Navigating spaces - the experiences of adults with ASD

17-03-2025

Jessica Burt

When it comes to the geography of disability, the experiences of adults with autism spectrum disorder (ASD) when using public transport and active travel are notably under-studied. With an increasing awareness of this in our society, I believe there is essential research still to be done to ensure everyone’s lived experiences when making a journey are enjoyable and people with disabilities can experience places more positively.

With most of the research on this topic being focused on children and conducted by those without lived experience, sometimes referred to as 'neurotypical’, I feel there is a greater value in looking at the topic from the perspective of those with neurodiversity to get a more in-depth understanding of how transport planning influences their experiences and how we, as professionals, can learn from their experiences and create more inclusive streets.

Having a non-visible disability and living in an urban area myself, it is a subject I feel passionate about and, when the opportunity arose, I chose to write my university dissertation on the topic. The main purpose of my research was to explore the spatial interactions and experiences of adults with Autism Spectrum Disorder (ASD) and explore ways to make the places more accessible. Throughout this blog, I will summarize sections of my research findings and their importance in a transport planning context.

Drawbacks to public transport for adults with ASD

A 2015 review on transport challenges for disabled people concluded that, while the effects on travel for those with mobility or sensory impairments were considered to be better researched. there wasn’t much research detailing how non-visible impairments affect travel.

The experience of using public transport can present specific challenges for adults with ASD, which may include:

Planning a journey and knowing what to expect,
Understanding abstract information (maps, service schedules, etc.),
Managing sensory stimuli that they are exposed to on public transport and at transport hubs,
Problem-solving and adaptation during unexpected situations such as delays or cancellations,
Conversing with unknown members of the public,
Timely management of transfers.

The literature argues that negative experiences of using public transport make lasting impressions on this group and make them more likely to opt for private transport, which is not only less sustainable but also further isolates and excludes users.

Making public transport accessible

Regardless of the challenges above, adults with ASD should have equal access to public transport enabling them to access employment, education, and social opportunities. Mitigation of barriers and perceived barriers is essential to ensure accessibility and ease of use, and yet these are often overlooked in the design and operation of public transport services.

In my research I had the opportunity to conduct several online and in-person interviews with individuals with ASD, allowing me to get an in-depth understanding of their experiences. Across these interviews, the main mitigation options explored were access to a free bus pass after presenting evidence of an ASD diagnosis, making electronic ticketing more widely available, and autism-friendly travel timetables that provide predictability and structure. According to the feedback from my participants, these improvements made using public transport more manageable, provided greater freedom, and helped adults with ASD feel more comfortable fitting in with societal norms, reducing the stigma and reasons for standing out.

Autistic individuals have been eligible for a disabled bus pass under the English National Concessionary Travel Scheme since April 2008 when the scheme was extended providing, they meet the eligibility criteria for concessionary bus travel. As well as this, participants stated that they found the publication of bus timetables helpful in getting from A to B and that they helped them with managing their routine. Growing rates of digital literacy and the availability of digital timetables have improved accessibility for neurodiverse adults by enabling them to plan ahead and overcome uncertainty, resulting in better access to education, employment, and social outcomes. In addition, more operators are offering accessible timetables in large print, Braille or a talking timetable upon request, including First Bus.

However, static timetables are unable to adapt to live road conditions or unforeseen events which may lead to service delays, creating an element of uncertainty that some people with neurodiversity may find challenging to manage.

The role of real-time information (RTI) and live online status updates have significantly improved the daily lives of individuals with ASD. The visual support offered by RTI systems is particularly beneficial as it allows these individuals to process information visually rather than verbally, and live online written information helps with:

Transparency: Providing detailed explanations for disruptions, including causes and resolution steps, ensuring passengers understand the situation,
Planning and Alternatives: Helping passengers plan alternative routes or transport, which is crucial for commuters relying on timely travel,
Reduced Anxiety: Lowering anxiety by informing passengers of delays in advance, allowing them to adjust schedules and avoid unnecessary waiting,
Improved Communication: Offering additional resources like contact information, social media updates, and links to customer service, ensuring passengers have multiple channels to get the information they need.

Creating more accessible places

The design of urban areas is influential in the quality of life of people with ASD. Individuals with ASD perceive sensory information differently to others and many of the sensory stimuli found in busy urban environments can cause discomfort, stress and sensory overload. Traffic noise, bright lights, strong odors, unpredictable movements, and crowding are some of the characteristics of busy urban centres that may be difficult for people with ASD to navigate.

Incorporating design features such as green spaces and quiet zones at strategic locations within urban areas can provide much-needed respite from sensory stimulation and prevent sensory overload. These areas can serve as calming retreats where individuals can relax and recharge.

Participants in my research emphasized how they had self-identified spaces in their local areas, such as parks or public buildings where they could take a break when feeling over stimulated. However, these places were not always on their planned routes and sometimes involved significant detours.

By carefully planning features such as pocket parks and quiet zones into urban spaces we can become more inclusive and accommodating for individuals with ASD whilst improving the experience of all users using Universal Design Principles. This not only has the potential to improve quality of life but also promotes diversity in the community by creating urban spaces that are accessible and welcoming to everyone, regardless of their sensory processing differences.

Inclusive Mobility and ITP

ITP has extensive expertise in delivering accessible transport design projects for both public and private sector clients in UK and international markets and can help you create inclusive and effective transport solutions tailored to your specific needs. ITP also facilitate public engagement with SEND communities and can support you through public engagement initiatives, including engaging with individuals with non-visible disabilities.

Throughout my career with ITP, I have been able to work on several exciting inclusive mobility projects where I have applied the knowledge I developed through my university studies and continued to develop my skills as part of an experienced Inclusive Mobility team. Some of my the highlights of my work experience so far have included:

Through my involvement in the Derbyshire BSIP project at ITP, I have had the opportunity to work with special educational needs and disabilities (SEND) students to help them be more aware of public travel options. It was encouraging to see that many of the students I engaged with already had a disabled bus pass, which greatly enhanced their access to education, leisure activities and looking for work in the future.
Similar to bus passes, blue badges help offer mobility support for people with non-visible disabilities. While at ITP I have had the opportunity to support local authorities with the implementation of their Blue Badge scheme for disabled people including those with non-visible disabilities according to the national guidance which ITP supported the Department for Transport to develop in 2018. The scheme enhances the mobility and independence of those with ASD who are unable to use other transport modes or access conventional parking due to overwhelming psychological distress or risk of harm to themselves or others, improving their accessibility and improving their overall quality of life.

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