Attention-deficit/hyperactivity disorder (ADHD), autism spectrum disorders (ASD) and severe specific learning difficulties (SpLD) are distinct neurological disorders that share certain common features, such as neurological underpinnings, difficulties with executive functions, impact on social skills and the need for adjustments and support. Despite these commonalities, each disorder manifests itself in unique ways and can significantly impact a person's daily life. An important part of daily life for many young people is getting their driving licence and driving, which allows them more independence and mobility. Driving is an activity that requires a complex combination of different cognitive functions, such as visual perception, motor skills, visuomotor integration and attention in traffic. These are areas in which people with the above-mentioned special needs often have difficulties, which can lead to greater challenges when obtaining a driving licence and driving independently. Obtaining a driving licence in Slovenia consists of two parts – the theoretical part, which is completed by successfully passing the theory test, and the practical part, which involves driving with a driving instructor and concludes with a driving test. As part of the master's thesis, we used a questionnaire with rating scales on driving behaviour and driving skills as well as semi-structured interviews to determine how ADHD, ASD and severe SpLD affect the preparation and performance of the theoretical test, which elements of practical driving pose the greatest challenges for individuals with the selected disabilities and what individuals with these disabilities would like from the Slovenian driving licence system in order to better adapt it to individuals with different impairments. In addition, we investigated different aspects of driving and the impact of ADHD, ASD and SpLD on driving. The study included 25 respondents with one or more of the selected disorder/disabilities, who were either in the process of obtaining a driving licence at the time of the interview or had obtained one in the last few years. When comparing specific driving behaviours and different abilities, we found that there were no statistically significant differences between the groups for most items, confirming the similarity of the selected disorder/disability in relation to driving and further highlighting the importance of considering the impact of these disorder/disability on driving. The results showed that the respondents with ADHD, ASD or severe SpLD encountered many obstacles during driving lessons and when driving independently. During the theory test, they often encounter the problem of insufficient time for the road traffic regulations test, and information about the possibility of extended time and other adjustments is difficult to access. On the practical side, they are hindered by their special needs in various areas, such as motor skills, maintaining attention, estimating distances and multitasking. The driving instructors' lack of understanding can also be an obstacle. Certain aspects of driving that respondents found difficult during driving lessons become less difficult with practise when driving independently; however, the impact of their special needs on driving remains.
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