Driving education can be challenging for individuals with neurodevelopmental disorders (NDDs) due to the various symptoms which accompanies the disorders. However, previous research on NDDs and driving has prioritized cognitive deficits over specific mitigation strategies for driver training. This study aims to explore driving instructors' experiences of teaching individuals with NDDs with the research questions: (i) what challenges do driving instructors experience when working with individuals with NDDs during the process of teaching and learning to drive? and (ii) how do driving instructors address these challenges in terms of teaching methods and strategies? Thirteen certified Swedish driving instructors with experience teaching students with NDDs participated in semi-structured interviews which were analyzed using qualitative content analysis. The findings reveal both cognitive and structural challenges, for example difficulties processing information in various traffic situations and the need for additional resources. The driving instructors emphasized the importance of clear communication and creating a structured and supportive environment. To meet the needs of learners with NDDs, they described using a range of adaptive strategies. These include breaking down tasks into smaller steps, using repetition, giving clear and concrete instructions, and incorporating illustrations and demonstrations to enhance understanding. The results highlight the importance of targeted, individualized support within driver education for learners with NDDs. They also provide practical insights into current teaching approaches and highlight areas for recommended focus. By shedding light on instructional strategies, this study informs both practice and policy, contributing to a more inclusive, effective and accessible driver education system for individuals with NDDs.
Hertzberg et al. (2026) studied this question.