What Are the Challenges of Using Accessible Pedestrian Signal (APS) Devices?
Accessible Pedestrian Signal (APS) devices are critical tools for individuals with visual impairments, providing auditory, tactile, and sometimes vibrational cues at intersections. However, despite their benefits, APS devices pose unique challenges, particularly when it comes to training visually impaired learners to use them confidently. This post will explore the main challenges in using APS devices and how Orientation and Mobility (O&M) Specialists can address these issues to ensure safe, effective APS training.
1. Inconsistent Placement of APS Devices
One of the most significant challenges with APS devices is the lack of standard placement across intersections. APS buttons may be located on different poles or positioned farther from the curb depending on the intersection’s layout. At some crossings, the APS may even be hidden behind obstacles, making it difficult for visually impaired pedestrians to find. This inconsistency can create confusion and hinder a student’s ability to cross safely.
Pro-Tip: Orientation and Mobility Specialists can teach students to systematically locate APS devices by feeling for nearby poles, curbs, or walls. Practicing at multiple intersections helps learners build familiarity with different APS placements, equipping them to handle diverse intersection layouts.
2. Relying on Parallel Traffic
In traditional orientation and mobility training, visually impaired pedestrians learn to rely on the sounds of parallel traffic—vehicles moving in the same direction as their crossing path—to judge when it’s safe to cross. However, intersections equipped with APS devices add an additional layer of complexity. If there’s no parallel traffic to confirm the crossing signal, the student must rely entirely on the APS for guidance, which can be disorienting.
Pro-Tip: O&M Specialists can guide students in practicing at intersections both with and without parallel traffic, helping them learn when and how to rely on the APS cues alone. This strategy builds confidence, enabling students to cross safely even when traditional auditory cues aren’t available.
3. Lead Pedestrian Indicators and Timing Adjustments
Some APS devices are equipped with Lead Pedestrian Indicators (LPI), giving pedestrians a head start to cross before traffic begins moving. LPIs increase safety by allowing pedestrians to start their crossing without immediate vehicle interference. However, since LPIs differ from the usual timing of traffic lights, this feature can be confusing to new learners.
Pro-Tip: Training students on the LPI’s unique timing sequence can prepare them for intersections where they need to start crossing before they hear cars moving. Repeated practice with this feature helps students adjust to its timing and gain confidence in their crossing skills.
4. Device Malfunctions and Reliability Concerns
APS devices are not immune to technical issues, and a malfunctioning APS can pose a serious safety risk for pedestrians relying on its cues. Issues like delayed activation, poor alignment with traffic lights, or failure to provide auditory cues can make crossing more dangerous. Additionally, APS devices may not always receive prompt maintenance or repair, especially in certain areas.
Pro-Tip: O&M Specialists can train students to recognize when an APS device may not be functioning correctly and teach alternative strategies, such as waiting for another signal cycle or using other sensory cues when possible. Additionally, O&M Specialists can encourage students to report malfunctioning devices, promoting community awareness and safety improvements.
5. Variability in Local Pedestrian Laws
Pedestrian laws regarding right-of-way, signal timing, and APS requirements vary significantly from state to state and sometimes even within cities. For visually impaired pedestrians and their instructors, navigating these regulations adds a layer of complexity to APS training.
Pro-Tip: By understanding the local pedestrian laws relevant to APS use, O&M Specialists can tailor their training to the specific regulations of the learner’s area. Teaching students about these laws not only enhances their safety but also helps them advocate for their rights as pedestrians.
6. Advocacy for Improved APS Accessibility
Even when APS devices are installed, they are not always optimally accessible. Poor placement, outdated technology, or insufficient maintenance can make APS devices less effective for visually impaired pedestrians. Advocacy for better APS accessibility can lead to improved devices and safer intersections for all pedestrians.
Pro-Tip: Orientation and Mobility Specialists can educate students and families about advocacy options, such as contacting local agencies to request APS improvements. This advocacy not only enhances safety but empowers visually impaired individuals to actively participate in creating safer communities.
Topics: orientation and mobility, orientation and mobility specialist, accessible pedestrian lane, students with visual impairment, visually impaired, education, inclusive education, special education, parallel lane, safe pedestrian crossing, accessible pedestrian devices, APS, pedestrian laws, advocacy for students with visual impairment, accessibility, assistive technology