Leaving the house

For example, ‘Please put the mobile phone into the bag’, or ‘Please put your fidget toy in your coat pocket’.

You could also use visual checklists to encourage ownership, help the learner to take responsibility, and to include them in the decision-making process.

If the learner uses a wheelchair or an adaptive chair, consider reflective strips on the trim or wheels, or on their clothing. This is especially important at night or in the evening when it’s dark.

Explain to the learner it’s crucial to be seen clearly by road users, and wearing the right clothing can make you more visible. What you wear can also affect your ability to see and hear what’s happening around you.

Include the time you’re expected to arrive at the destination and the time you plan to get back home.

Explain that, if there’s an unexpected delay, incident, vehicle breakdown, or you forget an essential item, the money can help you to solve the problem.

Usually this will be the responsibility of the travel companion. Talk about how taking a mobile phone means being able to call someone if there’s a change of plan or a medical emergency.

If the learner can confidently use a mobile phone and has their own, help them to check they’ve got numbers for immediate friends, family members, and support workers saved in their contacts.

This helps avoid distractions throughout the journey. Keeping your hands free also makes it easier to support the learner by holding their hand, pushing their wheelchair, or using any visual resources. It can be useful to wear a lanyard around your neck with visuals attached.

This may include feeding equipment, prepared meals/snacks, drinks, hygiene products, medication, and regulation items.

This helps them hear traffic, especially quieter vehicles. However, if the environment is noisy, this could cause distress or be unsafe, and for some learners, keeping headphones on will always be necessary for their wellbeing.