Many autistic teens and adults who want to drive hear the same discouraging message: “Driving instructors say this is hard for autistic students .” That can feel frustrating, confusing, or even defeating. But here’s the good news: when you look closely at what instructors actually mean by “driving barriers,” most of them are learnable skill gaps, not fixed limitations.
Dr. Janet’s note: Here’s the message you need to hear: If driving is something you want, those barriers don’t define what’s possible — they simply point to how you should be taught. And that’s what we’re going to explore in this book blog. So read on and get ready to take notes. I’ll be posting companion articles to explore concrete steps you can take, and when this book is finished you can count on me to compile a workbook for you, the autistic teens and adults who wish to drive, another one for your parents/caregivers, and one for driving instructors who wish to build insight and understanding for their autistic students.
Understanding how driving instructors often perceive barriers can help you prepare for training more effectively — and help parents and caregivers advocate for the right kind of support.
Barrier #1: Doing too many things at once
One of the most common concerns instructors notice is difficulty managing multiple demands at the same time: steering, pedals, traffic, signs, navigation, and conversation all competing for attention. From an instructor’s perspective, this can look like overload or slow reactions.
What’s important to know is that this isn’t about intelligence or motivation. It’s usually a sign that basic driving skills haven’t become automatic yet. When the mechanics of driving still require conscious thought, multitasking becomes exhausting. The solution isn’t pressure — it’s building strong foundations first. See my article on the research about operational skills in autistic drivers, Building Driving Skills From the Ground Up for Autistic Teens and Adults: An Actionable ResearchPerspective here. And for actionable steps (you know me, I’m gonna show you how to dive right in!) see my article, What It Really Means to Prioritize Operational Skills in Autistic Driver Training, here.
Barrier #2: Inconsistent vehicle control
Instructors often report issues with smooth braking, steady speed, or lane positioning, and I must say, I noticed this in my own son initially. These inconsistencies can worry instructors because they’re trained to prioritize safety above all else.
What they may not always realize is that autistic learners often benefit from more repetition and less variation early on. Let me say that again: more repetition and less variation! Practicing the same maneuver multiple times in a calm environment allows muscle memory to develop. Once that happens, consistency usually improves dramatically, and that is good news!
Barrier #3: Motor coordination
Another barrier instructors often notice involves motor coordination, particularly tasks that require both sides of the body to work together at the same time. Driving asks a lot of bilateral coordination — steering with both hands while coordinating feet on the pedals and maintaining posture and visual attention. For some autistic learners, integrating upper- and lower-body movements doesn’t come automatically, especially under pressure. This can show up as stiff steering, delayed pedal responses, or difficulty coordinating turns. With focused practice that isolates these movements and allows repetition in low-stress settings, coordination often improves significantly as the body learns the patterns needed for driving.
Quick tip for actionable steps: When motor coordination is a challenge, progress often depends on explicit coordination-building exercises, not more general driving time. This can include practicing steering with both hands at low speeds in an empty parking lot, repeating slow figure-8 patterns to coordinate left–right steering, and pairing gentle steering with steady speed control to link hand and foot movements. Instructors may also focus on braking drills that emphasize smooth pressure rather than stopping quickly, helping the lower body synchronize with upper-body steering. Breaking movements into parts and then recombining them through repetition allows coordination to improve naturally, without adding extra cognitive pressure.
Barrier #4: Slower decision-making under pressure
Another perceived barrier by driving instructors is hesitation at intersections, roundabouts, or merges. Instructors may interpret this as a lack of confidence or poor judgment.
In reality, many autistic drivers are being careful, not incapable. They may need extra time to process visual information and rules. With structured practice and predictable scenarios, decision-making often speeds up naturally — without sacrificing safety. Again, the good news is there if we read between the lines!
Barrier #5: Communication differences
Some instructors struggle when a learner asks many questions, needs instructions repeated, or doesn’t respond well to rapid verbal feedback. This can be misread as resistance or disengagement. What actually helps is clear, concrete instruction and fewer words while driving. Many autistic learners perform better with brief cues, written feedback after stopping, and a predictable session structure. When communication is adjusted, progress usually follows.
Barrier #6: Differences between intention and execution
Another challenge instructors often notice is how autistic learners respond to
corrections. Instructors may give feedback like “ease off the brake” or “check your mirror,” and hear responses such as “I am” or “I’m already doing that.” From the instructor’s point of view, this can feel confusing or frustrating, as if the learner isn’t aware that the behavior hasn’t changed yet.
What’s usually happening instead is a difference between intention and execution. Many autistic drivers are genuinely trying to apply the instruction, but their bodies haven’t caught up to the instruction yet. Skill awareness often lags behind motor learning, especially under stress. With repetition, clear timing cues, and feedback given after stopping rather than in the moment, this gap typically closes on its own.
Barrier #7: Anxiety and confidence dips
Instructors frequently notice anxiety, especially after mistakes. Anxiety can amplify every other challenge and make driving feel overwhelming.
This isn’t a personal failure. Driving places high demands on attention, sensory processing, and self-regulation. Supportive pacing, clear goals, and permission to pause make a huge difference. I learned that shorter driving sessions with frequent breaks became a winning strategy in my neurodiverse family.
A hopeful takeaway
Most barriers instructors perceive are not permanent roadblocks. They’re signals that the training approach needs adjusting, not that the learner can’t drive. With instruction that prioritizes foundational skills, repetition, and reduced pressure, many autistic teens and adults become safe, confident drivers. (Are you noticing a pattern emerging with these blog posts, that time, repetition, and focusing on one skill per session are your friend?
So let me repeat myself, if driving is something you want, those barriers don’t define what’s possible — they simply point to how you should be taught. And that is encouraging news!
We’re still in Chapter 1, Barriers to Driving, and I’ve been sharing barriers from different viewpoints ─autistic teens and adults, their parents/caregivers, driving instructors ─and I’ll continue next time with barriers as observed by therapists.