Scottish Government

Tony Graham, Katy MacMillan, Anne Murray and Steven Reid - ODS
ISBN 0 7559 2587 4

This document is also available in pdf format (124k)

Main Findings

• It is difficult to quantify the number of children in Scotland with Additional Support Needs. Education statistics suggest that learning difficulties are the most prevalent reason for children requiring additional support.
• The travel patterns of children with learning difficulties are often more restricted than those without. Due to restricted travel patterns, many children with learning difficulties may be missing out on the basics of road safety education.
• Children with mild to moderate learning difficulties are more likely to display behaviours which make road use more dangerous.
• At school, children with mild to moderate learning difficulties generally receive the same road safety messages as others, often with more support and practical training. Schools generally adapt mainstream resources to suit individual learning needs, and stressed the need for assistance in adapting resources.
• At home, parents tend to focus on practical roadside education, but stress the need for appropriate resources for use with their children. Parents emphasised the importance of road safety education for children with learning difficulties, and desired better linkages with schools.
• Road safety education for children with learning difficulties must be flexible and individualised to meet different learning needs.
• Road safety is a key life skill for children with learning difficulties, and skills can promote independence and create opportunities.
• Road safety is a shared responsibility with the need for parents and schools to work together effectively.

Background

Improving road safety in the UK is a major priority for government. In 2000 the UK government, Scottish Executive and National Assembly for Wales produced a joint road safety strategy - Tomorrow's Roads: Safer For Everyone - which set out casualty reduction targets to be achieved by 2010.

The key target relating to improving child road safety is to reduce the number of children killed or seriously injured in road accidents by 50 per cent by 2010.

A number of previous research studies have demonstrated that certain groups of children with Additional Support Needs do appear to be at a higher risk of involvement in a road accident, however these studies tend to be qualitative or based on relatively small sample sizes.

This study aims to address the lack of comprehensive research on the level of risk which children with Additional Support Needs face on the roads, the way in which road safety education is taught to these children and young people, and how effective these methods are.

The study aimed to:

• Investigate travel patterns of children with Additional Support Needs
• Identify the road safety requirements of these children
• Put forward recommendations on how these needs could be more effectively met through road safety education

Although the study initially aimed to focus on all children with Additional Support Needs, the scope of the study was subsequently narrowed to 'examine the ways in which road safety education can be improved for children and young people who have difficulty in understanding information; learning skills; and coping independently'.

It was agreed that the study would focus on the road safety needs of children and young people with mild to moderate learning difficulties - including where appropriate young people with Attention Deficit Hyperactivity Disorder ( ADHD) and Autistic Spectrum Disorders.

Findings

Literature Review

• Certain groups of children may be more at risk of an accident - potentially including children with Additional Support Needs
• Little research has been undertaken on the road safety risks faced by children with Additional Support Needs or current road safety education provision for these children
• The Additional Support for Learning Act (2004) introduced the term Additional Support Needs
• The term covers children who require additional support with learning for any reason
• While it is difficult to quantify the number of children in Scotland with Additional Support Needs, education statistics suggest that learning difficulties are the most prevalent reason for children requiring additional support
• Learning difficulties are often linked to other difficulties such as Attention Deficit Hyperactivity Disorder and Autistic Spectrum Disorders

Travel Patterns

• Travel of children with mild to moderate learning difficulties is often limited to going to and from school, with little travel for social reasons
• Travel to school tends to be by taxi, bus or car and other travel is often restricted by parents due to concerns regarding road risk and stress of travelling
• Travel is also often restricted due to lack of acceptance at social events, or inability of the child to cope with these events
• Where children do travel, the car is the preferred method for many parents, as it is seen as safer and more predictable
• Due to restricted travel patterns, many children may be missing out on basic road safety education
• This is a key concern as road safety awareness was seen as a key skill leading to increased independence

Road Safety Needs

• A small number of research studies have suggested that certain groups of children with Additional Support Needs may be at higher risk of road accident
• Some studies have found children with learning difficulties to be at increased risk of involvement in a road accident
• Consultation undertaken through this study identified that parents, schools and other stakeholders believe that children with mild to moderate learning difficulties are at higher risk of involvement in a road accident
• Consultees believed that the additional risks faced varied significantly between individuals, and that it was important not to generalise
• However, four main reasons why children with learning difficulties may be at increased risk were identified:
• Lack of awareness of danger and surroundings
• Inability to cope with change
• Difficulty putting theory into practice
• Difficulties with co-ordination, balance and spatial awareness
• Overall, those consulted believed that effective road safety education was crucial to promoting the independence of children with learning difficulties

Road Safety Education

• All children learn in different ways, and road safety education for children with mild to moderate learning difficulties must be flexible
• Some methods can be more successful for some children, including visual aids, role play, practical education and involvement of parents and carers
• Generally school based road safety education for children with learning difficulties focuses on the same messages as with other children, but is often more intensive
• Our survey of schools displayed a strong focus on RSE in nursery and primary schools, with this declining somewhat at secondary school stage
• Consultees believed that RSE for children with mild to moderate learning difficulties could be improved through:
• Emphasising the importance of RSE for children with Additional Support Needs
• Creating better linkages between parents and schools
• Increasing awareness of the different ways in which children learn
• Improving parental knowledge and awareness of road safety

Road Safety Resources

• There are currently a small number of road safety resources available specifically targeted at children with learning difficulties, and a wider range of mainstream resources
• Schools highlight the need to adapt existing resources for a range of learning needs, rather than develop new resources
• Parents clearly identify the need for new resources including:
• A resource including basic information on core road safety messages
• A resource linking RSE at school to the home

Recommendations

General

• General programmes of public road safety awareness should take account of the particular circumstances of children with Additional Support Needs

Education Resources and Methods

• A working group should be established to review the available road safety materials and recommend ways of developing or adapting these for children with Additional Support Needs
• This working group should also develop guidance on learning and teaching methods for teachers, parents and road safety staff. The guidance should explore learning methods which may be suitable for children with learning difficulties, and be underpinned by the need for individualised approaches

Support for Parents

• A resource should be developed for parents focussing on their role in developing road safety skills in their children

Training

• The Scottish Road Safety Campaign should develop and deliver a training workshop for road safety staff on issues involved in supporting the delivery of road safety education to children with Additional Support Needs

Further Research

• Further research should focus on children with specific conditions to enable resources to be further developed for particular groups of children
• Such research should involve national organisations involved in promoting awareness and research into these varying conditions

About the study

The study was carried out between July 2004 and April 2005. It comprised the following stages:

• a review of context and relevant literature
• a postal survey of 300 nursery, primary and secondary schools
• development of good practice case studies
• consultation with children with learning difficulties and their parents
• consultation with other key stakeholders

The study was overseen by an advisory group with representatives of the Scottish Executive, the Scottish Road Safety Campaign, Road Safety Officers and the NHS.

If you wish further copies of this Research Findings, or have any questions about social research, please contact us at:

Tel: 0131 244-7565
Fax: 0131 244-7573
Email: socialresearch@scotland.gsi.gov.uk
Website: www.scotland.gov.uk/socialresearch

The Research Report 'Improving Road Safety Education for Children with Additional Support Needs' summarised in these findings, can be downloaded from the publications page of the Scottish Executive Website: http://www.scotland.gov.uk/Publications/Recent

This document (and other Research Findings and Report) and information about social research in the Scottish Executive may be viewed on the Internet at: http://www.scotland.gov.uk/socialresearch

The site carries up-to-date information about social and policy research commissioned and published on behalf of the Scottish Executive. Subjects covered include transport, housing, social inclusion, rural affairs, children and young people, educations, social work, community care, local government, civil justice, crime and criminal justice, regeneration, planning and women's issues. The site also allows access to information about the Scottish Household Survey.

The Scottish Executive and the Scottish Road Safety Campaign commissioned ODS to investigate the travel patterns and road safety requirements of children with Additional Support Needs. The study focused predominantly on the needs of children with mild to moderate learning difficulties, including autistic spectrum disorders and Attention Deficit Hyperactivity Disorder.