiner can make adjustments for the independent driving part of the test. They might ask if you’d prefer to follow traffic signs instead of directions from a sat nav.
Finally, it is important to remember that everyone learns at their own pace, and setbacks and mistakes are a natural part of the learning process. It is important to be patient with oneself and to celebrate small victories along the way. With the right strategies, support and time, individuals with additional learning needs can develop the skills and confidence to become safe and competent drivers.
Some useful tips from my students:
“Taking the time to learn as much as I could about how the car works helped me to brush away intrusive thoughts about losing control on the road or rolling backwards on hills etc, knowing I had the tools to cope with different scenarios.”
“Learning at my own pace but being encouraged by Nicky to move on to a new skill was super helpful because I won’t always choose to do something hard or frightening without encouragement.”
“The positive language and praise I received from Nicky really helped build my confidence.”
“Nicky introduced me to ‘commentary driving techniques’ to help me focus on ‘the moment’, stopped me worrying about what had happened in the past, or what was coming in the future helped me keep focused. Although I did prefer to do this in my head rather than out loud!”
“Learning to acknowledge that I wasn’t going to please everyone on the road all the time, especially if I hesitated a little, but knowing I was safe, trusting in my own skills and instincts helped take the pressure off.”
“Believing in myself and that I have as much right to be on the road as others.”
“Knowing my triggers, excessive noise, bright distracting light etc. and finding ways to manage or prepare for those moments helped.”
“Acknowledging when I am not ok to drive, for instance I’m feeling emotional, tired, lacking focus etc. Sometimes regular breaks or adjusting the lesson goals meant I always made some progress.”
“Discussing how I was feeling with Nicky at the start of every lesson, sometimes during the lesson, meant we could re-assess and adapt our goals, or focus on a task that was more manageable. I always came away feeling that I achieved something.”
“When practising parking manoeuvers, which I find very challenging, ‘little and often’ was better for me as my attention span is not very long and I get easily distracted.”