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Travelling around

There are many ways you can travel to work, school, university or your training placement. Advice and support is available to help you decide the best way to get there, how to stay safe along with help with travel costs.

Ambitious About Autism

Ambitious about Autism is a national charity for children and young people with autism. They offer advice for people with autism and their families, including how to cope travelling by public transport.

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Travel training from Speakup

Safety Circles is a project to help people with learning disabilities and/or autism to be safer on the roads or walking.

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Driving mobility

Driving Mobility is a network of 16 independent organisations covering England, Scotland, Wales and Northern Ireland, which offer professional, high quality information, advice and assessment to people who need to gain or retain independence through mobility

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Journey Planning

Travel South Yorkshire offer several online tools, including live departure information, interactive maps and online journey planners.

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Apply for a travel pass

The Disabled Person's Pass entitles disabled people to free off peak travel on buses across England (plus additional concessions in South Yorkshire) through the English National Concession Travel Scheme (ENCTS). You may also qualify for a 'with carer' pass if you receive certain allowances.

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Autism Alert Card

The Autism Alert Card enables those that carry it to identify themselves to workers in emergency services as having an Autism Spectrum Disorder so that they can gain a full understanding of their needs.

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Independent Travel Training

Independent Travel training is offered in Rotherham though Occupational Therapy. Referrals are made via the Rotherham Adult Learning Disability Service. Young Adults have to meet the criteria for the service as a whole, to be referred to occupational therapy for travel training assessment and intervention.

Eligibility

The community team service is available to people with learning disabilities who have a mental ability that is significantly below average, struggle to cope with everyday life and whose difficulties began before the age of 18.

The team works within a social model of disability (WHO, 2001) where disability is understood as an interaction between the person, their environment and the support they receive.

All assessments consider the culture and background of the person and are only carried out if they are expected to benefit the person

Where an IQ assessment is completed, single IQ scores will not be given – the results may be given as a range of scores and the extent to which we can be confident in the results.

The final definition of learning disability is a matter of clinical judgement on the basis of standardised assessments.

Assessment process

When a referral is made, there are three possible levels of assessment

  1. Fact Finding – sometimes we will contact the referrer to gain some further information about the person and the circumstances of the referral. This is likely to be a phone conversation with a community team worker
  2. Initial Screen – a community team worker will go through an assessment known as the LDSQ and an initial assessment protocol. This will usually be a visit and a conversation with the person, a family member and/or support staff. For most people this will be sufficient to identify whether the person has learning disabilities and is eligible for the service. If there is still some element of doubt, the third level of assessment may be needed.
  3. Full Assessment – a member of the clinical psychology service will undertake a full assessment using formal standardised assessments of intellectual ability and adaptive functioning.

Scope of practice

The service is to support all people whose learning disability is their primary need and the reason why the need support.

Those people with a learning disability that has perhaps previously been identified as mild, the most likely outcome is that support would be provided to the mainstream services in the form of information and guidance to ensure that the person can access their services.

References

AAID Ad Hoc Committee on Terminology and Classification (2010). Intellectual Disability: definition, classification and systems of supports 11thedn. American Association on Intellectual and Developmental Disabilities: Washington

WHO (2001) http://www.who.int/classifications/icf/en/

Make a referral

Referral to the service is by filling in an application form, and all referrals are discussed each Wednesday at the Health Referral Meeting. Anyone not already known to service without a specified learning diagnosis would be screened first to see if they are eligible for the service.

Refer someone who is already known to Adult Learning Disability Service

Refer someone who is not already known to Adult Learning Disability Service