Helping Kids and Young Adults Build Travel Independence

For many families, the question of how their child will get around is one that quietly grows more urgent over time. In the early years, school buses and parent drop-offs handle most of it. But as children get older, the transportation picture starts to look very different. The goal shifts from simply getting your child where they need to go to helping them learn to get there on their own. That shift doesn’t happen overnight, and it doesn’t have to. What the research and our experts consistently point to is that real-world practice, combined with gradually fading support, is what actually builds confidence and skill. The earlier families start thinking about this — even in small ways — the more options their child will have as an adult.

This article walks through what travel training is, how to get it written into your child’s plan, and what the skill-building process actually looks like from the early years through college and employment. It also covers rideshare tools designed for teens and young adults, safety skills, and practical strategies parents can use at home to support independence every step of the way.

To help walk us through the ins and outs of transportation for children with disabilities, we spoke with Sofia Cervantes, advocate with the State Council on Developmental Disabilities (SCDD), Los Angeles office; Sarah Pelangka, PhD, BCBA-D, special education advocate and creator of Know IEPs; Scott Shepard, MA, Ed, Executive Director of Avenues SLS and Faculty at CSU Northridge; and Nicole Morris, Undivided transition consultant.

Building transportation independence is a process — one that looks different for every child, moves at different speeds, and draws on different tools and supports depending on your child’s needs, your community, and what’s available through the systems you’re already working with. Some families start small, practicing a single bus route over and over until it feels routine. Others work with travel trainers through state disability services or the school system, learning to use rideshare apps or navigate the local metro. Many do a mix of all of the above.

Travel training is exactly what it sounds like — a structured process that teaches individuals with disabilities how to get around independently, whether that means taking a city bus, using a rideshare app, or navigating a combination of both. But it’s more than a set of transit skills. Travel training is really about helping young adults feel confident navigating the world on their own. It’s not just about teaching them how to catch a bus or open a rideshare app; it’s about supporting their independence every step of the way, from leaving the house to settling in safely at their destination.

Morris explains that the goal of travel training is to help individuals become as independent as possible in getting around on their own. That includes learning how to read bus signs, use transportation websites, and handle apps for services such as rideshare. According to the National Association of Special Education Teachers (NASET), training typically begins with assessing a student’s abilities, needs, and goals, then teaching the steps required for safe, independent travel — such as navigating stops, reading schedules, and using accessible vehicles. In short, it prepares individuals to get around just like anyone else would, without constant assistance.

There are two main types of travel training, and understanding the difference helps families ask for the right kind of support.

• General travel training teaches broader skills that apply across multiple routes and situations. This might include learning how to read a bus map, transfer between lines, handle an unexpected delay, or make real-time decisions when a route changes. It’s designed to build flexibility and confidence across a range of travel scenarios, not just one familiar trip. The idea is to work toward familiar routes first, then gradually “fade back that support” as the individual gains confidence and skill.

• Destination travel training is more focused. As Shepard describes it, this approach zeroes in on specific places a person needs to go regularly — school, a job, a doctor’s office, the grocery store. The trainer works with the individual on that exact route, over and over, until they can make the trip confidently and independently. The idea is to start with what’s familiar and meaningful, then gradually build out from there as confidence grows.

Travel training can be hands-on and highly individualized. For example, it can start at home, walking through each step of the route together, from leaving the house to arriving at the final destination. Along the way, trainers teach practical skills such as how to get to the bus stop, how to pay for a ride (whether using a bus pass or cash), and how to track stops and timing.

Safety is a core part of the process. As Morris puts it, “Part of the process is learning how to be safe,” which includes understanding how to stay aware on the bus, what to do in an emergency, and how to recognize when it’s time to get off.

The training doesn’t stop once the rider reaches their destination. Trainers can walk with them to their workplace or program, then meet them again later to practice the return trip. This repetition helps build confidence and routine.

Over time, support gradually fades. “You do that for about a week or two, and then you, as the trainer, sort of back off and just start following them, making sure they get where they’re going to be, and get them to the point where they can do it independent of you,” she says.

It’s also worth knowing that travel training doesn’t have to wait until high school or adulthood. According to the School BUSRide, travel training can also begin on a school transportation vehicle, fostering independence, teaching students to follow rules, and promoting lifelong self-reliance. School buses and other school transport can provide practical opportunities to learn skills such as safely waiting at a stop, boarding and exiting vehicles, and navigating the environment — critical steps that support independence now and in adulthood.

Travel training doesn’t happen automatically — it needs to be requested, written into the right plan, and tied to real goals. The good news is that there are multiple places it can live, and families don’t have to choose just one. As Morris explains, “[Travel training] could be part of their ITP; it could be part of their IEP. It can also be part of their Regional Center IPP [in California]. I’m a big fan of making sure to utilize all aspects of it. And that is something that can be discussed in their transition IEP, between the school and Regional Center in terms of helping build that independence. But it really starts with getting the education and learning how before you get out there into the world.”

In the IEP

For school-age students, travel training can be written directly into the IEP as a goal or related service. This is especially relevant when a student is learning to navigate school transportation itself — understanding bus routines, practicing stop recognition, or building the skills needed to eventually ride independently. If your child is in a transition program or is approaching high school, this is a natural place to start the conversation with the IEP team.

Travel training, as School BUSRide states, can also begin on a school transportation vehicle, fostering independence, teaching students to follow rules, and promoting lifelong self-reliance. The Individuals with Disabilities Education Act (IDEA) emphasizes that transition planning should begin by age sixteen, preparing students with disabilities for postsecondary education, employment, and community living. Travel training on a bus or other school transportation can teach students essential skills, such as safely waiting at a stop, boarding and exiting vehicles, and navigating their environment — critical steps for achieving lifelong independence.

Learn more about this in our article School Transportation and Your Child’s IEP.

In the ITP

By age 16, transition planning becomes a required part of the IEP, resulting in an Individual Transition Plan (ITP). Getting around on their own helps teens build confidence, make decisions, and gain a stronger sense of independence. That’s why both Morris and Shepard recommend including travel training in the ITP, which becomes part of the IEP by age 16.

High school is a great time to start. Students should have real-world opportunities to practice getting around, whether that’s visiting a community college, heading to a part-time job, or simply navigating their neighborhood. These kinds of experiences go a long way in preparing teens for adulthood.

Here are some ways to start the conversation, according to both Morris and Shepard:

• Bring it up early. Don’t wait until senior year; ask the IEP team about adding travel training goals as soon as transition planning begins.
• Focus on real-life destinations. Think about places your teen might actually need to go: school, work, volunteer sites, or community activities.
• Ask about community-based training. Some districts might offer supervised practice using public transportation, especially in 18–22 programs.
• Explore classroom-based options. If community travel isn’t possible, students can still learn to plan routes, read bus schedules, and use transit apps.
• Include a variety of options. Exposure to buses, paratransit, rideshares, and walking helps build confidence and flexibility.
• Emphasize safety. Include skills such as what to do if something goes wrong, how to ask for help, and how to check in with a caregiver.

When it comes to supporting young adults with intellectual disabilities, Shepard points out that a strong transition plan should include not only volunteer or paid work experience, but also a clear plan for getting to those job or volunteer sites or to college classes. Since jobs are often off campus, reliable transportation is essential.

And as young adults transition from high school to college or the workforce, transportation needs often change and sometimes become more complex. Finding reliable ways to travel is a big part of building self-reliance and assurance.

In 18–22 programs

For students between the ages of 18 and 22 in school transition programs, travel training takes on a new urgency. This is often the last window where students have access to school-based supports, structured practice, and a team around them to help coordinate the process. It’s also the time when the gap between “getting a ride” and “getting there independently” starts to matter most.

Parents often wonder how this works in practice. Can an aide ride along to help teach travel skills without taking over the student’s independence? According to Dr. Pelangka, yes — and this is actually one of the most effective ways to do it.

An IEP team can coordinate transportation and travel training together, so that the bus ride itself becomes a learning opportunity rather than just a logistical necessity. An aide can meet the student at home or at the bus stop, ride along, and offer verbal cues or visual supports to help the student feel more confident — without physically guiding them or making decisions for them.

Dr. Pelangka also points out that riding the bus isn’t just about getting from one place to another — it’s a valuable opportunity for students to learn community navigation skills. Having an aide accompany the student on the bus ride can be a great way to build those skills in real time. Once the ride ends, the aide can drop the student off and head home, ensuring the student practices independence every step of the way.

The structure of travel training in 18–22 programs depends on the student’s IEP or ITP and their level of need. According to the National Association of Special Education Teachers (NASET), training starts with assessing the student’s abilities, needs, and goals and continues with teaching the steps required for safe, independent travel, such as reading schedules, navigating stops, and using accessible vehicles.

NASET highlights that travel trainers observe the student at home and along potential travel routes, gradually introducing skills such as:

• Boarding and exiting buses or trains safely
• Reading schedules and route maps
• Recognizing correct stops and navigating detours
• Responding appropriately to unexpected situations
• Managing personal safety and interacting with the public

The trainer may use techniques such as modeling, prompting, fading, and shadowing, ensuring the student develops confidence and independence at a comfortable pace. Once the student demonstrates mastery, they may be allowed to complete a solo trip, with the trainer observing from a distance to verify safety and decision-making skills. Even after students gain independence, check-ins remain important. Shepard explains, “There are still checks and balances. We might want to have them text or call: ‘Hey, I got here okay.’ Something that lets us know they’re on the right track or if they’re running late.”

Shepard adds that the structure of travel training depends on the student’s IEP or ITP and level of need. Sometimes training occurs in a group, but for students with unique destinations or higher support needs, one-on-one instruction is more common. Destination travel training teaches students to travel safely to and from specific locations, such as school, work, or community programs. NASET notes that general travel training can also include instruction on navigating multiple routes and making independent travel decisions, and they stress that well-designed programs not only promote independence but also help students access employment, postsecondary education, and community activities, reinforcing lifelong skills for autonomy.

From state disability organizations

Travel training can also be requested through state developmental disability services. For example, for clients of California Regional Centers, travel training can be written into the Individualized Program Plan (IPP) as a standalone service or as part of Independent Living Skills (ILS) support. Through ILS services, a provider works directly with your child on everyday skills — and using public transportation is often a central part of that work. As Shepard describes it, “It can be anything from learning how to cook a certain food group or learning how to cook in your home, to learning how to take the bus to and from the bank, learning how to go grocery shopping.” The goal is real-life application, not classroom instruction.

Shepard tells us what Regional Center provides for travel training and skills:

You can also request destination travel training through the IPP, though Shepard notes this is typically a time-limited service. Morris explains that a trainer or personal assistant can also guide the student through every step, from ordering a ride to ensuring they’re headed in the right direction. As the student gains confidence, the trainer gradually steps back to encourage independence.

Morris emphasizes that travel training can be tailored to each student’s goals, whether through Regional Center, social recreation programs, or Tailored Day Services, which provide mobility instruction and support based on individual objectives. Whatever you’re requesting, Cervantes stresses that transportation needs and goals must be clearly spelled out in the IPP — because if they’re not, Regional Center is likely to deny the request. Read more about Regional Center transportation services in our article here.

Building public transit skills doesn’t happen overnight, but it’s something you can tackle together — and one of the most consistent messages from our experts is that real-world practice is what actually makes the difference.

As Shepard points out, “You can’t teach people how to take a bus in the classroom. You have to go out and do it. And until people go out and do it in the real world and the actual setting, they’re not going to know how. Watching a video won’t help either. They need the actual experience of doing it.” That kind of experience sticks.

Travel training can be hands-on and highly individualized. As Morris explains, it can start right at home, walking through each step of the route together from the moment they leave the front door to the moment they arrive safely at their destination. Along the way, trainers and families teach practical skills like how to get to the bus stop, how to pay for a ride (whether using a bus pass, cash, or a transit card), and how to track stops and timing. The training doesn’t stop once the rider reaches their destination either — trainers walk with them to their workplace or program, then meet them again later to practice the return trip. This repetition builds both confidence and routine.

Here’s how to approach the process step by step, drawing on strategies from both Morris and Shepard:

Start with safety skills before anything else

According to Shepard, it’s never too early to begin building basic traffic safety habits, and you don’t need a bus route to do it. Everyday moments — walks through the neighborhood, trips through parking lots — are all opportunities. Teach your child to pause and check for cars before crossing, especially now that many electric vehicles are nearly silent. Rather than just telling them when it’s safe to go, Shepard suggests asking your child to be the one to decide. That way, they’re actively learning to scan their surroundings instead of just following your lead.

When you’re out walking together, use those moments to point out what to watch for at intersections. Shepard recommends helping children practice making eye contact with drivers before stepping off the curb — especially when a car is turning right. It’s a simple habit that can make a real difference in staying safe.

Practice the full trip together

Once your child is ready to start learning public transit itself, Morris advises walking through the entire route literally — not just describing it. Start at home and head to the bus stop together. Practice reading the schedule, paying the fare (using both cash and a transit card for flexibility), and choosing a safe seat on the bus. Talk through how many stops there are, when to get off, and what to do in an emergency. Then practice the return trip. Do this several times until the route starts to feel familiar.

Repeat the routine, then give them space

Repetition is what builds real confidence. Morris suggests walking with your child to their destination multiple times — whether it’s a job, school, or a social program — and then doing the return trip. Over time, begin to step back, letting your child lead the way while you quietly follow at a distance. Once they know the route, increase that distance until they’re making the trip on their own.

Explore extra support if you need it

For families who qualify, Regional Center can fund one-on-one travel training through ILS services or destination travel training through the IPP. If that’s not an option, Morris notes that the Department of Rehabilitation may offer similar support. More on transportation support with DOR in our article here. Some school districts, local nonprofits, and city transit agencies also run training programs designed specifically for youth with disabilities — so it’s worth asking what’s available in your area.

Be prepared for real-life obstacles

Even with the best planning, transit systems aren’t always perfect. Morris points out that buses might stop running before a shift ends, or the nearest stop might still be a mile from the jobsite. When that happens, the answer isn’t to give up on transit — it’s to problem-solve. Rideshares, carpools, family support, or even adjusted shift times can help bridge gaps when the system falls short. The goal is to build flexibility alongside independence, so your child knows not just how to follow a route, but how to adapt when things don’t go according to plan.

And most of all, take it one step at a time. Learning to navigate public transportation is a process, not a one-time event. It’s okay to move slowly and celebrate progress along the way. What matters most is helping your child feel confident and capable — because once that happens, a whole new world of independence starts to open up.

Not every teen or young adult learns transit skills at the same pace, and some need extra support adjusting to challenges such as navigating sudden schedule changes, figuring out where to get off, or managing anxiety in unfamiliar situations. That’s where specialized travel instruction can make a real difference.

Programs can be adapted to each learner, often using simple visuals, clear language, and plenty of repetition. Some instructors even teach students how to use tools they might already have — such as Google Maps — to find their way. One study found that when students with intellectual or developmental disabilities were taught how to use the app, most were able to navigate public transportation on their own, even to new places. Organizations like the National Aging and Disability Transportation Center (NADTC) highlight how personalized, step-by-step instruction is what builds the essential skills needed for independent travel.

Morris encourages parents to support these skills at home by building safety routines early. She says, “I would always encourage them to make sure they are communicating when they leave home and when they arrive where they are going. Definitely have some sort of tracking on their phones. Of course, the whole thing you would do with any kid: don’t talk to strangers.

Getting around independently is exciting — but it also means your child will be navigating the world without you right beside them. Building strong safety habits is just as important as learning which bus to take or how to use a rideshare app. The good news is that safety skills can be taught, practiced, and reinforced over time, starting well before your child ever takes a solo trip.

Stranger awareness and personal safety

Shepard is direct about this: safety conversations need to happen early and often. “We talk about stranger awareness and stranger danger. Don’t give people your wallet, don’t get off the bus to help them with something if you don’t know them. You don’t have to comply with what they want. You should stick to your own business.”

These conversations don’t have to feel heavy or scary. They can happen naturally during practice trips, on walks through the neighborhood, or while reviewing what to do in different situations. The goal is to help your child develop confident, automatic responses — so that if something feels wrong, they know what to do without having to think too hard about it.

Verifying rideshare drivers

For teens and young adults using rideshare apps, one of the most important safety habits is learning to verify the driver before getting in the car. As Morris explains, “Make sure that the Uber or whoever’s picking you up is exactly who’s supposed to. That app is really good for that. The Ubers always have the name of the person, the license plate. Never just get into a car that doesn’t match what’s on that application. And just be ready and able to communicate your needs.”

This is a concrete, teachable skill — and one worth practicing out loud during training trips. Walk through the steps together: open the app, check the driver’s name and photo, check the license plate, confirm before opening the door.

Communicating needs

Not every situation on a bus or in a rideshare will go smoothly, and your child needs to know how to speak up when something isn’t right. Morris emphasizes the importance of being “ready and able to communicate your needs” — whether that means asking a driver a question, telling someone they’re in the wrong seat, or letting a caregiver know something felt off.

For individuals who might not always be able to say what they need in the moment, a simple ID card or info sheet with emergency contacts and helpful notes can make a big difference. It’s a small thing to prepare, but it gives your child — and anyone who might need to help them — important information when it matters most.

What to do in an emergency

Part of travel training should always include practicing what to do when something goes wrong — not just what to do when everything goes right. That means knowing who to call, how to ask for help from a safe adult, what to do if they miss their stop, and how to stay calm while they figure out next steps. As Morris puts it, “Part of the process is learning how to be safe,” which includes understanding what to do in an emergency and how to recognize when it’s time to get off.

Some families find it helpful to write out a simple emergency plan with their child — a short list of steps to follow if they get lost, if the bus doesn’t come, or if something feels unsafe. Practicing those steps out loud, the same way you’d practice a fire drill, helps make them feel automatic rather than overwhelming.

Building in check-ins as a safety habit

One of the simplest and most effective safety tools is also the most low-tech: a regular check-in. Shepard recommends building the habit of texting or calling when your child arrives at their destination from the very beginning of travel training — not as a rule imposed from outside, but as a normal part of how your family stays connected. “Many of our students and young adults have cell phones, so they can text or let people know when they’ve arrived safely, which is always a helpful thing, especially for families to know.”

Morris agrees and adds that check-ins should go both ways: “I would always encourage them to make sure they are communicating when they leave home and when they arrive where they are going.”

Over time, as your child gains confidence and you gain trust in the routine, the check-ins may become less frequent — but starting with a clear, consistent habit sets the right foundation.