Irish School of Excellence

INTRODUCTION

Cars do not crash-people crash them.
The driver, especially the young driver, continues to be a weak link in the automotive safety. The benefits of effective traffic safety instruction have great value to students, to parent, and to the overall public.

Successful completion of an approved driver education does not, alone make a teenager a responsible, experienced driver. Statistically, teen drivers have a disproportionately high percentage of vehicle crashes. The commonly cited theories to explain this age groups high crash rate are immaturity, lack of experience, attitude, and a perception of immortality. The family, not the school, is in the best position to have a sustained effect on minimizing the risks faced by inexperienced drivers and encouraging responsible behaviours. Throughout the course, emphasis is placed on extended supervised practice with a licensed parent or guardian in order to develop precision in the application of skills and processes.

This course is designed to provide the students with a detailed understanding of the fundamentals of driving and to foster responsibility attitudes and driving behaviours. Students will use knowledge, processes, and skills learned in driver education, and receive guided practice on linking visual search skills, space management, and balanced vehicle movement to risk-reducing driving strategies. Significant attention is given to risk awareness, driver alertness, and responsible relative to occupant protection devices, positive interactions with other road users, and the physical and psychological conditions that affect driver performance.

Driver education requires classroom instruction and hands-on training. Students must apply concepts learned behind the desk to the relatives of driving behind the wheel. While curriculum content is an essential element for improved driver education, a quality delivery system is critical to effective student learning. The guide provides several tools to help students meet competencies through a combination of classroom and practical instruction. These include modelling, knowledge and skill assessment, guided observation, and parental involvement.

Quality instruction requires engaging classroom and practical learning experiences delivered to students over an adequate period of time so they can practice processes and skills and develop habits necessary for safe vehicle operation. To be successful, instruction should be delivered in short training sessions over a long period of time. This allows students to learn skills correctly while adding more complex skills. It is not adequate for students to merely know the correct response. They must do it often enough to generate correct responses that develop into effective habits.

Aims:

• The student will understand the rules and guidelines of the program
• The student will investigate the process of obtaining and maintaining a driver’s licence, examine the vehicle inspection and registration process, and learn the value of being a financially responsible driver.
• The student will recognize, understand, and describe the laws and procedures related to road signs, signals, and markings.
• The student will recognize the necessity of making routine checks and adjustments prior to an after entering the vehicle; appropriately identify and respond to alert symbols, warning symbols, and safety devices; understand and control vehicle balance and vehicle operating space; and appropriately apply the techniques of vehicle reference points to establish road position and vehicle placement.

Driver education:

The program consists of 36 periods of classroom instruction and at least 12 driving lessons. Instruction shall be designed to accommodate all students including those with disabilities, those identified as gifted/talented, and those who have limited English proficiency.

Local supervision:

Program success depends on administrative leadership, qualified and dedicated teachers, appropriate equipment, facilities, and competent supervision. Through effective scheduling and organization, all students can be assured of timely participation in the classroom and in the in-car phases of the program.

Vehicles identification:

Vehicles operated by student drivers shall be identified as instructional vehicles by displaying this on the top of the car.

Evaluation:

There are two types of evaluation that should occur. The first is an on-going evaluation to monitor student progress. During this assessment phase, students should receive immediate feedback on progress, or if necessary, remedial instruction. The second is a summative or end of phase (classroom and behind the wheel ) evaluation. On-going classroom evaluation may be accomplished in several ways. This may include evaluation of worksheets, reports, verbal feedback in class, role playing activities or demonstrations, and end-of-unit-tests. Examples of in-car evaluation may include daily skill and manoeuvre assessments, and the student observer’s in car activity book. Accurate record keeping is essential and assessments should be shared with parents. The standardized end of course road skills test shall be used as the culminating assessment.

Record keeping:

Driver education student records should include;

• Parent/guardian permission to enroll in the course.
• General information sheet that includes the students name, pps number, address, phone number and emergency contact person.
• In-car progress report and final road skills analysis.

When to offer this program:

Learning interest typically peaks when the student approach, or have reached, the minimum legal driving age. It is recommended that schools carefully consider the grade or age at which driver education classes are offered.

Students with disabilities who require licensing and/or pre assessments should be identified during the classroom phase of the program.

Length of daily instruction:

Studies show that shorter and more frequent lessons are more effective that longer given over a shorter period of time. In addition, because student safety is of the foremost consideration of this program scheduling, the maximum on-road time should not exceed two periods per day.

Classroom period id defined as a minimum of 40 minutes and shall not exceed two periods of this time.

The number of students enrolled in driver education classes should be the same as other academic course. Adequate classroom space and equipment, and resources should be provided to promote quality instruction.

Accommodating students with special needs:

Through a well planned, individualized program, students with disabilities can become safe, responsible drivers.