Initiative details
There is a large number of safe driving courses for drivers on polygons in the Czech Republic. Drivers are taught how to react when driving in poor conditions, while being in the safe environment of a closed polygon area. It prepares them for safer driving in traffic. However, these courses are only available to drivers without significant medical limitations.
In the Czech Republic people with hearing impairment or physical disabilities are also able to drive. Until recently, there were no safe driving courses for people with disabilities and therefore they did not have the same training opportunities as drivers without ones. Thus, in regular traffic there is a group of drivers interested in safety education that is not available to them. Because of that they put themselves and those around them at greater risk.
Driving calmly and without stress should be possible for every driver, regardless of the external driving conditions. Safe driving courses allow the driver to experience dangerous situations and then not be afraid of them in regular traffic. These courses should be available to all groups of drivers that are active participants in traffic: including drivers with disabilities, who currently often face hidden barriers just entering driving schools. Platforma VIZE 0, which has been devoted to drivers’ education for a long time, has taken this education gap under its wing by creating the Courses for Drivers with Disabilities. By organising these courses, a database of participants is created. These participants not only actively improve their driving skills but also provide valuable feedback. It helps to expose discriminatory attitudes in the current system of training future and current drivers, such as admission to driving schools etc. The courses then serve as the starting point on the way to developing a new methodology for working with drivers with disabilities: from adjustments in teaching and instructors' approach to recommendations for final exams. The methodology will make life easier not only for those with disabilities but also for instructors in driving schools.
In the Czech Republic people with hearing impairment or physical disabilities are also able to drive. Until recently, there were no safe driving courses for people with disabilities and therefore they did not have the same training opportunities as drivers without ones. Thus, in regular traffic there is a group of drivers interested in safety education that is not available to them. Because of that they put themselves and those around them at greater risk.
Driving calmly and without stress should be possible for every driver, regardless of the external driving conditions. Safe driving courses allow the driver to experience dangerous situations and then not be afraid of them in regular traffic. These courses should be available to all groups of drivers that are active participants in traffic: including drivers with disabilities, who currently often face hidden barriers just entering driving schools. Platforma VIZE 0, which has been devoted to drivers’ education for a long time, has taken this education gap under its wing by creating the Courses for Drivers with Disabilities. By organising these courses, a database of participants is created. These participants not only actively improve their driving skills but also provide valuable feedback. It helps to expose discriminatory attitudes in the current system of training future and current drivers, such as admission to driving schools etc. The courses then serve as the starting point on the way to developing a new methodology for working with drivers with disabilities: from adjustments in teaching and instructors' approach to recommendations for final exams. The methodology will make life easier not only for those with disabilities but also for instructors in driving schools.
Initiative date
Who was/is your target audience?
Adults
Car drivers
Educational staff
Topic
Create awareness
Knowledge building and sharing
Training
Organisation details
Platforma VIZE 0
Association
Czech Republic
Prague
Contact name
Libor Budina
Telephone number
+420727901494
lbudina@koop.cz
Website link
Project activities
If you work together with external partners, list the most important partners and briefly describe their role.
Wiener Städtische Versicherungsverein - financing of the project, member of the Vienna Insurance Group
Škoda Auto a.s - provider of materials for drivers with wheelchairs
CZEPA - a non-profit organization helping people with spinal cord injuries, whether as a result of a spinal injury or spinal cord disease, participates as a distribution channel for courses’ communication, distribution of communications to recruit respondents for in-depth interviews and questionnaires
Association of the Deaf and Hard of Hearing in Czechia (Svaz neslyšících a nedoslýchavých ČR) - a leading organization of people with hearing impairment that has been representing and supporting deaf and hard of hearing citizens in the Czech Republic, participates as a distribution channel for courses’ communication, a distribution of communications to recruit respondents for in-depth interviews and questionnaires
Ministry of Transport, Czech Republic (Ministerstvo dopravy ČR) - patronizes methodological guidelines and courses, and wants to work with our results at the government level in the future
Agentura GEN, Katedra multimédií VŠE - communication agency, responsible for the preparation and implementation of courses’ communication, and for the preparation and the conduction of the research
Association of driving schools, Czech Republic (Asociace autoškol ČR) - examiners and instructors of driving schools, participates as a distribution channel for communication of questionnaires, interviews, and research; in future, an application guarantor for the implementation of the methodology: we want every district in the Czech republic to have a driving school that can accept students with physical disability or hearing impairment and prepare them for the exam
Škoda Auto a.s - provider of materials for drivers with wheelchairs
CZEPA - a non-profit organization helping people with spinal cord injuries, whether as a result of a spinal injury or spinal cord disease, participates as a distribution channel for courses’ communication, distribution of communications to recruit respondents for in-depth interviews and questionnaires
Association of the Deaf and Hard of Hearing in Czechia (Svaz neslyšících a nedoslýchavých ČR) - a leading organization of people with hearing impairment that has been representing and supporting deaf and hard of hearing citizens in the Czech Republic, participates as a distribution channel for courses’ communication, a distribution of communications to recruit respondents for in-depth interviews and questionnaires
Ministry of Transport, Czech Republic (Ministerstvo dopravy ČR) - patronizes methodological guidelines and courses, and wants to work with our results at the government level in the future
Agentura GEN, Katedra multimédií VŠE - communication agency, responsible for the preparation and implementation of courses’ communication, and for the preparation and the conduction of the research
Association of driving schools, Czech Republic (Asociace autoškol ČR) - examiners and instructors of driving schools, participates as a distribution channel for communication of questionnaires, interviews, and research; in future, an application guarantor for the implementation of the methodology: we want every district in the Czech republic to have a driving school that can accept students with physical disability or hearing impairment and prepare them for the exam
Please describe the project activities you carried/are carrying out and the time period over which these were implemented.
The project provides safe driving courses that are adapted to the specific needs of the target group: drivers with reduced mobility, individual car adaptations or hearing impairment.
The course consists of two parts. Theoretical, during which the instructor and the participants cover topics such as: physical characteristics of driving, crisis situations and vehicle modification options. This part lasts 2 hours. The practical part offers driving on a polygon, crisis braking, evasive manoeuvres, slaloms and parking. In total, the practical part lasts 4 hours. The courses give drivers the technical knowledge and above all the practical confidence needed to drive safely. The capacity of the courses varies between 10-20 participants per course depending on the availability of the instructors and the venue. In total, more than 100 drivers with disabilities attended the courses so far. The first course for drivers with physical disabilities took place on June 11th 2024, and the first course for drivers with hearing impairment took place on September 9th 2024. The courses continue in 2025 as well.
Course registration takes place via a form on the website, which has been created specifically for the Courses for Drivers with Disabilities project. The website is simple, easy to navigate, has all the necessary information about the courses and the project, and is accessible to people with hearing impairment. Course dates are published several months in advance, allowing participants to save the dates early on and organizers to fill the course capacity.
Promotion of the courses has been and continues to be carried out on social media and screens in relaxation zones and elevators of Kooperativa branches. Along with the publication of the dates, cooperation with partner non-profit organizations has been taking place. The partner organizations help with the sharing of the courses and therefore raising awareness of them directly in the targeted community.
Courses for drivers with reduced mobility or hearing impairment help participants to increase their confidence behind the wheel. At the same time, they provide experience that is further used to develop a broader methodology for working with drivers with disabilities. For example, driving school instructors and examiners lack the knowledge of communicating with students with hearing impairment and some driving schools reject them entirely. The methodology thus addresses many aspects related to educating drivers with disabilities: e.g. how to communicate with them sensitively yet effectively, how to teach them theoretical and practical skills correctly and effectively. Following the experience gained from the courses, research has been carried out with drivers with physical disabilities, drivers with hearing impairment, driving instructors and examiners; this research is the basis for the development of the new methodology, which we are currently preparing. The research was carried out in the form of in-depth interviews, followed by a questionnaire survey to verify the findings from the interviews.
The course consists of two parts. Theoretical, during which the instructor and the participants cover topics such as: physical characteristics of driving, crisis situations and vehicle modification options. This part lasts 2 hours. The practical part offers driving on a polygon, crisis braking, evasive manoeuvres, slaloms and parking. In total, the practical part lasts 4 hours. The courses give drivers the technical knowledge and above all the practical confidence needed to drive safely. The capacity of the courses varies between 10-20 participants per course depending on the availability of the instructors and the venue. In total, more than 100 drivers with disabilities attended the courses so far. The first course for drivers with physical disabilities took place on June 11th 2024, and the first course for drivers with hearing impairment took place on September 9th 2024. The courses continue in 2025 as well.
Course registration takes place via a form on the website, which has been created specifically for the Courses for Drivers with Disabilities project. The website is simple, easy to navigate, has all the necessary information about the courses and the project, and is accessible to people with hearing impairment. Course dates are published several months in advance, allowing participants to save the dates early on and organizers to fill the course capacity.
Promotion of the courses has been and continues to be carried out on social media and screens in relaxation zones and elevators of Kooperativa branches. Along with the publication of the dates, cooperation with partner non-profit organizations has been taking place. The partner organizations help with the sharing of the courses and therefore raising awareness of them directly in the targeted community.
Courses for drivers with reduced mobility or hearing impairment help participants to increase their confidence behind the wheel. At the same time, they provide experience that is further used to develop a broader methodology for working with drivers with disabilities. For example, driving school instructors and examiners lack the knowledge of communicating with students with hearing impairment and some driving schools reject them entirely. The methodology thus addresses many aspects related to educating drivers with disabilities: e.g. how to communicate with them sensitively yet effectively, how to teach them theoretical and practical skills correctly and effectively. Following the experience gained from the courses, research has been carried out with drivers with physical disabilities, drivers with hearing impairment, driving instructors and examiners; this research is the basis for the development of the new methodology, which we are currently preparing. The research was carried out in the form of in-depth interviews, followed by a questionnaire survey to verify the findings from the interviews.
In terms of implementation, what worked well and what challenges did you need to overcome?
Compared to regular safe driving courses, which are designed for drivers without disabilities, it was necessary to prepare for several specifics of the target group. One of the biggest challenges was adapting communication for drivers with hearing impairment. A professional interpreter had to be provided for each course. The theoretical part was interpreted into Czech sign language in real time and the practical part then required the interpreter to enter the training and interpret the instructions directly on the polygon.
We also faced a challenge with communication to promote courses for drivers with hearing impairment as this is a diverse group with different communication needs. Some of them use hearing aids, some rely on lip reading, others need to visualise Czech (e.g. subtitles) or communicate solely in sign language. Although deaf people can read Czech written texts, this does not mean that everyone can understand it as well as Czech native speakers, as Czech sign language is not dependent on Czech language. Thus, to ensure accessibility for the hearing impaired, we created a video sign language interpretation of the entire website as well as of the courses’ communication.
The lack of a uniform methodology for training drivers with disabilities and the need to adapt the training to the needs of individual groups of drivers was a major challenge for the smooth running of the whole project. Instructors are often accustomed to standard procedures that do not work for people with specific needs. Thus, for the participants with hearing impairment, the instructors found the following parts to be problematic: the speed of the explanation, the need for simultaneous speaking and demonstration, the inability of giving instructions to participants directly while driving, or the inability to communicate via radios. For the participants with physical disabilities (wheelchair users), the challenge in training was the individualised controlling of the adapted vehicles, as these adaptations limited their ability to perform multiple driving tasks at the same time. In conclusion, each case requires a different approach, patience and professional preparation of the instructors.
As already mentioned, people with hearing impairment are not a uniform group. They differ not only in their level of disability but also in their communication preferences. That also played a role in conducting the interviews and preparing the questionnaires, which are the basis for the methodology we are currently preparing, which proves to be more than necessary. For the video interviews, for some respondents it was crucial to provide a sign language interpreter, as well as good quality video and sound, that means creating the conditions for intelligible articulation in a silent environment.
We also faced a challenge with communication to promote courses for drivers with hearing impairment as this is a diverse group with different communication needs. Some of them use hearing aids, some rely on lip reading, others need to visualise Czech (e.g. subtitles) or communicate solely in sign language. Although deaf people can read Czech written texts, this does not mean that everyone can understand it as well as Czech native speakers, as Czech sign language is not dependent on Czech language. Thus, to ensure accessibility for the hearing impaired, we created a video sign language interpretation of the entire website as well as of the courses’ communication.
The lack of a uniform methodology for training drivers with disabilities and the need to adapt the training to the needs of individual groups of drivers was a major challenge for the smooth running of the whole project. Instructors are often accustomed to standard procedures that do not work for people with specific needs. Thus, for the participants with hearing impairment, the instructors found the following parts to be problematic: the speed of the explanation, the need for simultaneous speaking and demonstration, the inability of giving instructions to participants directly while driving, or the inability to communicate via radios. For the participants with physical disabilities (wheelchair users), the challenge in training was the individualised controlling of the adapted vehicles, as these adaptations limited their ability to perform multiple driving tasks at the same time. In conclusion, each case requires a different approach, patience and professional preparation of the instructors.
As already mentioned, people with hearing impairment are not a uniform group. They differ not only in their level of disability but also in their communication preferences. That also played a role in conducting the interviews and preparing the questionnaires, which are the basis for the methodology we are currently preparing, which proves to be more than necessary. For the video interviews, for some respondents it was crucial to provide a sign language interpreter, as well as good quality video and sound, that means creating the conditions for intelligible articulation in a silent environment.
Evaluation
Please summarise how you have evaluated the initiative’s impact (e.g. social media reach, survey, feedback forms, statistics).
Regarding evaluation, feedback from the course participants themselves was particularly important. According to them, the experience of participating in the course was priceless and should be available to every driver. Above all, the opportunity to try out situations such as skidding or evasive manoeuvres in the calm and safe surroundings of the polygon area, with the added benefit that the reaction can then be automated in actual traffic. Participants highlighted that they perceived their driving to be safer after having completed the course and that this was important for them and the safety of their families and their surroundings.
So far, 14 courses have taken place: 9 for drivers with physical disabilities and 5 for drivers with hearing impairment. In total, 55 drivers with hearing impairment and 61 with physical disabilities have completed the course. In total, 14 courses were delivered to 116 drivers with disabilities.
We evaluated the impact of the project according to different formats. On social media, we tracked organic reach, number of interactions (likes, shares, comments, and private message inquiries), and number of clicks on links leading to course enrollment or additional information. The increased number of enquiries about future course dates is considered as one of our main successes on social media.
Following the courses, 21 in-depth interviews were conducted for the preparation of the methodology. 10 of them were with people with hearing impairment, 7 with physical disabilities and 4 with instructors, examiners or interpreters. With the aim of verifying the findings from the interviews, we created a questionnaire, which we distributed through partner organizations (Association of Driving Schools, CZEPA, Centrum Paraple, Association of Deaf and Hard of Hearing Persons in the Czech Republic, Czech Union of the Deaf or Tichý svět), social networks and emails directly to participants of our courses. 91 respondents with hearing impairment, 32 respondents with physical disabilities and 29 relevant instructors or examiners (11 with experience of teaching people with disabilities) were involved.
The results of the research were presented on April 15th at the Future of Drivers' Education 2025 conference in Prague attended by more than 600 representatives of driving schools and driving examiners from across the country. Representatives of the EFA - European Driving Schools Association were also present. The results showed that the process of obtaining a driving licence poses a number of specific challenges for people with hearing or physical disabilities, mainly due to the lack of adapted methodology, the lack of appropriate teaching materials and the limited availability of adapted vehicles. For people with hearing impairment, clear communication and visual support for learning, whether in the form of gestures, an interpreter or pictograms, is crucial. Theoretical teaching is often provided inadequately. For people with physical disabilities, an individual approach to vehicle adaptation, logistics support (e.g. accommodation) and helpfulness from instructors who need time to familiarise themselves with the adapted vehicle are essential. The lack of specialised driving schools remains one of the main barriers to equal access to driving.
So far, 14 courses have taken place: 9 for drivers with physical disabilities and 5 for drivers with hearing impairment. In total, 55 drivers with hearing impairment and 61 with physical disabilities have completed the course. In total, 14 courses were delivered to 116 drivers with disabilities.
We evaluated the impact of the project according to different formats. On social media, we tracked organic reach, number of interactions (likes, shares, comments, and private message inquiries), and number of clicks on links leading to course enrollment or additional information. The increased number of enquiries about future course dates is considered as one of our main successes on social media.
Following the courses, 21 in-depth interviews were conducted for the preparation of the methodology. 10 of them were with people with hearing impairment, 7 with physical disabilities and 4 with instructors, examiners or interpreters. With the aim of verifying the findings from the interviews, we created a questionnaire, which we distributed through partner organizations (Association of Driving Schools, CZEPA, Centrum Paraple, Association of Deaf and Hard of Hearing Persons in the Czech Republic, Czech Union of the Deaf or Tichý svět), social networks and emails directly to participants of our courses. 91 respondents with hearing impairment, 32 respondents with physical disabilities and 29 relevant instructors or examiners (11 with experience of teaching people with disabilities) were involved.
The results of the research were presented on April 15th at the Future of Drivers' Education 2025 conference in Prague attended by more than 600 representatives of driving schools and driving examiners from across the country. Representatives of the EFA - European Driving Schools Association were also present. The results showed that the process of obtaining a driving licence poses a number of specific challenges for people with hearing or physical disabilities, mainly due to the lack of adapted methodology, the lack of appropriate teaching materials and the limited availability of adapted vehicles. For people with hearing impairment, clear communication and visual support for learning, whether in the form of gestures, an interpreter or pictograms, is crucial. Theoretical teaching is often provided inadequately. For people with physical disabilities, an individual approach to vehicle adaptation, logistics support (e.g. accommodation) and helpfulness from instructors who need time to familiarise themselves with the adapted vehicle are essential. The lack of specialised driving schools remains one of the main barriers to equal access to driving.
What has been the effect of the activities?
The activities had a significant impact both on the participants themselves and on the wider public through communication not only on social media. Thanks to the stories and interactions, it was possible to raise awareness of the issue of vulnerable drivers and show that even people with disabilities can drive safely if they have the right support and information. A significant result has been an increase in interest in future course dates.
But of course the biggest effect was the courses themselves. Participants often stated that after attending the courses they felt more confident and safer when driving, not only because of the skills they had gained, but also because of the support from experts, adapting to their needs and the opportunity to share their experiences with others. They said that the course had helped them to better manage crisis situations and to better understand the risks in traffic. This has a direct impact not only on their own safety but also on the safety of their families, other drivers and surroundings.
The organisation of the courses and the communication of the topic also have an impact on regular drivers, who gain a better idea and awareness of the specifics of driving that drivers with disabilities have to face. They can thus be more considerate when coming across them in traffic and at the same time realise that drivers with disabilities can be driving skillfully and safely.
The project represents an important experience for research and the development of a methodology for driving school instructors and examiners. The methodology deals with many aspects related to the drivers’ training of people with disabilities i.e. how to teach them theoretical and practical skills correctly and effectively. Attention is also paid to the final driving test. The main communication line of the methodology is that patience is needed on the part of instructors and examiners. For people with disabilities, obtaining a driving licence is an important step towards increased self-sufficiency and independence. Without the Safe Driving Courses we would not have obtained the important data for research on the new methodology we are preparing.
But of course the biggest effect was the courses themselves. Participants often stated that after attending the courses they felt more confident and safer when driving, not only because of the skills they had gained, but also because of the support from experts, adapting to their needs and the opportunity to share their experiences with others. They said that the course had helped them to better manage crisis situations and to better understand the risks in traffic. This has a direct impact not only on their own safety but also on the safety of their families, other drivers and surroundings.
The organisation of the courses and the communication of the topic also have an impact on regular drivers, who gain a better idea and awareness of the specifics of driving that drivers with disabilities have to face. They can thus be more considerate when coming across them in traffic and at the same time realise that drivers with disabilities can be driving skillfully and safely.
The project represents an important experience for research and the development of a methodology for driving school instructors and examiners. The methodology deals with many aspects related to the drivers’ training of people with disabilities i.e. how to teach them theoretical and practical skills correctly and effectively. Attention is also paid to the final driving test. The main communication line of the methodology is that patience is needed on the part of instructors and examiners. For people with disabilities, obtaining a driving licence is an important step towards increased self-sufficiency and independence. Without the Safe Driving Courses we would not have obtained the important data for research on the new methodology we are preparing.
Please briefly explain why your initiative is a good example of improving road safety.
Our initiative is a good example of improving road safety because it fills a long-overlooked gap in the education of a specific group of drivers - people with physical disabilities or hearing impairment. These drivers face specific challenges that have not yet been addressed by mainstream courses or the national drivers’ education system. Our courses provide them with practical skills and knowledge tailored to their needs.
Feedback from participants confirms that the courses boost the confidence of drivers with disabilities and show that they can drive safely and responsibly with the right support. The courses not only reduce the risk of accidents for this specific group, but also contribute to the safety of other road users.
Thanks to the courses, we have gained and are still gaining not only valuable data and experience, but also contacts with various organisations, with whom we are preparing the basis for system changes that will be transferable to other specific groups of drivers. Based on the conducted research, the methodology that we are preparing will help driving schools to communicate more sensitively and effectively with drivers with disabilities and present a framework for how to teach theoretical knowledge and practical skills effectively and how to conduct the final driving test. That should help to improve accessibility of education for drivers with disabilities. Acquiring a driving licence is an important step towards increasing their self-sufficiency and independence, thereby significantly improving their quality of life.
Feedback from participants confirms that the courses boost the confidence of drivers with disabilities and show that they can drive safely and responsibly with the right support. The courses not only reduce the risk of accidents for this specific group, but also contribute to the safety of other road users.
Thanks to the courses, we have gained and are still gaining not only valuable data and experience, but also contacts with various organisations, with whom we are preparing the basis for system changes that will be transferable to other specific groups of drivers. Based on the conducted research, the methodology that we are preparing will help driving schools to communicate more sensitively and effectively with drivers with disabilities and present a framework for how to teach theoretical knowledge and practical skills effectively and how to conduct the final driving test. That should help to improve accessibility of education for drivers with disabilities. Acquiring a driving licence is an important step towards increasing their self-sufficiency and independence, thereby significantly improving their quality of life.
How have you shared information about your project and its results?
Information about the project was shared on social media and the Platforma VIZE 0’s website. The results were also shared in cooperation with non-profit organizations such as Centrum Paraple, CZEPA or the Association of the Deaf and Hard of Hearing of the Czech Republic through their social media channels, websites or newsletters.
The project was also supported by thematic articles in the media, which contributed to spreading awareness of the importance of safe driving among drivers with disabilities. Safe Driving Courses for drivers with disabilities were also featured in a report on the evening news on Barrandov Television.
The results of the Courses for Drivers with Disabilities project and the results of the research carried out for the prepared methodology were presented at the Future of Drivers' Education 2025 conference in Prague, which took place, among others, in the presence of representatives of the European Driving Schools Association (EFA) and the current Minister of Transport of the Czech Republic, Martin Kupka. The conference was attended by more than 600 representatives of driving schools, driving examiners and professionals from all over the Czech Republic, bringing the topic into a wider professional discussion on systemic changes in drivers’ education.
The project was also supported by thematic articles in the media, which contributed to spreading awareness of the importance of safe driving among drivers with disabilities. Safe Driving Courses for drivers with disabilities were also featured in a report on the evening news on Barrandov Television.
The results of the Courses for Drivers with Disabilities project and the results of the research carried out for the prepared methodology were presented at the Future of Drivers' Education 2025 conference in Prague, which took place, among others, in the presence of representatives of the European Driving Schools Association (EFA) and the current Minister of Transport of the Czech Republic, Martin Kupka. The conference was attended by more than 600 representatives of driving schools, driving examiners and professionals from all over the Czech Republic, bringing the topic into a wider professional discussion on systemic changes in drivers’ education.
Supporting materials
