The purpose of the study was to examine what happened to learner drivers with cerebral palsy (CP) (both licensed and unlicensed drivers) regarding the number of lessons given and, if the instruction was terminated, the point in the educational process where this took place. The study also examined which tasks in the educational process were most frequently executed and whether the instruction followed sequentially a stepwise process. A total of 4,679 tasks were executed by learner drivers with CP during 2,855 lessons. The tasks were recorded in 17 logbooks for licensed learner drivers and 17 logbooks for unlicensed learner drivers. The average number of lessons was more than three times higher for the licensed group than the unlicensed group. Nearly half the unlicensed drivers were stopped in task 8 (Driving on minor rural roads). The problem density analysis showed that the licensed group closely followed the curve for the whole group, while the unlicensed group differed mostly in task 8 and task 9 (Driving on roads with a high traffic density). Sequential problem analysis showed that a stepwise repetition process took place before proceeding with the next task. A suggestion is that the adapted SNRA instruction plan contains key tasks that may be critical for the outcome of driving instruction for learner drivers with CP. For the covering abstract of the conference see ITRD E117882.
Abstract