A Guide for Disabled Driver Learners

<< Background >>Independence in outdoor activities is an important factor for individuals to be self-sufficient, to increase their self-confidence and quality of life. When participation in these activities is restricted due to transportation problems, individuals experience social isolation, depression, and limitations or losses in daily living activities.However, When thedisabled population of the partners and the number of disabled people using a vehicle are examined, it is striking that therate of vehicle use, which increases the quality of life of disabled individuals, is low.However, there was very little information about the physical abilities of people with disabilities, their driving education quality, environmental factors affecting their activity performance, and the social-environmental barriers they face. With this project, it is aimed to develop an innovative and comprehensive model with case study , in-depth interviews and expert opinion consulting techniques and to share good practices between partners.<< Objectives >>Within the scope of the project's activities We wanted to achieve : * to provide educators, decision makers and a wider audience with the opportunity to learn more about positive and innovative practices targeting disabled learners, * to provide disabled driver instructors with more insight into how to address and what methods to use when working with disabled learners, *to create a guidebook that can be applied in driver training by determining the needs for the disabled driver's license training, * to ensure the sharing of international good practices. So ,* Trainers working with disabled learners have learnt the resources and strategies they can use to best support learners with disabilities, especially in the face of various constraints. * Contributing professional development of the participant trainers and managers by identifying the difficulties and barriers that the trainers face in integrating disabled learners into the learning environment through the sharing of mutual experiences and case analysis. * A comprehensive good practice model was published for driving courses and all stakeholders of driving education.<< Implementation >>1st activity: We held 1st face to face meeting in Türkiye in order to determine the implementation of the project (activities, stages of the case study, methodology), and expected results of the project (sharing good practices).The participants visited Teknik and Çakırlar driving schools from the member organizations of Eskişehir Driving Association, meet disabled learners. The president of the driving school made a presentation and gave details about disabled learners, their education and the challenges they face. 2nd Activity :The 2nd meeting was held in Malta in order to monitor activities and coordination in the first months of the project and shared good practices in Malta. 3rd Activity :The 3rd meeting was held in Italy to coordinate work on the assessing the results of the project of the project,deciding on final report of the project, dissemination of the good practices and sharing experiences.4th Activity:The legislation of partner countries was researched, and interviews were conducted with disabled drivers, their trainers and driving course owners through semi-structured questionnaires.A case study was prepared by analyzing the data and a guide was created.5th activity: the outputs were introduced with dissemination.<< Results >>With this project we contributed professional development of the participant trainers and managers by identifying the difficulties and barriers that the trainers face in integrating disabled learners into the learning environment through the sharing of mutual experiences and case analysis. -to increase professional competencies disabled driver trainers , created a guidebook fordisabled driver learners - contrubuted of increasing the quality of the driving trainings of the disabled, thus contributing to their social inclusion.