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Animal Integration in Education Guidelines Prepared by the European Erasmus+ Project Published 2017
“This project has been funded with support from the European Commission. This publication [communication]
reflects the views only of the author, and the Commission cannot be held responsible for any use which may be
made of the information contained therein.”
1 Animal Integration in Education Guidelines
Contents
1. Project Introduction 3
2. Introduction to Animal Integration Programmes 4
2a. Animal Assisted Therapy 5
2b. Animal Assisted Education 6
2c. Animal Assisted Interventions 7
2d. Animal Assisted Activities 8
3. Benefits of integrating animals into programmes with children 12
3a. Summary of some research relating to benefits of interacting with animals 13
4. Concept of Animal Integration in Education Programmes 17
5. Selecting Animals for Animal Integration Programmes 18
5a. What makes an animal suitable for the classroom? 18
5b. Assessing potential animals 20
6. Animals in the classroom 23
6a. Knowing about animal well-being 23
6b. Recognising an animal is stressed 26
6c. Animals and the associated risks 27
6d. Creating a code of practise for animals in the school 29
6e. Animal Handling Best Practise 29
7. Animal Integration in Education 30
7a. Planning a goal focused session 31
7b. Preparing Animals for effective use 32
2 Animal Integration in Education Guidelines
7c. Measuring Session outcomes 34
7d. Evaluating Educational sessions integrating animals 35
8. Conclusion 36
9. References 37
10. Appendix I- Case Studies
11. Appendix 2- Examples of session plans
12. Appendix 3- General Assessment Form and Details for a dog
13. Appendix 4- Animal Health check sheets
14. Appendix 5- Information sheets on Animal Handling Best Practise
15. Appendix 6- Analysis of five freedom provision
16. Appendix 7- Images of common signs of stress across species and acute signs in dogs
17. Appendix 8- Risk Assessment Example
18. Appendix 9- Animal Care Sheets Examples for animals resident in the school
19. Appendix 10- Animal Assisted Interactions Booklet
20. Appendix 11- Examples of training using positive reinforcement
21. Appendix 12- Examples of measures
22. Appendix 13- Template of Evaluation Form
23. Appendix 14- Project Partners
24. Appendix 15- Pictures from project partners activities
3 Animal Integration in Education Guidelines
1. Project Introduction
Mojca Vukovič (Project Co-ordinator, Slovenia)
This guideline is the intellectual and final result of a two-year international Erasmus + project
titled Animal Integration in the Educational Programme - ZORO which took place in the period
from 2015 to 2017. It is suitable for individuals employed in the education and to all parents,
who would like to teach their students and children in an innovative and efficient manner.
The purpose of the project was to train teachers and other individuals employed in the field
of education for integration of animals in the educational process, especially while working
with children with special needs in intellectual, emotional, cognitive, behavioural and physical
area.
The project involved schools and organizations from Slovenia, Greece, Croatia, Poland, Turkey,
Hungary and Romania that work in the field of education and an organization from Ireland
that offers education and training in the field of animal therapy and assistance. Members of
staff from the participating organizations were trained in the area of safe and efficient
inclusion of animals in the educational programme at international meetings. All of them also
took part in a special training in Ireland, which was led by a professional in offering of these
kind of trainings.
4 Animal Integration in Education Guidelines
2. Introduction to Animal Integration Programmes
Animals have shared planet earth with humans since the emergence of Homo sapiens, we have, to a
degree, always been integrated with animals! Animal Integration made a significant shift from
existing with and utilising for survival (namely eating), when dogs (then a carnivorous wolf like
specie) were domesticated at least 14,000 years ago.
Since then animals became assistants in hunting, allies in warfare, means of transportation, models
for scientific research, subjects for leisure pursuits and entertainment as well as companions in the
form of ‘pets’.
Currently over 75 million households in Europe integrate their lives with that of animals by choosing
to have a household pet. Reasons for pet ownership vary including in some cases security or
economic gain, but the majority describe some form of non-practical gain; benefits for their personal
or their family’s well-being.
What are Animal Integration Programmes?
Although given many different names an Animal Integration Programme is a programme designed to
utilise animals for interactions with humans that provide some form of benefit to the person
interacting. Such programmes are hence referred to as Animal Assisted Interactions.
Animal Assisted Interactions
5 Animal Integration in Education Guidelines
Animal Assisted Interactions is a general ‘umbrella’ term that can be used to describe programmes
of more specific nature including:
Animal Assisted Therapy
Animal Assisted Education (or Learning)
Animal Assisted Intervention
Animal Assisted Activities
2a. Animal Assisted Therapy (AAT)
Animal Assisted Therapy utilises interactions with animals to assist in a therapeutic technique.
Animal Assisted Therapy is not a stand-alone therapeutic sector, instead it is complementary to
many, if not all existing and highly established therapeutic methods. Goals within such a programme
relate rehabilitation and the treatment of symptoms of disability, injury or ailment.
Animals can be used in physical therapy for making improvements in balance, co-ordination, muscle
and nerve rehabilitation; in psychotherapy as initiators for self-awareness, personal perception and
subconscious behavioural patterns; in behavioural therapy promoting behaviour modification and
helping learn cause and effect, and occupational (or social) therapy where they may promote
independence in activities, development of friendship and bring people with similar interest
together.
As the animals assist in the therapeutic process and are not the therapists themselves Animal
Assisted Therapy must be delivered by or run in conjunction with the expertise of a professional
therapist. “Animal Assisted Therapy Facilitator”, is a title that is much more appropriate than
“Animal Assisted Therapist” for people that do not have therapy backgrounds and recognised
qualification.
2b. Animal Assisted Education (AAE) or Animal Assisted Pedagogy
“…AAT is delivered and/or directed by a formally trained (with active licensure,
degree or equivalent) professional with expertise within the scope of the
professionals’ practice…”. IAHAIO, 2013
6 Animal Integration in Education Guidelines
Animal Assisted Education is usually goal focused to academic progression with emphasis on tasks
with animals that help in comprehension of mathematics, literacy and other standard academic
subject areas. Elementary learning such as understanding right from left or colours can also be
encouraged through AAE.
Although cognitive functioning and learning are typically the primary goals of AAE there are
numerous benefits which might normally be focused upon in therapeutic animal assisted sessions.
It may be assumed that Animal Assisted Education is about instructing someone in animal based
tasks so that they gain knowledge and develop skill in relation to that animal, for example how to
lead a horse, how to clean out a chicken pen or rabbit hutch. This in some cases may be the goal of
Animal Assisted Education, but the opportunity for its inclusion is far greater than this alone.
AAE provides opportunities for facilitators (education professionals) to be creative with novel ideas
for learning that may be more abstract in nature. This will suit many learners, but particularly those
that struggle with more academic learning formats.
In Equine Assisted Interactions the division of Equine Assisted Education does not really exist within
published literature. Equine Assisted Academics is starting to be spoken about, but Equine Assisted
Learning is really the most equivalent term.
Equine Assisted Learning can often be seen as ‘learning about oneself’ as opposed to learning skills
or gaining knowledge, this is otherwise sometimes known as EAP, Equine Assisted Psychotherapy. In
Animal Assisted Therapy, interactions with animals that have goals which work towards
psychological benefits (rehabilitation and recovery of the mind) tend to currently be referred to as
Animal Assisted Counselling or Animals in Counselling.
2c. Animal Assisted Interventions (AAI)
“Animal Assisted Education (AAE) is a goal orientated, planned and structured
intervention directed and/or delivered by educational and related service
professional…The focus of the activities is on academic goals, pro-social skills and
cognitive functioning…” IAHAIO, 2013
7 Animal Integration in Education Guidelines
The term Animal Assisted Intervention is very often used as a generic term to encompass Therapy,
Education and Intervention.
These definitions of AAI are formulated from the definition of ‘intervention’ that means “action
taken to improve a medical disorder” or similar. Alternative definitions include “action or process of
intervening”, and therefore intervention programmes can be thought as “preventing or modifying
events”. Use of the term could be seen as ‘animal assisted behavioural therapy’, and to a degree,
therefore has rehabilitation based goals.
An example of an AAI programme would be that provided for at risk adolescents or young offenders.
Interactions and activities with animals can assist in guiding juveniles at risk of offending or whom
have offended, the opportunity to modify their own behaviour. Programmes that promote social
integration and emotional well-being could potentially also fit best under this title as they can aid in
the prevention of social exclusion and modify thoughts and feelings also.
In Animal Assisted Intervention programmes the goal is regularly based upon prevention, be this
criminal offence, violence, suicide, self-harm, separation and so on. Intervention activities promote
modification of behaviour and/or thoughts and feelings. Depending on the AAI programme there is
likely to be a significant integration of AAT of psychological, behavioural and social rehabilitation.
2d. Animal Assisted Activities (AAA)
“Animal Assisted Intervention is a goal orientated intervention that intentionally
includes or incorporates animals in health, education and human service (e.g social
work) for the purpose of therapeutic gains in humans….” IAHAIO, 2013
“Any intervention that intentionally includes or incorporates animals as part of a
therapeutic or ameliorative process of milieu” Kruger and Serpell, 2006 from
SCASC, 2015
8 Animal Integration in Education Guidelines
Animal Assisted Activities, are the most passive of all Animal Interactions.
The AAA definition includes an emphasis on “no treatment goals” (IAHAIO) and delivered by
“paraprofessionals and/or volunteers” (SCAS). In Animal Assisted Activity Programmes the goal is the
activity itself. For example the task may be ‘to brush the dog’, or structured ‘pony camp’ could be
seen as an Animal Assisted Activity programme.
Within these activities (for example grooming) there will be opportunities for physical therapy as the
client has to work on their hand strength and co-ordination, for another client the same activity may
offer social (or speech) therapy as they have to ask a helper for the correct brush, for another it may
be an educational/learning exercise when re-calling technical names for parts of the dog or horse,
hair types and/or colours. So, although this Animal Assisted Activity includes many therapeutic and
educational opportunities because they are not the specific goals nor are outcomes being measured
the ‘session’ is purely task or activity based in nature.
“…interactions between people and animals but are not goal centred or
designed to meet an individuals specific needs” (Delta Society, SCAS, 2015)
“… informal interactions/visitations often conducted on a volunteer basis by
the human-animal team for motivational, educational and recreational
purposes. There are no treatment goals for the interactions” (IAHAIO, 2013)
9 Animal Integration in Education Guidelines
Summary of Animal Assisted Interactions
Interaction (or Intervention) Goal
Animal Assisted Therapy Treatment or Rehabilitation (including Animal Assisted
Counselling/Animal Assisted Psychotherapy)
Animal Assisted Education Gaining Knowledge, Understanding and Skill
Animal Assisted Activities The task/activity
Animal Assisted Intervention* Prevention and Modification (preventing some things will
naturally improve others)
*As a programme rather than term
The above interactions are delivered in ‘programmes’. A programme may exist within a class for a
whole group of students, or it may be prepared for individuals. Programmes should be ‘goal focused’
i.e. there is an aim, an intended outcome. Goals will differ between programmes.
As seen above different organisations define and utilise the terminology of animal assisted
interactions differently, to support the summary the figures below summarise three variations
including that adopted in the Animal Integration in Education Project and followed in the remainder
of the guidelines.
Figure 1.
10 Animal Integration in Education Guidelines
Diagram to represent terms as defined by Society of Companion Animal Studies (SCAS), UK
AAI encompasses AAA and AAT
(AAE integrated not given own
definition)
Figure 2.
Diagram to represent terms as defined by International Association for Human Animal Interaction
Organisations (IAHAIO), USA
AAI encompasses AAT and
AAE and AAA is separate.
Figure 3.
Animal Assisted Intervention
Animal Assisted Therapy Animal Assisted
Activities
SCAS, Society for Companion Animal Studies, UK
(using Pet Partners, USA definitions)
IAHAIO, International Association for Human Animal
Interaction Organisations, USA.
Animal Assisted Intervention
Animal Assisted
Therapy
Animal Assisted
Education
Animal
Assisted
Activities
11 Animal Integration in Education Guidelines
Diagram to represent terms, as introduced and summarised by ELISTA Education for the purpose
of the Animal Integration in Education Project.
The term ‘Animal Assisted
Interactions’, is used as a
general term rather than
the term ‘Interventions’.
Intervention programmes
can be stand alone, rarely
is any programme
completely independent of
the others, it is just that the
goals differ.
Animal Assisted Interactions
Animal
Assisted
Therapy
Animal
Assisted
Education
Animal
Assisted
Activities
Animal
Assisted
Intervention
12 Animal Integration in Education Guidelines
3. Benefits of integrating animals into programmes with children
There are infinite benefits of interacting with animals for all people. For the purpose of studying they
are categorised into six types.
Physical These are benefits to the body and the working of the body. These benefits
do not have to be rehabilitative, but often are as animals are utilised in
animal assisted physiotherapy type programmes
Psychological These are benefits to the mind. They help improve people perception of
themselves, what they think. These benefits would be the goal in Animal
Assisted Psychotherapy or Counselling
Social These are benefits that come from interacting. Social benefits may be
speech based, but they can also be eye contact, following instruction,
comprehension of spoken language for example
Emotional These benefits relate to feelings. The emotional benefits of animal
interaction can have an effect on mood, and subsequently often a knock on
effect on behaviour, personal perception and physical health
Behavioural These benefits relate to actions. Often people have to modify their own
behaviour to interact effectively with animals, and sometimes animals
mirror behaviour, helping people to learn more about themselves
(psychological benefit)
Cognitive These benefits relate to learning. Cognitive function can be enhanced
through engagement with animals, and animals enable opportunities for
learning in novel ways
No programme will ever have only a single type of benefit, but if the goals of the programme are
clear then the benefits will most likely be more prominent in one area compared to the others.
13 Animal Integration in Education Guidelines
3a. Summary of some research relating to benefits of interacting with animals
Physical Benefits of Animal Interactions
Much of the research relating to the physical benefits of interacting with animals is concentrated to
horse interactions. Most research originates in the physiotherapy fields, with a good representative
gained on the developmental disability of cerebral palsy, a condition characterised by the
contraction of muscles preventing flexion, extension and rotation. Research across many studies
indicates improvement for children with cerebral palsy who interact with horses, one such example
is the study conducted by Sterba et al (2002), which concluded that “recreational horseback riding
therapy…may improve gross motor function”.
Sterba and fellow researcher found that walking, running and jumping (dimension E on the Gross
Motor Function Measure) increased by 8.5% after an 18 weeks test duration, and although declined,
was still elevated by 1.8% from control in the seventeen study participants.
In a case study conducted by Drnach et al (2010) gross motor function was seen to improve after 5
weeks of horseback riding, whilst Shurtleff and Engberg (2010) discovered that Hippotherapy (rather
than horseback riding) showed improvement in head posture; reduction in head translation and
rotation in children with cerebral palsy after a 12 weeks duration test period. It was suggested that
they had “increased stability of the head and trunk in response to perturbations of the pelvis”.
Participating in a traditional programme of rehabilitative physiotherapy can be stressful for
participants; physically and emotionally challenging, frustrating and even physically painful. As
interacting with an animal; smoothing and stroking decreases stress, and all the physiological
parameters such as heart rate and cortisol levels, animal assisted physiotherapy can be significantly
beneficial. Research with elderly patients affected by strokes has shown these actions can act to
rehabilitate effected muscles (Katcher and Wilkins, 2002), and often patients will engage in
repetitious rehabilitative tasks for longer periods when it involves an animal (Pichot, 2009 in Fine,
2010).
14 Animal Integration in Education Guidelines
A Japanese study conducted by Hama et al (2009), also indicated the positive effect on heart rate of
stroking, just 90 seconds of stroking a horse put heart rate of anxious participants back to normal
baseline levels.
Not only heart rate, but also blood pressure and blood fat content (Dembicki and Anderson, 1996 in
Friedmann) can reduce after periods of animal interactions, and also through ownership of an
animal.
Pet ownership, particularly the physical interactions that come from pet dog ownership have many
benefits, some are preventative, others can be categorised as recovery aids. Preventative benefits
range from reduction in minor ailments including headaches and colds as seen in a survey by Serpell
(1991 in Wells, 2007) to significantly serious conditions such as coronary heart disease (Anderson et
al 1992 in Wells 2007).
Social Benefits of Animal Interactions
Pets, particularly dogs are described to promote what is referred to a ‘social catalyst’ affect, a
catalyst being something that causes a reaction but does not get used up. Many owners (Butcher,
2001), including the homeless (Gorczyca in Fine, 2010), and people with disabilities (Marcus, 2011)
describe receiving more positive interactions from strangers when walking their dog.
A similar social benefit is described when animals are used as ‘social lubricants’ (Altschiller, 2011).
Visitation dogs to schools or nursing homes stimulate social interaction between children or patient
being visited and dog owner/handler, but also with other children and other patients or residents.
Animals can promote social inclusion, commonness and a healthy reminiscence of experiences,
knowledge and the past.
Animals are also utilised within programmes relating to the social aspect of speech, sometimes
within specific speech therapy programmes, such as with elderly stroke patients affected by apraxia
(Adams, 1997 in Butcher 2001), and also with individuals with speech difficulties (Condoret 1983 in
Butcher 2001), as well as children with autism. Sometimes the improved or increased vocalisations
are directed to the animals rather than people, such as cueing a dog to perform a behaviour,
rewarding it with praise (Macauley, 2006 in Fine, 2010) or reading aloud to it.
15 Animal Integration in Education Guidelines
Bass, Duchowny and Llabre’s (2009) research showed significant improvements in areas such as
social integration, directed attention, social motivation and sensory sensitivity in nineteen children
on the autism spectrum during a 12 week horseback riding trial compared to the 15 control subjects.
The authors discuss the possibility that the “multisensory nature of the therapeutic horseback
riding” created an experience where there were many opportunities for social improvements. The
social and behavioural improvements are attributed to the stimulation of the cerebella, part of the
brain that must function for the demands of learning motor skills, using motor control and social
engagement. In short it was put forth that when the cerebella is stimulated to act on one skill/social
behaviour it promotes the opportunity for further developments in the same area.
Social interaction is very important between psychotherapist or counsellor and client in traditional
talk therapy, and some have adopted the use of physical interactions with an animal to promote
this. As well as putting the client at ease by their presence, the animal (often a dog, but not
exclusively) can encourage discussion on feelings, family history and other stories and metaphors on
an appropriate theme (Fine et al in Fine, 2010).
Cognitive Benefits of Animal Interactions
In the provision of husbandry care, children physically interact with animals; either within the home
environment or sometimes within the school. Providing for the husbandry needs of any animal
requires the need for cognitive responses; listening, watching and doing. Animal Assisted Education
provides many opportunities in a goal focused approach. Counting can be worked on when looking
at the animals’ legs, ears, eyes etc, whilst colours and shapes when grooming or handling.
Engaging with animals is shown to have a positive effect on, and facilitate improvements in learning
and child development as well as skills including those of team work and co-operation (Orlbauer and
Knotnachel, 2001).
A study by Maccauley and Gutierez showed positive results in three subjects (children aged 9-12) in
speech and cognitive language both after traditional therapy and hippotherapy, with the
improvements being greater after hippotherapy.
16 Animal Integration in Education Guidelines
Emotional, Behavioural and Psychological Benefits of Animal Interactions
Due to the physical calming effects that animals can promote, children and adults alike are seen to
have improvements in behavioural and emotional responses when interacting with animals.
Melson (in Fine 2010) details the behavioural changes of boys between the ages of 12 and 15
participating on a mixed animal AAT programme called the “Companionable Zoo”. The participating
group of boys were not seen to be physically restrained at all because of their conduct within the six
month trial period, a significant improvement upon the average 35 times in any other six month
period.
In 2004 Kaiser et al published a study that evaluated the psychosocial effects of ‘therapeutic riding’,
in respect of “anger, quality of life and perceived self-competence”. In this research the sixteen
subjects were all able bodied, with no known physical, psychological or other disability.
The study showed no significant psychological differences pre and post riding camp, children
assessed quality of life and perception of self with a similar score, although significant differences
were seen in the emotional measure of anger, with only frustration; one of the five measures of the
inventory not significantly altering.
Kaiser et al suggest that their findings indicate “therapeutic riding might prove useful in anger
management of at risk children or children with anger issues”.
Taylor and Signal (2005) studied the effect of animal interactions on emotion and behaviour,
particularly empathy. They concluded that adolescents with increased exposure and interactions to
animals had a greater level of empathy, and that it was highly likely that the empathy could be
generalised and had the potential to decrease anti-social behaviour within a community.
Observing animals (a passive interaction) is also shown to be beneficial. People experience feelings
of relaxation, stress reduction and more positive feelings (Friedmann, in Fine) being in an animals’
‘presence’, stress and anxiety are also reduced (Sebkova, 1977 in Friedmann, 1983). Professionals
whom often see clients in a stressed state have started to utilise this knowledge and increasingly fish
tank or small aviaries can be seen in places such as dentists!
The above effect is sometimes referred to the biophillia hypothesis, which refers to not only animals,
but the capacity of all things natural to promote positive transient (temporary) mood changes.
17 Animal Integration in Education Guidelines
Hence why a walk in the park (with or without a dog), picnic on the beach or lesson in the garden
rather than classroom can be so uplifting!
In education the presence of an animal can capture children’s attention which can be drawn
outwards to the teacher (Katcher and Wilkins, 1997), whilst relaxing and reducing aggression and
boisterousness also.
Case studies in Appendix 1 show some of the unpublished research conducted by partners of the
Animal Integration in Education project.
4. Concept of Animal Integration in Education Programmes
Animal Integration in Education Programmes or Animal Assisted Education is a concept based
around the positive outcomes that can be gained for children through direct or indirect contact with
animals.
Animal Assisted Education Programmes can be prepared for an individual student, a group or class
and run for a set number of sessions. In preparation of the programmes the animal assisted
education facilitator (and where relevant other professional) define key goals for the programme,
the main aims and what is intended to be worked on with the child and children through the
interactions with or presence of an animal or animals.
Once decided upon, activities or tasks can be planned and scheduled into session plans (draft format
as amendment will be necessary between sessions). Examples of session plans can be seen in
Appendix 2.
Prior to programme commencement animal or animals to be used in the session must be carefully
assessed and suitably prepared, including where appropriate training using positive reinforcement
methods.
During the session objective (measurable) data should be collected in order to record the outcome
of the session and programme in respect of the key goals. Evaluation of session is also important for
preparation of subsequent sessions.
18 Animal Integration in Education Guidelines
Following this basic procedure will establish effective programmes in Animal Assisted Education that
are professionally prepared, beneficial to children, ethical to animals and evaluated in a way that can
give objective analysis that promotes further inclusion of animal integration programmes in
education.
N.B The term ‘facilitator’ is utilised within the guidelines. This is a term used for the person providing
opportunities of interaction between children and animals and is responsible for the integration of
that animal in the school facility. This person should be educated in the needs of the children and
animals and is preferably an education professional trained in Animal Assisted Education.
5. Selecting Animals for Animal Integration Programmes
Just like humans, animals, to a degree, also have ‘personalities’, often referred to as
’temperaments’. Temperament, just like personality is the combination of an animal’s genetic
characteristics and tendencies as well as the consequences of their learnt experiences. Just as not all
people would be biologically or environmentally prepared for being an Olympic athlete, pilot or even
teacher for example, not every animal is suitable for being in an Integration Programme.
5.a What makes an animal suitable for the classroom?
Animal Suitability in Integration Programmes is ultimately determined by two factors; genetic
predisposition and environment, including experiences and learning, ultimately what is ‘nature’ and
what is ‘nurture’. In directly comparing animals to humans it can be seen that temperament and the
behavioural traits associated with it are predominantly affected by stability and sociability. Stability
in animals relates to their sensitivity and reactivity to stimulus in their environment. Do they get very
excitable or nervous or scared? Whilst sociability refers to their interest, motivation and desire to
interact with or be around people.
19 Animal Integration in Education Guidelines
In most cases high levels of stability are required in animals utilised in Integration Programmes. An
animal needs to be able to be exposed to lots of stimulus that are new without getting aroused in
either a positive (excitement) or negative (fearful) way.
Stability has genetic foundations, as some breeds of certain species are more sensitive than others.
In horses for example, the Arab, Thoroughbred and other ‘hot blooded’ horses make for good race
horses as it is within them to be more reactive; to flee (and at great speed) in response to stimulus
that may pose a threat. Comparing these to ‘cold blooded’ draught horses we see a significant
variation in stability as heavy horses were, and are used to work the land, pull heavy loads and be
significantly less reactive to things in the immediate environment. Genetic sensitivity (reactivity or
instability) in horses is mostly seen in the exhibition of the flight response, the instinct to run away.
Although not always easy, careful training (including desensitisation programmes where necessary)
which associates positive outcomes with stimuli rather than negative ones can see horses that
should genetically be less stable become more stable, more calm, relaxed, less sensitive and
potentially more suitable for animal integration programmes.
An animal should never be ruled out of animal integration programmes because of breed alone,
although knowledge of breeds and their likely behavioural traits is important for someone
facilitating animal integration programmes.
Similarly with dogs, breeds are often chosen for specific roles based on their sensitivities and
reactions to stimulus. Dogs used to assist people with disabilities are in many ways very sensitive,
certainly very sensitive to stimulus in their environment, but they are not so emotionally sensitive
(therefore very stable), rarely giving overt behavioural responses such as trying to run off or barking
or acting defensively/fearfully.
Sensitivity and the instability that it causes will result in actions of escape or defence. Although in
the majority of cases animals would have a preference for self-preservation and the flee option,
there will always be the odd animal that, for obvious or non-obvious reason has a fight preference.
High stability in integration animals will in most cases be critical, on occasions there may be some
stimuli that the animal integration facilitator wants the animal to react to; be it a food bucket, a ball
or toy or even the children themselves. The important thing is that the facilitator knows where the
animals’ sensitivities are and that these are managed in such a way that the animal’s well-being is
maintained as is the safety of children interacting with it.
20 Animal Integration in Education Guidelines
Although it may initially be thought that high sociability is the preferable level for this trait in animals
integrated with children, this is not necessarily the case. High sociability may see the animal
constantly wanting to interact with the child or children, something which they might not be
comfortable with, or not suitable for the activity. Certainly a high stability in social environments will
be critical and animals in integration programmes should be well socialised with all types of people.
Unlike stability which can have prominent genetic contributions, sociability is more significantly
influenced by experience and learning. It is therefore fundamental that an animal used in integration
programmes has been suitably prepared through a thorough and comprehensive socialisation
programme as well as having experienced an abundance of enjoyable experiences and positive
interactions with humans.
5.b Assessing potential Animals
One of the initial stages of preparing for an animal integration programme in a school environment
is the selection and assessment of animals which will be utilised in the programme. A responsible
facilitator will carefully and systematically assess the intended animals in various aspects prior to
initial use and then subsequently prior to each use following that. Full assessment of the animal will
minimise risk of injury to children and will not compromise the animal’s well-being.
Assessment is suggested in the follow:
General Selection Assessment (temperament suitability)
Specific Environment Assessment
Task Assessment
Daily well-being assessment
21 Animal Integration in Education Guidelines
General Selection Assessment
As mentioned above, not all animals will be suitable for animal integration programmes, so a
facilitator has to carefully assess a given number to select the one most suitable. When a potential
animal is available from teacher, parent or volunteer group that animal must also be assessed before
it can be confidently included in a programme at low risk.
General assessment involves firstly making sure that the animal is of suitable health for the
integration programme. A respected veterinarian should give a thorough physical examination of the
animal to make sure the animal is in no physical pain or distress. Ailments and conditions affecting
the health of an animal increase the risk of injury (and even in rare occasion’s disease) to children
that interact with them. Animals in pain or discomfort are quicker to defend.
The two main dimensions of temperament: stability and sociability should also be comprehensively
assessed, structured systematically in a fair and objective assessment procedure. Although seeing
whether an animal interacts with a person or the assessor may appear to assess sociability, the
context of the intended use of the animal must not be forgotten and sociability assessment for
animals to be utilised in schools should include children; children touching them, moving around
them and vocalising in normal child-like manners.
General stability assessment should include all the senses; noises that the animal is not familiar with,
visual stimulus, physical contact with novel objects and even smells and taste assessment too.
Animal responses of varying degrees such as ‘looking’, ‘turning’ and ‘moving away from’ should be
recorded with objective measures so that clear comparisons can be made between animals if
appropriate. Where a set criteria is produced scores should be allocated to evaluate the animal as
either a ‘pass’ or ‘fail’ candidate.
Appendix 3 includes an example of a general assessment form for a dog and details of use.
22 Animal Integration in Education Guidelines
Specific Environment Assessment
In the context of animal integration in education programmes the specific environment is most likely
to be the school, the classrooms, the playground and any area that the animal may work in or visit
when on the school premises.
As it is important not to ‘flood’ (overwhelm and stress) the animal with stimulus in this specific
environment a gradual exposure supporting assessment is encouraged. In the first instance the
animal should be brought to the school environment at a quiet time, giving them the opportunity to
look at school specific items and smell the array of new scents. Progressively stimulus should be
increased within the assessment process to include all the normal school items, and finally including
children. Full assessment with children may not realistically take place until the time of the
integration programme commencing, so it is imperative that the facilitator is constantly assessing
the animal in relation to its responses to the environment.
Task Assessment
Once the assessor has carefully planned the session of animal interaction based on key goals animals
should be assessed in line with the tasks or activities included. A dog in the home environment may
willingly retrieve a ball for example, but sometimes, in a new situation and environment will not.
Such tasks should be assessed and prepared for.
Any novel stimulus that is intended to be used in the session or for specific tasks needs to be
assessed also in respect of the animal. Again a gentle gradual exposure is the best approach.
Daily well-being assessment
Whether the animal(s) utilised in the animal integration programme belong to the facilitator or not,
a responsible facilitator needs to know the animals very well. Daily health checks to ensure the
animal is fit for ‘work’ on a given day will include checking the ears, eyes and mouth for normal
colouration and the absence of discharge. Checking the coat for sores, cuts or signs of ectoparasites
and ensuring breathing is at a normal rate. Faeces should be normal, as should the animal’s appetite,
movement and general behaviour. Any signs of ill health or unusual demeanour should be
investigated thoroughly before utilising an animal in a programme with children.
Appendix 4 gives examples of a daily animal health check sheet
23 Animal Integration in Education Guidelines
6. Animals in the Classroom
Even with a thorough assessment and if necessary an effective desensitisation procedure, the
classroom (and school in general) is still a potentially challenging environment for an animal. Rooms
can be busy and bustily one minute and quiet the next. There are irregular noises like bells and
intercom announcements, new equipment and unusual artefacts, and often the temperature differs
from their home or natural dwelling.
All of these various stimuli have the potential to cause stress and discomfort upon an animal in the
school setting. It is absolutely critical that the facilitator and other people involved with and
responsible for the animal integration programme monitor and respond to any acute signs of stress
or discomfort in the animal. This is vital for the animal’s well –being, and also the health, safety,
well-being and educational experience for the children involved.
6a. Knowing about animal well-being
A good framework for understanding the basic needs of animals comes from the universally used
UFAW ‘five freedoms’ (Universities Federation for Animal Welfare, published 1994). These are, that
all animals should be given:
The freedom from hunger and thirst
The freedom from pain, injury and disease
The freedom from fear and distress
The freedom from discomfort
The freedom to express normal behaviour
24 Animal Integration in Education Guidelines
Applying the five freedoms in the classroom
Applying the five freedoms is not just about giving ‘freedom from..’, that should be the minimum
requirement. Instead a responsible facilitator should have a vast amount of knowledge of the specie,
breed of that specie as well as of that animal as an individual to fully cater for its well-being at an
optimal level.
Animals used in animal integration programmes should be fed a diet appropriate to their specie, in a
suitable manner at regular times and in the correct quantity. An animal’s diet should not lack any
nutrients important for their regular functioning, nor should the animal be given inappropriate food
or food in the wrong proportions to cause obesity. Both malnourishment and obesity will have an
effect on health and subsequently behaviour and may cause an animal to become of higher risk to
interact with children than it would be if fed appropriately. Although food may be used in an animal
interaction session, particularly with animals such as dogs, animals should never be excessively
hungry when being integrated. Clean fresh water should be constantly available.
In order to keep animals free from pain, injury and disease, animals should be kept in safe and
hazard free environments, any equipment utilised including first restraint equipment such as collars
and harnesses should not inflict any pain. The possibility of injury will be reduced by knowing how to
effectively handle the interaction’s animal and care should be taken so that children interacting with
the animal handle it in the most appropriate way too.
Appendix 5 includes information sheets on the best practices for handling a variety of animals that
could be used in animal integration programmes.
All animals involved in integration programmes should have regular bi-annual check-up visits to a
responsible veterinarian and receive preventative vaccinations as routinely as professionally
recommended. Signs of disease and ill health should be checked for by the animal’s owner/handler
or facilitator on a daily basis including coat/fur/skin, eyes, ears, mouth and breath, anal region and
faeces, temperature, respiration rate and general movement and behaviour. An unwell or injured
animal should NEVER be used in an animal integration session.
To prevent fear and distress (or stress) animals should be well prepared for their role in the
integration programme and session. Animals have to be given the opportunities to desensitise to the
25 Animal Integration in Education Guidelines
school and classroom environment through gradual controlled positive exposure. If the animals are
going to be handled they should be socialised with many people in advance, ideally from a young
age. Transporting, moving and handling should all be carefully planned and prepared for to minimise
any stress and the environment should be constantly monitored to predict changes that the animal
may not be adequately prepared for. A fearful or stressed animal should NEVER be used in animal
integration sessions. Fear and stress will potentially trigger defence related behaviour and will
significantly increase the risk of injury for children interacting with them.
The area in which the animal lives or is kept should be of suitable temperature, ventilation and
humidity. Suitable bed or bedding material should be provided so that the animal can rest. When
removed from their housing for interactions an animal should be placed on a suitable surface (towel,
mat or natural flooring). Animals’ housing should be regularly cleaned, checked and maintained.
Comfort will be achieved through giving elements of choice in respect of temperature, resting space,
whether to be observed or hide away and freedom for exploration.
Where an animal is being housed in the school or classroom environment (as opposed to housed
elsewhere and brought into the school) it is important that facilitator/animal carer evaluates the
commercial housing available for that animal in respect of safety, size, maintenance etc., and also in
respect of provision of opportunities for the expression of natural or normal behaviour.
Where an animal has wild counterparts (undomesticated animals) these can be researched to help
understand housing requirements and natural behaviour (for example rabbits, birds, hamsters, fish).
Where there is no wild equivalent (domestication has quite removed the animal from its most recent
wild ancestor, for example dog, cat and horse) the normal behavioural traits of that breed should be
researched, as well as a vast knowledge of the animal as an individual.
‘Enrichments’ are items that are designed to stimulate animals, where possible these should be
included in an animal’s housing to promote exhibition of natural or normal behaviours. Where
animals are away from their living quarters for longer periods of time (visiting a school), there should
be plenty of rest time and play time as appropriate. If the animal is social or gregarious by nature
they should be kept in their most natural social groupings.
Appendix 6 analyses the needs of three species that may be kept in school environments, how
their living environment should be evaluated and potentially how the five freedoms can be
provided for.
26 Animal Integration in Education Guidelines
6b. Recognising an animal is stressed
Although understanding the requirements of animals (the five freedoms) is important for their all-
round well-being, the ability to recognise when an animal is not comfortable or stressed in an
environment or situation is also vitally important for a facilitator to detect and understand as it will
also affect the well-being (safety) of child or children involved in the interaction.
What is stress?
Stress is a physical, physiological and emotional response to increased arousal of a negative type.
Stress causes fear and avoidance behaviour and promotes attempts to escape, known as the flight
response. When animals have no escape option, are surrounded by people, are being mishandled in
a way that they feel uncomfortable and anxious but cannot get free or if they have some kind of
valued resource (a toy, food or home territory most commonly), they can also perform fear based
defensive behaviour, a fight based response. Most commonly this is a bite or kick.
Signs of Stress
An animal does not bite, kick or even try and get away and flee without any warning. Although on
many occasions they can escalate quickly, an animal will always give a range of signs that indicate
the degree of stress they are experiencing. It is critical that facilitators are knowledgeable in these
signs and vigilant to them.
Appendix 7 shows images to support some of the common signs of stress in a range of species and
more significantly some of the acute signals given by dogs.
In general, animals experiencing stress and wanting to get away from the situation (flight option)
make themselves smaller looking. Where possible (as there are some breed restrictions) their ears
go back, their tail will tuck under between the legs, their eyes will often widen and their whole body
can appear hunched. These animals are trying to generate distance between themselves and the
potential threat; they would, if possible like to disappear from the situation altogether. Space should
be given to an animal exhibiting such signs, and the situation should be assessed to see if it is
27 Animal Integration in Education Guidelines
possible to change the animal’s perception of whatever is causing the fear response. If distance is
not given to the animal and stress continues to escalate signs of stress may switch quickly to fight
based and an attack may occur with limited warning.
Where there is more warning, fight based stress responses generally include the animals making
themselves look bigger. Ears where possible become erect, tail stands up, hair puffs out and the
involuntary response of piloerection occurs in some animals. Eyes, as in the flight based response
are wide, but they are hard and stare at the threat, the body tenses, sometimes becoming frozen
and some animals will display weapons such as teeth and claws. All of these signs are also
communicating a ‘back off’ request from the animal, and as with flight based communication such
displays should be respected.
The key for a responsible facilitator to avoid any extreme signs of stress in animals utilised in animal
integration programmes is in the assessment and preparation of the animals as well as being able to
recognise the tiniest subtlest signs of stress and to act to bring the animal back to a state of neutral
or positive arousal again.
6c. Animals and the associated risks
Animal interactions are not without risk. Even a non-stressed animal may accidently scratch, knock
over or tread on the foot of an unsuspecting child. Risks significantly increase though when an
animal experiences stress, be it from handling or from the environment.
For each programme, session and activity a risk assessment document should be prepared to
indicate the potential risks to the children or child engaging in the integration programme and
interaction.
Appendix 8 shows an example of a risk assessment document for a specific session within an
animal integration programme.
Injury from animals comes from handling, so it is important that best practises for animal handling
are implemented as much as possible. Injuries may include scratches, which occur mostly when an
animal does not feel safe and secure and tries to get free, or bites, a common defence strategy,
28 Animal Integration in Education Guidelines
again most common when animals feel anxious or insecure in the way they are handled. Kicking can
also be a risk, more so with larger animals, although pet rabbits can deliver a powerful blow with the
back legs too! Sometimes injury is accidental, a pony treads on a foot or moves in a way to knock or
off balance a child, dogs can sometimes do the same, or even jump up, potentially knocking
someone to the ground.
The risks to children’s (and facilitator’s) health comes from the animal and its environment. Animals
may carry pathogens without showing any clinical signs of doing so. A facilitator should also research
the diseases that the animal they are using is prone to, know how to reduce the chances of infection
and act to minimise it, including daily assessment of health status.
A disease that is transferable between animals and humans (or vice versa) is referred to as zoonotic.
Some examples include the bacterial infections of Salmonella, Leptospirosis and Toxoplasmosis,
whilst the flu virus is transferable between humans and ferrets! More common is the fungal
infection of Ringworm which can pass through direct contact or via the animal’s environment. Both
endo and ectoparasites (worms, fleas and mites predominantly) can also be transferred (or in the
case of fleas, bite handlers), but with routine preventative treatment and careful observations and
assessment none of these parasites, nor a pathogen infection should be of high risk to the animals
(and subsequently people) involved in animal integration programmes.
Children and animals alike should practise good hygiene procedures, washing hands before and after
handling and not having direct contact with faeces, urine or soiled bedding. The most common risk is
likely to be autoimmune responses for children or adult support staff whom have allergic reactions
to animal furs, dander or the animal bedding type.
Parent permission should always be sought in advance of an animal integration programme
commencing including making them aware of the associated risks of their child’s participation.
Information on any known allergies should be requested, although it can be the case that due to
limited prior exposure allergies are not yet known. Vigilance and careful observation of children to
notice any adverse reactions should be a further responsibility of the facilitator or suitable staff
member. Training in first aid procedures is obviously an important consideration.
29 Animal Integration in Education Guidelines
6d. Creating a Code of Practice for Animals in the School
As an effective working document a code of practice should be prepared for animal interactions
within the school environment. Such a code should be the guidelines in which a facilitator or other
responsible person ensures the ethical use of an animal and the health and safety of children
participating in the programme. As each school is different with different integration programmes,
specific personalised codes should be prepared. Codes of Practice are likely to include the pre-
planning steps, for example permission from school management, confirmation of children’s
involvement from parents, aims and key goals of the integration programme, leading to the
preparation required in respect of the animal (selection, assessment, physical and psychological
preparation ) and the environment (equipment, facilities for the animal in school etc.). A code of
practice should also include steps for suitable preparation of children, a briefing, washing of hands,
appropriate clothing and general well-being/suitability for animal interactions on that given day.
A school may wish to create policy documents in relation to the attendance of animals in the school
environment, whether it is permanent or temporary with visiting animals. Policies are likely to
include details of who is ultimately responsible for the animal’s care and well-being, where an
animal should enter and exit a building, where they should toilet or where their waste should be
disposed of and what are the ‘rules’ with regards to children interacting with the animal?
6e. Animal Handling Best Practice
In order to minimise the risks to children involved in animal integration programmes and maintain
the health and well-being of animals, best practices in animal handling should be followed. In
general this includes gaining knowledge of the animal and recommended ways of handling,
preparing oneself and the environment in advance and approaching the animal in a way that is
compatible with their anatomy and behavioural responses. Where the animal is small enough, lifting
should be done calmly yet confidently in a way that the animal feels secure and will not struggle to
get free or feels threatened and will defend itself. Where the animal is larger ethical equipment that
does not inflict pain or discomfort should be used for first methods of restraint which will give a
degree of control. It is advised that ‘how to handle’ information sheets are prepared which can
support ‘animal care’ information sheets, especially for animals resident at the school.
30 Animal Integration in Education Guidelines
Appendix 5 includes examples of information sheets on handling best practice for six different
species of animals.
Appendix 9 includes examples of animal care sheets for resident animals in the school setting.
7. Animal Integration in Education
Of the benefits of animal interactions as introduced in section 3 (Animal Integration in Education
Guidelines) the most obvious benefit for school based interactions may appear to be the cognitive
benefits. In promoting such a benefit animals can be utilised to assist in learning and development of
information processing.
Teachers not experienced in formal integration programmes may utilise animals within classes (real
live, images or video), often emphasising on delivering information relating to that animal; its diet,
care requirements, natural habitat and so on. Although this information is important, the scope of
ethical animal utilisation in education far exceeds this alone, and animals can be used as aids in
teaching all subject areas, languages, mathematics, science, geography, religion, physical education
and more, all that’s needed is a little imagination!
In addition the benefit of the interactions with animals in the classroom do not just have to be
learning based, they can be focused on behaviour, encouraging calm and reducing undesirable
behaviours, they can be aimed towards social skills, listening, communication and team work,
emotional/physiological benefits by improving confidence and self-esteem, and even in some cases
physical where education is supported by physical therapy practices.
31 Animal Integration in Education Guidelines
7a. Planning a goal focused sessions
The Animal Integration in Education Guidelines are prepared to encourage education providers (as,
or in association with animal assisted interaction facilitators) to not just use animals in a passive way,
but to actively involve and integrate them into their educational programmes.
Facilitators are encouraged to plan sessions which are based upon goals for their student or students
to achieve. Where goals are specific and will lead to clear objective evaluation of progression or
achievement the goal is referred to as a ‘key goal’ and no more than three are suggested to be
worked on at any one time within a single session.
Examples of key goals and the benefit categories they may fall under include:
Benefit Examples of Key Goals
Physical Improve co-ordination, strength, flexibility
Promote fine motor skills
Psychological Promote increase in self esteem and
confidence in own abilities
Social Encourage communication, team work, co-
operation
Emotional Enhance feelings of pride, promote empathy
and positive emotional responses
Behaviour Encourage calm behaviour and controlled
behavioural responses
Cognitive Promote problem solving skills, decision
making and learning
Appendix 10 includes a booklet designed to help facilitators of educational programmes identify
key goals and link to them husbandry based activities suitable for the school environment. The
booklet is double sided. The side entitled ‘Animal Assisted Interactions, Benefits and Key Goals’
includes comprehensive but not exclusive tables of key goals.
32 Animal Integration in Education Guidelines
Once a facilitator has decided on what key goals an animal assisted interaction session will focus on,
activities or tasks which will offer opportunity for progression in relation to the key goals should be
decided upon. Filling a water bowl, bucket or drinker can be an activity that can be based around
physical goals; lifting, fine motor skills, co-ordination and balance, get the students to do it in pairs it
also becomes about team work and co-operation, give them a larger volume of water to which they
must fill a small container it may promote problem solving or the activity can even work on reading
skills if they are given a care card (see appendix 9 for examples), or mathematics if a specific volume
of water is required. Should the water need a vitamin additive for example (possibly in the case of
guinea pigs), dilution and calibrations might also be required for more advance mathematical skills.
The booklet ‘Animal Assisted Interactions, Animal Activities for school based programmes’ in
Appendix 10 lists various husbandry based activities that can be linked to key goals. The two sides
of the booklet are referenced to each other so that once a facilitator has decided upon key goals of
a session (or programme) the activities that promote those key goals can be clearly seen (based on
the animals available).
7b. Preparing Animals for effective use
Where the key goals are husbandry based; feeding, providing water, cleaning out, attending to
general health, housing and well-being, the ‘preparation of the animal’ may be minimal, although a
facilitator, regardless of the planned activities, should always check and assess the animal on a daily
basis prior to interactions within the integration programme (as detailed in section 5c, Animal
Integration in Education).
Aside from husbandry tasks and activities, a skilled animal assisted interactions facilitator has the
opportunity to provide fun, novel and creative sessions effectively utilising the chosen animal(s) and
still working on key goals. Details of three examples of more novel sessions are included in the
centre of the Animal Assisted Interactions Booklet in Appendix 10.
33 Animal Integration in Education Guidelines
Training for the inclusion of novelty
If a facilitator intends to use novel equipment in an animal interactions session it is vital that the
animal(s) to be used are suitably prepared. Initially this will be an assessment (see Animal
Integration in Education Guidelines Section 5b), where the animal is exposed to the novel equipment
at a distance or at a lesser intensity to ensure that it is not uncomfortable by the sight or sound of
the item. If the animal does show signs of discomfort a desensitisation programme will have to be
introduced. Desensitising an animal to a stimulus they find fear inducing takes time so it is unlikely
that the item (or animal) will be able to be used in an upcoming session.
Ethical desensitisation involves gradually increasing the intensity of the offending stimulus to the
point that the animal no long has sensitivity. In addition (usually speeding up the process but not
always appropriate), desensitisation can be conducted along with use of classical conditioning to
change the animal’s perception of the stimulus from negative to positive. For example, should an
animal show fear of a wheelchair the wheelchair can be left in the animal’s living quarters at a
distance, gradually moved closer over a period of time in degrees that the animal can manage and
not get overtly stressed by (desensitisation). When a suitable distance is achieved food can be
placed on the seat of the wheelchair (classical conditioning changing the animal’s perception of the
chair from fear to pleasant). Although the methodology is effect, the animal is now likely to respond
to the wheelchair in a state of positive arousal (excitement) rather than negative arousal (fear), this
may be undesirable compared to the wheelchair being a neutral stimulus and being ignored by the
animal.
If the session goals will be promoted by having the animal(s) interact with an item or piece of
equipment then some training may be required. Training an animal to behave in a certain way
during a session can add fun or enhance the human animal relationship being built, it can also add
further challenges, or even spark emotional reactions not necessarily otherwise exposed. It is critical
that training methods utilised are strongly based on positive reinforcement and the rewarding of an
offered behaviour with something that the animal finds pleasurable. Should positive punishment
(fear inducing consequences of wrong behaviour) or even negative reinforcement (threatening a
positive punisher) methods be utilised in animal training the facilitator significantly increases the risk
of injury to the children participating as the animal becomes frightened, either of the facilitator (or
who inflicted the punishment) or the item/equipment to be used.
34 Animal Integration in Education Guidelines
Appendix 11a gives details of how to train a dog to lie on a mat through a process referred to as
reverse shaping, place their head onto the lap of a child that is reading to them (a forward shaped
process) and even place their paw onto the book at times where they might want the child to slow
down or even correct a reading mistake!
Appendix 11b explains the process of getting a horse to push an item off a cone with its nose, a
fun behaviour from a horse that will challenge a mounted rider further when trying to hook the
item from the cone with a pole.
7c. Measuring session outcomes
In order to effectively evaluate student performance, and in particular progression in respect of key
goals, the outcomes of tasks and activities included within the session should be, where possible
measured. With some tasks and activities the measure will be an objective ‘score’ and progression
can be easily assessed between sessions, with other tasks or activities the outcomes (student ability)
will be less measurable. Although a facilitator may be able to give a subjective opinion this creates a
bias in the evaluation and does not help in accurately concluding on the success of the animal
integration programme.
Take for example a session that has key goals based around physical benefits; flexibility, co-
ordination and core strength. The session may be taking place outside of the classroom at an
equestrian centre where the student can horse ride. The activity may be to hook 10 items off of ten
cones whilst on the horses back. It is easy to measure this activity in respect of the key goals as the
success of the activity can be counted, how many items out of ten did they hook? The measure
starts to become a little more complicated when recording includes ‘first attempt’, ‘second attempt’
and so on, but the facilitator should still aim to record this in an objective manner. In the next
session or future session when the activity is repeated, or a progression of the activity (i.e. 15 cones
or smaller cones) some comparison and level of progression (or regression) can be recorded.
Where the key goals are psychological, emotional or behavioural objective assessment can be more
difficult, but finding a measure as suitable as possible is an important role of the facilitator.
Appendix 12 includes examples of measures for key goals that fit within these benefits.
35 Animal Integration in Education Guidelines
In educational animal interaction sessions where the key goals are often of cognitive benefit,
assessment of the student’s ability should still be measured. In many cases this may fit within
existing educational frameworks. Has the child’s reading progressed from a level 3 to level 4? Can
they now spell words of 6 letters rather than 5 or count to 20 at ease rather than only 10? In some
cases, with some activities assessment may be based upon speed of completion of activity (time) or
other level achieved.
7d. Evaluating educational sessions integrating Animals.
In order to learn and progress as a facilitator or as an education provider utilising animals in an
ethical way to benefit children, evaluation of sessions and full programmes is so important. Animal
Assisted Interactions of a formal nature are relatively new and not necessarily looked upon as an
academic (or therapeutic) tool. Where both obvious, and also subtle improvements in key goal
abilities can be documented through clearly planned and objectively measured sessions more and
more people will be open to the benefits of animal integration for this purpose.
Upon completion of a session a facilitator should complete an evaluation form, a personal record of
the student(s) achievement in relation to the key goals. In planning future session this evaluation
form will remind the facilitator what has already been achieved by the student. A trend within
sessions should exist so that activities are repeated or progressed at an appropriate level.
Maintaining activities in this way will aid the comparison of measurable outcomes and will enable
student ability, hopefully improvement to be recorded.
As part of the evaluation the facilitator should also evaluate factors or bias that may have influenced
the session. In the example used above of hooking objects from cones whilst on horseback, a
suitable progression to promote flexibility would be to make the cones smaller, encouraging a
greater reach, but if the 10 items on the cone are different to the items in the previous session then
there is a bias affecting the results. As the ‘subjects’ being recorded are humans there will also be
many other contributing factors to the results, including the participants motivation or interest In
the activity, the influence of tiredness from activities the previous day, health or even the impact the
weather of that day might be having!
36 Animal Integration in Education Guidelines
The facilitator must also evaluate the session for the effectiveness of the animal or animals included.
Did the animals aid activities promoting the key goals? Did the animals distract from activities of key
goals? Did the animal show any signs of discomfort or stress?
Evaluation sheets can then be utilised by a facilitator to generate an end of programme report, this
may take the simple summary format or can be documented in a similar way to the case studies
given in Appendix 1.
8. Conclusion
Animals and humans have been interacting since humans evolved. Benefits of animal interactions
have been recognised in many sectors. As educational providers you now have the privilege to
introduce children in your care to animals. Let children learn about animals and how to be
responsible carers of them, but also let animals teach, teach skills in maths and language and all
areas of academia, but let them also teach self-control, patience, pride, communication, team work
and joy…life skills for children’s futures.
37 Animal Integration in Education Guidelines
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Health: An Overview, British Journal of Health Psychology, No 12, Pages 145-156
BASS.M, DUCHOWNY. C and LLABRE. M (2009), The Effect of Therapeutic Horseback Riding on
Social, Functioning in Children with Autism
Journal of Autism Development Disorder Vol. 39 Pages 1261–1267
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program on gross motor function in a child with cerebral palsy: a case study, The Journal of
Alternative and Complementary Medicine. Vol. 16 No. 9 Pages 1003-1006.
http://online.liebertpub.com/doi/abs/10.1089/acm.2010.0043
FINE. A (2010), Handbook on Animal Assisted Therapy, Academic Press Elsevier, California
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HAMA.H, YOGO.M and MATSUYAMA (2009), Effects of stroking horses on both humans' and
horses' heart rate responses†, Japanese Psychological Association Japanese Psychological Research ,
Volume 38, Issue 2, pages 66–73,
http://onlinelibrary.wiley.com/doi/10.1111/j.1468-5884.1996.tb00009.x/abstract
KAISER. L, HELESKI. C, SIEGFORD. C and SMITH.K (2006) Stress Related Behaviour among horses
used in therapeutic riding programme, in SCAS Journal Autumn 2012
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http://repositories.tdl.org/tdl-ir/handle/2346/11442
MACAULEY. B and GUTIERREZ (2004), The Effectiveness of Hippotherapy for Children With
Language-Learning Disabilities Communication Disorders Quarterly, Vol. 25 No. 4 Pages 205-21
http://cdq.sagepub.com/content/25/4/205.short
MARCUS. D (2011), The Power of Wagging Tails, Demos Medical Publishing, New York
SCHULTZ. P, REMICK-BARLOW and ROBBINS. L (2007), Equine-assisted psychotherapy: a mental
health promotion/intervention modality for children who have experienced intra-family violence,
Health and Social Care in the community, Vol. 15 No. 3 Pages 265-271
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39 Animal Integration in Education Guidelines
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and-figures.html
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Efficacy of Group Equine Assisted Counseling WithAt-Risk Children and Adolescents, Journal of
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40 Animal Integration in Education Guidelines
Appendix 1
Example of a case study
41 Animal Integration in Education Guidelines
CASE STUDY EXAMPLE
Reference: ELISTA-MM-03-16
Introduction/Background:
Michael has congenital muscular dystrophy. It affects his gross and fine motor functions and
associated skills. Michael mostly uses a wheelchair, although he can walk a short distance but his co-
ordination is lacking. Michael’s physical care team think that encouraging him to focus on a point will
aid his balance and co-ordination when walking; this can be rehearsed in other activities first.
Michael has associated cognitive impairments and is currently working on recognising simple words
and counting.
Michael can be quite engaging socially with adults, but rarely initiates social contact with peers.
Michael has a dog at home so is comfortable interacting with dogs.
Key Goals and Benefits of the Programme/Session:
1. Co-ordination (hand to eye; focusing on a point for balance)
2. Counting (can count to ten but unreliable in accuracy)
3. Social Contact (Co-operation and Teamwork)
This session will have physical, physiological, social and cognitive benefits.
Animal Selection, Planning and Preparation:
Sunny the Labrador was selected for the sessions with Michael. Sunny as her name suggests is a dog
which is easily positively aroused, very ball motivated but with good self control and a good level of
training. Sunny has worked with participants in wheelchairs before so is suitably desensitised to this
stimulus. A refresher of ‘retrieve’ was worked on with Sunny so that she would fetch the ball and
bring it to Michael’s lap.
A session plan was prepared (ref SP-MM01) including activities that would work on the key goals,
these included throwing the ball for Sunny, counting how many throws and social contact with dog
and facilitator. A risk assessment was prepared in line with the activities (ref RA-MM01) and
Michael’s parents signed a disclaimer after reading the two documents.
The outdoor grass paddock was to be used for the majority of the session. This is fenced in so that
Sunny could run without restraint, the grass was cut short and as the ground was dry it meant
Michael could access it with ease in the wheelchair. A bowl of fresh water was placed into the corner
of the paddock for Sunny to access as she needed.
A target was prepared made from a slightly raised piece of timber measuring 80cm x 80cm.There
were two colours on the target, an outer blue area and an inner red area that measured30cm x
42 Animal Integration in Education Guidelines
30cm. Two marks were sprayed onto the grass with aerosol paint, one line to indicate where Michael
would work from in his wheelchair and the second to indicate where the target would sit. The
distance between the two marks was 2 metres.
Prior to the session Sunny was brushed to remove an excess loose hair and fed her regular breakfast
to ensure she would not be over exuberant in taking the treats offered. Sunny was given a physical
examination to ensure there were no signs of ill health and eliminated as normal after her breakfast.
Treats were put into a sealed container and kept on a high shelf a short distance from the grass
paddock, but not so far away that collecting them would move the facilitator out of sight of Michael
and Sunny.
Michael was welcomed to the cente when he arrived. It was ensured that he was comfortable and
did not need to use the toilet facilities before the session started. Michael was wearing appropriate
clothing, in this case long trousers in case Sunny should jump up on his lap for the ball; a risk which
had been highlighted but graded low on the assessment.
Activities and Activity Methodology
1. Michael was introduced to Sunny, he was told some basic information about her; her breed,
age, colour etc and encouraged to interact with her by rubbing her and beckoning her to be
in close contact with him.
2. The facilitator showed MIchael how Sunny likes to chase the ball and how she will bring it
back if encouraged and how she should be praised for doing so. The facilitator threw the ball
twice to demonstrate how to give praise and then a further 5 times where Michael was
encouraged to give the praise. Sunny returned the ball to Michael 4 times out of the 5, three
times on his lap, once at his feet.
3. A target measuring 80cm by 80cm with a 30cm by 30cm inner target was introduced to
Michael. First the facilitator demonstrates how the ball can be bounced on the target and
Grass Paddock Entrance
Marker for
Michael
Marker for
target
Water bowl
80cm
30cm
Target 2m
43 Animal Integration in Education Guidelines
Sunny will leap to catch it. Again Sunny was encouraged to return the ball to Michael and he
was encouraged to praise her even though the facilitator was doing the initial 5 bounces.
4. Michael was then encouraged to throw the ball, this time ten times and counting whilst
doing so.
5. Michael then took a little rest from the ball activity and was encouraged to interact with
Sunny whilst the facilitator retrieved the prepared treats. The facilitator moved out of
Michael’s line of sight, but could at all times view the interactions with Michael and Sunny.
6. Michael was asked to count out 10 treats from the container, and once shown how to feed
them, to give 5 to Sunny, also counting as he did.
7. The ball was throw a further 10 times for Sunny by Michael as he aimed for the target and
praised her for returning with it.
8. Michael then rewarded Sunny with the last five treats, counting from 6 to 10.
9. Michael was praised for how well he did in the session, asked if he would like to work with
Sunny again and if he was happy.
10. Michael washed his hands before leaving the centre.
Results of Session
Table 1: Accuracy at hitting the target with the ball (Co-ordination)
Trial 1 2 Measure of Improvement
Hit target (blue or red area)
6 8 20%
Hit red area of target
3 5 20%
0%
20%
40%
60%
80%
100%
first trial second trial
hit red area
hit blue area
missed target
Graph 1
44 Animal Integration in Education Guidelines
Table 2: Counting accuracy
Trial 1 Count to 10 when throwing the ball
2 Counting out 10 treats
3 Giving 5 treats
4 Count to 10 when throwing the ball
5 Giving treats, counting 6-10
Number accurately reached without prompting or making mistakes
4 8 5 6 8
Table 3: Unprompted interactions with Sunny (Social Contact)
Trial 1-praise rewards(out of 5)
2-praise rewards(out of 5)
3-prasie rewards(out of 10)
4-praise reward (out of 10)
3 4 7 8
Improvement between trials
20% -10% 10%
Total improvement (trial 1-4)
From 60% of the time to 80% of the time = 20%improvement in non-promoted social contact with Sunny.
0
2
4
6
8
10
12
counting to 10 counting to 10 counting to 5 counting to 10 counting from 5
Graph 2
45 Animal Integration in Education Guidelines
Discussion of Session
As can be seen in the results tables and graphs Michael made improvements in all key goals within
the single session.
Co-ordination
Despite showing signs of fatigue near the end of the activity, Michael successful threw the ball
twenty times for Sunny. The target area was used for all of Michael’s ball throwing and in total he hit
the target 14 times out of the twenty (70% accuracy). Michael made improvements of 20% between
trial one and two in both hitting the general target area as well as the smaller inner red target
square. Michael’s motivation for the activity appeared high and he laughed several time as Sunny
leapt around trying to follow the ball as he lined it up to hit the target, he particularly found it funny
when Sunny stood on, or even tripped over the target board.
The same or similar activity will be prepared for the next session to see if the overall score of 70% can
be improved upon with the aim of working on Michael’s co-ordination in relation to balance also.
Counting
There were five activities of counting included in the session; three counting to 10 (two with ball and
one with treats, one count from 1-5 and one count from 6-10.
On all but one occasion (the first count) Michael counted successfully to five or more without
prompting. He appeared to find the counting of treats (both to 5; 100% accurate and to 10; 80% of
0
10
20
30
40
50
60
70
80
90
1 2 3 4
Graph 3
46 Animal Integration in Education Guidelines
count) easier than counting when throwing the ball, it is thought that this is because the speed of the
counting was quicker and the distraction was less as Sunny was sitting waiting patiently for the
treats rather than jumping around for the ball! Michael appeared to find counting from 6 to 10 the
hardest count, although in all trials he had struggled with getting beyond a maximum of 8
unprompted, so this may just indicate his current level in recalling the numerical sequence.
Social Contact
Michael seemed generally keen to interact with Sunny, he took on board the idea of praising her and
did so well. Although his results indicate levels of 60-80% of unprompted praise given it is felt that
this was not 100% because of distraction; laughing at Sunny and getting ready to throw the ball
again rather than not wanting to engage with her.
The results show a decline in the amount of praise given, but this only occurs when the number of
praise rewards increases from 5 to 10 so is not necessarily deemed a fair representative of his
willingness to encage. Michael’s enthusiasm for social contact with Sunny was encouraging, he was
observed to readily rub her and talk to her in the short break time and in talking about Sunny he
seemed comfortable in engaging with the facilitator also. This is something to progress for next
session, maybe some quieter more relaxed interactions as well.
Conclusion
It can been seen that the session was successful in promoting improvements in the key goals of co-
ordination, counting and social engagement for Michael. In two of the three measures improvements
occurred at 20%from the first to last. This is considered a maintainable progression and a second
session will be carefully planned to further progress the areas of key goals.
Evaluation and Progression Ideas
The facilitator was happy with how the session worked, although potentially the actions of Sunny
leaping around for the ball and Michael laughing in response could have skewed the results in
relation to counting and possibly accuracy with his ball throwing, the emotional impact of these parts
of the session is considered just as important, especially for a first session when trust is still being
established.
Michaels willingness to socially engage was encouraging, for the subsequent session it is intended to
progress with this, first by working with Sunny in giving cues but also in a hide and seek game where
Michael communicates to the facilitator when to hide Sunny’s ball. Co-ordination will be progressed
so that Michael is standing and throwing the ball to a vertical target or a bucket for Sunny to retrieve
from. Counting will be rehearsed especially the later numbers of the 1 to 10 sequence and from
starting with numbers other than 1.
47 Animal Integration in Education Guidelines
Appendix 2
Examples of Session Plans
48 Animal Integration in Education Guidelines
Group: 1st and 2nd class
Facilitator: Alison Assistant; Bridget Summary of Background OR Details of Previous Session:
Children from a “mainstream” school. Session to be based around safely interacting with a horse, maths skills and co-operation (social skills).
Contact: Mr Finnegal (Principal)
Session …1.of…1.
Key Goals 1. Maths skills- Counting and Addition
2. Maths skills- Multiplication
3. Social Benefits- Encourage co-operation and team work
TIME ACTIVITY, ANIMAL(S) &
EQUIPMENT KEY GOAL
MEASURE/COMMENT/ EQUIPMENT
0.00 Introduce Flapjack. “Before say hello to Flapjack we are going to learn how to say hello to horses in general”
0.00 Explain and show how to say hello. All have a go with model and then Flapjack.
3 Model horse
0.10 How to feed carrots: “Have three slices, how many more do I need so everyone can have one?” Count children and slices as cut.
1 Knife and carrot. Keep children away from knife.
0.15 Show how to feed carrots using model and then feed one carrot each to Flapjack.
3
0.20 Look at number 2. What has flapjack got 2 of? (Ears, eyes, nostrils). Have we got two of these? What has Flapjack got 1 of? (nose, tail) Have we got one? Has flapjack any three? What has flapjack got four of?
1 Foam numbers.
0.25 Flapjack has 4 legs, we have 2. How many people would we need to have the same number of legs as a horse?
1, 2, 3
SCHOOL SESSION 1
49 Animal Integration in Education Guidelines
Can you make yourselves into horses? 4 x table using legs.
0.35 Can Flapjack help us to count? Count his foot, how many time does it hit the ground. Keep answer in head and run to marked circle. Flapjack gives the answer. Do with walking if Flapjack less co-operative!
1 Chalk, Sock. Alison take Flapjack for this activity. Numbers on card on flapjacks mane/around neck.
0.40 Measure horses in hands. Measure Flapjack against a wall. How many of the children’s hands does it take to get his height?
1
0.45 Encourage them to measure themselves against horses to see how tall they are in hands in classroom. Quick test how to interact with horse and how many eyes, ears , legs and tails does Flapjack have?
50 Animal Integration in Education Guidelines
51 Animal Integration in Education Guidelines
Group: 3rd and 4th class
Facilitator: Shelley Assistant; Claire (and Noreen for finish of afternoon session) Summary of Background OR Details of Previous Session:
Children from a “mainstream” school. Session to be based around safely interacting with a dog, physical education and listening to instruction.
Contact: Mr Finnegal (Principal)
Session …1.of…1.
Key Goals 1. Physical Education– Athletics and Gymnastics (Throwing and moving)
2. Physical Education- Games
3. Social Benefits- Improve communication skills (listening to
instruction)
4. Behavioural benefit (impulse control)
TIME ACTIVITY, ANIMAL(S) &
EQUIPMENT KEY GOAL
MEASURE/COMMENT/ EQUIPMENT
0.00 Introduce Gaius. 3, 4 Children told to enter room and stand with their back to wall. They are only to move away from wall when instructed
0.00 Explain and show how to say hello to a dog. All have a go with model and then one at a time with Gaius.
3 Model dog
0.05 How do we know if a dog wants to say hello? Show six images. Dogs that want to say hello and dogs that don’t. Children stand up if the dog wants to say help (offer hand etc) and sit down with back turned if dog not want to say hello. If unsure the can crouch and pull puzzled face!
2,3 Images
0.10 What to do if an unfamiliar dog approaches you? Be like tree. Use Gaius as unfamiliar dog (does not
1, 3,4 If this does not work with Gaius model dog can be used by assistant.
SCHOOL SESSION 2
52 Animal Integration in Education Guidelines
have to get too close). Children can be slowly walking around for this.
Send children back to wall each time to explain.
0.15 What to do if a dog jumps up at you (too playful) and knocks you down or you are playing on the ground and a strange dog comes up? Be like a rock/stone. Demonstration. Gaius jumps up at Shelly/Claire/Both. Fall to ground and tuck head, arms and legs in to be a stone. Practice with model dog. Children can be sitting in imaginary play or standing.
1, 3,4 Children can be away from wall if felt to be controlled.
0.20 Game: Three numbered flower pots are put down in one corner (ish) of room. Same three numbers are put into other corners. Children turn back and face wall whilst treat is put under pot. Children go to corner (walk, run, like a dog…) where think treat is. Gaius gives answer. Children at wrong number are out and sit- must NOT tell remaining children where treats are!
2,3,4 Flower pots, numbers
0.30 Team Game: Children in two lines behind each other, each with a ball. Shelley and Gaius facing first person, Claire or teacher facing first person of other team. First person throws ball to teacher/Gaius and runs to back. Continues as a race. When a team is finished must sit quietly. Swap, and Best of 3.
1, 2, 3,4 Balls
0.40 Challenge Gaius Game. Children sit facing each other spaced down the room like ladder rungs (8 rungs). Gaius jumps each pair. Too easy? Make 4 rungs by squishing pairs together. Too easy? 2 rungs?!
1, 3, 4 If think children will be uncomfortable with this play above game again.
0.45 Recap on how to interact, be a tree and be a stone. Can all give a treat to Gaius on way out to say thanks.
Shelley and Claire demo this and keep orderly one at a time.
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54 Animal Integration in Education Guidelines
Group: 5th and 6th class
Facilitators: Wendy and Siobhan Summary of Background OR Details of Previous Session:
Children from a “mainstream” school. Session to be based around geography; global locations and social and cultural differences.
Contact: Mr Finnegal (Principal)
Session …1.of…1.
Key Goals 1. Geography- Sense of space and place
2. Social, Personal and Health Education- Myself and the wider world
3. Cognitive Benefits- Increased interest in the subject area.
4. Emotional Benefits- Understanding and dealing with Emotion
TIME ACTIVITY, ANIMAL(S) &
EQUIPMENT KEY GOAL
MEASURE/COMMENT/ EQUIPMENT
0.00 Introduce Guinea Pigs and European Partners.
Children sit in circle around pool where guinea pigs are put on towels.
0.00 Little bit of info about Guinea Pigs i.e rodents, have characteristic rodent teeth (show) but no tail. This indicates that this rodent does not really climb. Where do guinea pigs come from? Show on globe in respect of Ireland. Other people here today from different countries. Where are they from? Can we find on globe?
1, 2,3 Globe
0.10 So what is South America/Peru/Andes like? How does it differ to Ireland? Weather, Humidity, clothes people wear, jobs people do. Diet…eat guinea pigs!! (hands over their ears!)….bit like pigs for us. How do the countries the guest are from differ? Can they name one thing different to Ireland?
1, 2, 4
0.20 How do guinea pigs communicate? Be quiet for a minute can they hear
2, 3 Tablet
SCHOOL SESSION 3
55 Animal Integration in Education Guidelines
guinea pigs? How do guinea pigs say hello? Play sound of communication. Do people say hello differently? ‘Hi’ ‘G’day’ ‘Bonjour’…how do Europeans each say hello? Can they repeat? Do people do different things to say hello? E.g shake, hands, kiss on cheek, rub noses! Can Europeans demonstrate how they say hello?
0.35 How do guinea pigs communicate if they are unhappy? Listen to the sounds. How might we change our voice if we are unhappy? Do we change anything else? E.g body language and face? Show an unhappy face, and angry face…
3. 4
0.40 Hold guinea pigs if they wish. ,3,4
56 Animal Integration in Education Guidelines
Client
Marie
Facilitator: Alison Assistant Professional;
Wendy
Summary of Background OR Details of Previous Session:
Marie had surgery for carpal tunnel syndrome 7 weeks ago. She was given a few exercises by the hospital physiotherapist, but she is not feeling like she is making the progress she should. She is frustrated and loosing motivation.
Contact:
Session …1.of…8. (an initial meeting has taken place already)
Key Goals 1. Physical Benefit- Wrist movement and flexibility, fine motor skills
2. Physical Benefit- Grip strength
3. Psychological Benefit-Motivation
TIME ACTIVITY, ANIMAL(S) &
EQUIPMENT KEY GOAL
MEASURE/COMMENT/ EQUIPMENT
0.00 Explain pain levels. Take starting measures Introduce Stripes, take final measure
Thumb to four fingers Squeeze of clay ball Wrist flexions on stripes Ruler
0.05 Grooming Stripes, large handled brush, try smaller if possible.
1,2,3 Encourage and ask does she groom her own dog. What kind of brush? Brushes
0.10 Playing with the ball 1,2,3 Wrist movement rather than arm movement, although keep shoulder mobile too. Ball
0.15 Feed treats. 1,2,3
57 Animal Integration in Education Guidelines
0.20 See how Marie is feeling. Does she think she could try any of these at home with her dog?
3
0.25 Painting Stripes. Choose a brush. Choose colour and see if she can find shapes
1, 2, 3 Face Paint, brushes
0.40 Re measure and sum up session, Can she put on Stripes lead?
1 Lead
58 Animal Integration in Education Guidelines
Client Anna
Facilitator: Alison Assistant Professional;
Shelley
Summary of Background OR Details of Previous Session:
Anna is transitioning from primary school to secondary school in September. Due to suffering from glandular fever during the year Anna missed quite a lot of school. Although she appears quite confident, missing school has knocked her confidence personally and socially as well as putting her behind in her studies. Anna particularly struggled with Maths at the end of the year.
Contact: Dannielle, Anna’s mother.
Session …3.of…8.
Key Goals 1. Maths- Division, Fractions and percentages
2. English- Reading
3. Psychological Benefit- Self Esteem and confidence
TIME ACTIVITY, ANIMAL(S) &
EQUIPMENT KEY GOAL
MEASURE/COMMENT/ EQUIPMENT
0.00 Rehearse riding skills. Count posts and then mark to divide the arena
3 Horse is already tacked up
0.05 Work on relative fractions i.e 1/8, 5/8. Transfer to quarters. Show workings on main blackboard.
1,3 Chalk
0.15 Ride a circle.= fractions first on 1/12 convert to percentages. (cones used to mark out a clock face). Back to arena. How else can we ride half? E.g corner to corner . Mark on blackboard each time.
1,3 Cones
0.25 Throw ball at fraction or percentage with cones in a line (or at volunteers). Calculated percentages e.g 3 out of 10 3/10 x100. Jack weighs of Moffit.
1,3 Ball
0.35 Relaxation and reading (no saddle) 2,3 Irish proverb 0.40 Cut up carrot and apple for Moffit,
test.
3 Carrots, Apples, Knife
59 Animal Integration in Education Guidelines
Client Keelin
Facilitator: Alison Assistant Professional;
Gosia
Summary of Background OR Details of Previous Session:
Keelin is facing some challenges in the home and school, parents and teachers have noted changes in her behaviour. Keelin likes animals so these sessions are motivators for good behaviour. Within the sessions we try to work on appropriate behaviour and co-operation. Keelin thinks she comes to the centre to help out.
Contact: Lynn O’Brien Crossland - mother
Session …2.of…6.
Key Goals 1. Promote appropriate behavioural responses
2. Encourage calm
3. Co-operation and willingness
TIME ACTIVITY, ANIMAL(S) &
EQUIPMENT KEY GOAL
MEASURE/COMMENT/ EQUIPMENT
0.00 Meet the pigs. Call them, feed, give scratch.
1 Pig food
0.05 Clean out stable. Empty wheel barrow. Tidy muck heap.
3 How willing? Can you…please?
0.15 Hand feed the goats
1, 2 Goat feed
0.20 Let guinea pigs out, walk on stepping stones and observe choose one would like to hold.
1,2,3
0.25 Get carrier, help prepare, then carefully catch. Sit with for 2 minutes.
3, 1,2 Carrier
0.30 Groom Flapjack & small ride.
1, 2 Flapjack’s tack
Client Jamie and Rose
Facilitator: Alison Assistant Professional;
Shelley
Summary of Background OR Details of Previous Session:
Jamie is 8 years old, his parents have recently separated and his mother Rose feels this is taking a toll on Jamie. She is anxious about their future going forward and wants to do an activity with Jamie that can help strengthen their relationship. Rose has noticed Jamie becoming more quiet.
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Appendix 3
General Assessment Form and Details for a dog
AAI Suitability Assessment
62 Animal Integration in Education Guidelines
Date___________Time______________
Animal___________________________
Name____________________________
Assessment Location_____________________________________
Assessor________________________________________________
Scoring. To be successful a dog must score at least…..
If a 1 is scored the assessment is stopped immediately.
If a 2 is scored the dog fails the assessment, but can continue.
If one 3 is scored the dog is invited to be re-assessed in one months time.
If more than one 3 is scored the dog is invited to re-try in one year.
A dog scoring all 4s and 5s passes the assessment.
Dogs Score…………………
Any 1’s yes/no
Any 2’s yes/no
Any 3’s yes/no re-asses in one month [ ] re-try in one year [ ]
Asessor_______________________________ Signature
Dog Owner____________________________ Signature
Assessment Stimuli Responses Score Available
Score
Basic Manners
63 Animal Integration in Education Guidelines
Controlled Walk (the dog should walk at the handlers right or left hand side with no tension in the lead)
Dog walks perfectly on the right or left with a slackened lead and with their wither at the handlers leg.
5
Dog walks very well by the handler’s side, minimal movement away from the side and a slack lead maintained.
4
Dog walks well, but pulls away from the handler slightly causing the lead to tighten.
3
Dog pulls with force away from handler on more than one occasion and/or swaps from one side to other.
2
Dog is constantly pulling causing the lead to be tight. Handler has no control.
1
Sitting Politely to be greeted (the dog should remain in a sit position to be greeted, the dog should be engaging and not show any signs of discomfort)
Dog sits completely still to be greeted. Shows positive arousal upon approach of person (e.g “happy pant” or wag of tail)
5
Dog retains sit position for greeting. Positive arousal is less obvious, but there are no signs of stress.
4
Dog remains in sit position, but shows mild signs of stress upon approach or physical contact (e.g ears back or look away).
3
64 Animal Integration in Education Guidelines
Dog comes out of sit position, shows heightened arousal (e.g tries to jump up) or more moderate signs of stress (e,g tail tucked and/or whale eye)
2
Dog does not sit and shows obvious stress upon the approach or greeting by a stranger (e.g lip curl, growl)
1
Remain in sit whilst handler goes out of sight (the dog should remain in a sit position and not be anxious that its handler has gone out of sight)
Dog remains in sit position and shows little to no signs of anxiety when handler is out of sight.
5
Dog remains in sit position, shows an interest in where handler has gone and focussed on point of exit.
4
Dog remains in sit position, but shows signs of anxiety when owner is out of sight (e.g whinning, lip licking, yawning)
3
Dog moves out of sit position shows mild to moderate signs of anxiety.
2
Dog comes out of sit positon and gets very anxious; pulling after handler, vocalising and showing significant stress.
1
Leaves a food items Dog shows no apparent interest in food when walking past.
5
65 Animal Integration in Education Guidelines
(the dog can ignore an item of food as it passes by)
Dog looks in direction of food but does not alter behaviour from walking by the side to get to it.
4
Dog is distracted by the food, but the handler can cue the dog to leave the item which the dog responds to very quickly.
3
Dog is very distracted by food, and does not respond readily to a cue/command.
2
Dog is eager to get to food and has to be physically removed from it. Shows behaviours that indicate resource guarding.
1
Takes food gently (food should be taken slowly from the hand with little to no physical contact)
Takes food slowly and gently without showing any signs of anxiety around food
5
Gentle but quite quick 4
Takes food gently but also licks the hand
3
Takes food very quickly, concern if food was not delivered so safely.
2
Takes food quickly and show signs of anxiety around food (e.g wide eyes, freezing/stiff posture)
1
Release and Recall (the dog should return immediately to handler when called at a steady pace)
Dog returns immediately to handler at a calm and steady pace
5
Dog is distracted in the return to handler, but this
4
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has no significant on speed or immediacy of the return
Dog returns to handler with little or no distraction, but returns at high speed.
3
Dog returns to handler, but the return is slow with many points of distraction.
2
The dog shows no interest in returning to the handler and has to be caught.
1
Assessment Stimuli Responses Score Available
Score
Reactions to Distractions
Reaction to another dog (dog does not pay any obvious attention to another dog in the environment)
Dog shows no response to other dog
5
Dog demonstrates it is aware of the other dog’s presence, by turning its head.
4
The dog shows a positive response to the other dog (e.g tail wag, vocalisations), but mildly distracts the dog from walking or other activity.
3
The dog reacts quite significantly to the other dog, in ways of over-positive arousal.
2
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The dog shows fear, anxiety and what displays as aggression to the other dog.
1
Exuberant and clumsy petting (dog shows acceptance of less careful handling and physical interaction)
The dog shows no signs of anxiety whilst being more roughly petted. When finished the dog looks to interact with person. The dog does not get over aroused.
5
The dog shows no obvious signs of negative arousal from exuberant petting, but the dog does not look to interact with the person afterwards.
4
More exuberant petting gets the dog positively aroused and excitable, or the dog show mild signs of stress/discomfort. This may include calming signals.
3
The dog gets over aroused by exuberant petting.
2
The dog shows obvious negative arousal which is fight based.
1
Staggering and gesturing individuals (dog is not concerned by people who display behaviours he is less familiar with)
The dog shows no signs of increased arousal either positive or negative.
5
The dog shows interest in the person, but stabilises quickly.
4
The dog shows interest in the person and increases their arousal mildly, but is
3
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easily controlled and stabilised by the handler.
The dog shows significantly increased arousal towards the person in an overly positive way or negatively, but can be controlled.
2
The dog has extreme reaction and is hard to control and calm.
1
Angry yelling (dog is not concerned by people who display behaviours he is less familiar with)
The dog doesn’t appear to respond to the loud noises of yelling.
5
The dog responds to the noise by turning its head, but quickly returns as was.
4
The dog responds to the noise, they signs of increased arousal, but can be stabilised by the handler.
3
The dog shows an increased negative arousal towards the person yelling, (cowers, submissive gestures).
2
The dog shows a significant negative response, (barking, lunging etc) and is very hard to control.
1
Walking through a crowd (dog is comfortable with many people
The dog retains in a neutral state in the situation of walking through a crowd.
5
69 Animal Integration in Education Guidelines
around it and the business of crowds)
Dog demonstrates mild positive arousal and mildly distracted by the people.
4
Dog shows mild signs of stress/anxiety, but it does not prevent him from maintaining a controlled walk.
3
Dog shows increased arousal which causes tension on the lead but remains responsive to handler.
2
Dog shows increased arousal of a high level preventing the handler from controlling it.
1
Assessment Stimuli Responses Score Available
Score
Reaction to physical stress
Being crowded or petted by a group (dog shows no signs of distress when being physically interacted with by more than one person)
Dog shows no signs of distress and exhibits mild positive arousal (e.g happy pant and easy tail wag)
5
Dog shows no obvious signs of stress, but does not actively engage with people petting it.
4
Dog shows mild stress signals (e.g looking away, lip licking) but normalises quickly.
3
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Dog shows increased positive or negative arousal (e.g trying to jump up or tail tucked/ears back)
2
Dog shows obvious flight or fight based signals.
1
Bumped from behind (dog does not react negatively when accidently knocked by someone or something)
Dog appears not to notice physical contact.
5
Dog turns head in direction of where ‘bump’ occurred, but returns attention to handler immediately.
4
Dog moves away from physical contact, but shows no obvious signs of distress.
3
Physical contact of this nature makes the dog anxious, responds with a flight based negative arousal signal.
2
The dog reacts instinctively with a significant negative arousal fight based signal e.g snap.
1
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Appendix 4
Animal Health Check Sheets
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Animal Health Check Sheet-
DOG
Greeting
Dog approaches in normal manner (tail wagging, alert) [ ]
Movement
Dog shows no signs of stiffness, lameness or other movement problems [ ]
Examination
Dog shows no signs of discomfort when examined thoroughly [ ]
Ears and mouth (no discharge or smell, gums normal pink with good capillary refill) [ ]
Chest and Abdomen (normal breathing rate, abdomen soft) [ ]
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Paws and Tail [ ]
Drink and Appetite
Dog is observed drinking, drinking not to excess [ ]
Dog takes food with normal appetite [ ]
Playfulness
Dog interacts with toys in a normal manner [ ]
Responsiveness
Dog behaves normally to sounds and sight stimulus in the environment [ ]
Dog responds normally to cues given [ ]
Elimination
Dogs faecal elimination and urination is normal [ ]
Any additional comments to note……………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………….
Date and Time of Health Check………………………………………………Signature………………………………………..
Animal Health Check Sheet-
FISH
First Observations
Fish are active and moving [ ]
Colourations
Colours of fish looks normal with no signs of white spotting or other abnormalities [ ]
Tank
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Tank temperature is optimal [ ]
Tank is not discoloured and water is clear [ ]
Tank pH is as suitable fish [ ]
Appetite
Fish have keen interest in food [ ]
Elimination
There is no sign of faecal matter extended from any fish [ ]
Any additional comments to note……………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………….
Date and Time of Health Check………………………………………………Signature………………………………………..
Animal Health Check Sheet-
GUINEA PIG
First Observations
Guinea Pig looks alert, responds in normal manner (e.g vocalising) [ ]
Movement
Guinea Pig moves normally [ ]
Examination
Guinea Pig is accepting of being handled [ ]
No discharge from ears, nose, mouth or anal region [ ]
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Breathing rate seem normal [ ]
Skin and coat in good condition [ ]
Nails short [ ]
Drink and Appetite
Guinea Pig observed drinking (or noted by reduction in water in drinker) [ ]
Guinea Pig will take favourite foods offered [ ]
Responsiveness
Guinea Pig behaves normally to sounds and sight stimulus in the environment [ ]
Elimination
Guinea Pig faecal elimination is noted as normal in the overnight enclosure [ ]
Any additional comments to note……………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………….
Date and Time of Health Check………………………………………………Signature………………………………………..
Appendix 5
Information sheets on
Animal Handling Best Practise
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Appendix 6
Analysis of five freedom provision
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Appendix 7
Images of common signs of stress across species
and acute signals in dogs
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Common Signs of Stress in Animals
Animals exhibit stress mostly with their body language (visual signals), although in some it
can be supported with sounds. Below are some of the common visual signs of stress seen
across species. These are obvious, extreme signals. Acute signals should be recognised in
advance of these signals to minimise risk to people interacting with them. Acute signals in
dogs are listed on the following page.
General Extreme Stress Signals (Flight based- Animal would LIKE to get away)
Make themselves look smaller
Ears go back
Eyes overt from threat but are wide
Whiskers go down
Tail tucks between legs or clamps to body
Animal exposes vulnerability (shows off important bodily parts relating to survival)
These are signals seen when animals are scared and anxious, if ignored they
can turn to fight based signals where animals will be prepared to defend.
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General Extreme Stress Signals (Fight based- Animal is scared or anxious but
may be prepared to defend themselves or something)
Make themselves look bigger
Ears go forward
Eyes are wide and stare at threat
Whiskers extend
Tail is erect
Hair stands on end
Acute Signs of Stress in Dogs may include:
Licking their lips
Yawning
Stretching
Not eating
Pacing
Panting in excess
Freezing (remaining stationary)
Sneezing
Curling their lip
Tension in the face, brow and other areas of the body
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Appendix 8
Risk Assessment Example
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Participant Risk Assessment
The ELISTA Centre This table is compiled, to give the Animal Assisted Interactions Participant, or suitable responsible guardian adult information about the potential risks involved in participating in the activities of this session. Please make yourself fully aware and take precautions as necessary in line with advice given. Facilitators will do everything possible to maintain the health and safety of participants, but it must be noted that interacting with animals is not without risk and The ELISTA Centre shall not be liable non-negligent accident or injury.
Session Date………………………………………………………….. Facilitator……………………………………….. Planned Activities/ Session Plan Reference.....................…………………………………………………… ………ELISTA Session 3....……………………………………………………………………………………………………..
Type of Risk
General Facility Hazard
Best Practice for minimising Risk
Risk Rating
Car Accident Entering or exiting The ELISTA centre, manoeuvring in car
parking area, walking to and from car.
Enter and exit The ELISTA Centre slowly. Cars may be exiting at the same time as
you enter and vice versa. The road can be busy at times with lorries and agricultural
vehicles, if you are not comfortable exiting due to poor line of vision, ask for
assistance. In parking ensure you do so carefully and slowly, cautious of cars,
children and animals.
LOW
Electrocution Perimeter fence surrounding The
ELISTA Centre and electrical sockets.
As The ELISTA Centre is located on part of a working farm there are many electrical
fences to confine horses and livestock. The perimeter fence at The ELISTA centre is electrical, and should not be touched by
anyone. Should you wish for the fence to be turned off for any reason please ask.
There are several electrical socket located higher in indoor training area and outdoor stable block. These sockets should not be
interfered with by any participants. External sockets are fitted with safety
guards and prevention of water, indoor sockets are higher to minimise interest or
inappropriate use.
Following best
practice LOW
Trips and Falls In all areas of The ELISTA centre; indoor
training area, outdoor stables,
footpaths and carpark and sand
arena.
Every effort has been made by The ELISTA Centre to ensure that the surfaces used in
both the indoor and outdoor training areas are safely minimising the risk of trips
and falls; pathways will be clear of obstacles, the sand arena regularly
harrowed and indoor area and outdoor stables swept clean.
Please report any spills or damage to surfaces to staff members.
LOW-MEDIUM
Animal related injuries
In the stable area, sand arena, training centre or any other
area where
All animals should be with a facilitator or volunteer at all times unless housed in a secure enclosure, pen, stable or field. All
animals used in animal assisted interactions are carefully selected,
assessed and trained in preparation to
LOW- MEDIUM
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interactions are taking place.
minimise risk, but participants must be aware that all animals can act defensively if they feel threatened or are mishandled.
Bites and kicks can occur, but minor scratches are more common.
Zoonotic Diseases Through human-animal contact
Zoonotic diseases are rare as all animals have the maximum health care available
and daily health checks. On occasions disease can be transmitted prior to clinical
signs, to avoid potential transmission anyone handling an animal should wash their hands after. It is possible for some contaminants to live in the air or create
spores in other materials. All participants are advised to employ rules of hygiene and
utilise the hand wash facilities available.
Following best
practice LOW
ACTIVITY
ACTIVITY Hazards Detail of hazards and Best Practice for minimising Risk
Risk Rating
Feed and interact with Pigs (Hamish
and Gloria)
Catching hand when opening gate
Turn the handle, lift and re-fit the handle to remain raised. If the handle is not fixed correctly in the raised position there is the potential for the gate latch to full down and catch the hand of the person opening it.
LOW
Knocked over by pigs Pigs have poor vision, they use their nose and hearing to navigate and when
investigating a new person there is the potential for them to unintentionally
knock someone, especially someone with poor balance. To minimise the risk it is
advisable to have the pigs focus upon food on the ground rather than the person or
food that a person may be carrying.
LOW- MEDIUM
Pig bite Pigs explore their environments with their noses and mouths. It is possible, but not highly likely that a pig will sniff and then
bite a participant. If this does happen it is likely to be directed to materials rather
than humans directly and is typically exploratory rather than aggressive. It is most likely to be directed to footwear. Participants should be advised to wear
wellington boots or other protective footwear. As above food can be used to
direct the pigs away from high interest in the participant.
LOW
Zoonotic Disease Pigs kept at the ELISTA centre are vaccinated from zoonotic viral and
bacterial diseases such as Salmonella and Weil’s Disease to minimise risk to their health and that of participants. Pigs are
checked for signs of health daily. Participants should wash their hands after interacting with pigs. Faeces or material in contact with faeces should not be touched. Participants with compromised immunity
should be risk assessed separately.
LOW
Clean out pony stable
Equipment Equipment used to clean out a stable can be heavy and implements sharp.
Participants should be shown/instructed how to use and store equipment safely.
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Bedding Dust Fresh bedding can be dusty, participants should be given the option to wear face
mask to minimise any potential irritation. For most participants the maximum
response to dusty bedding will be sneezing, but some with weakened or
vulnerable respiratory systems or immune compromised should not be given this
activity.
Following best
practice LOW
LOW
Pony Faeces and soiled bedding
Ponies at the ELISTA centre are routinely treated for endoparasites, although there
is no need for any participants to come into direct contact with pony faeces with
the correct use of equipment. As a precaution participants should wash their
hands after this activity. Deeply soiled bedding can produce ammonia. The ELISTA centre intends to not allow horse bedding to get to this extreme and will not include cleaning out a stable in that condition as
an activity.
Feed the Goats Injury from goats The ELISTA centre goats are quite shy animals. Participants aiming to hand feed
them must be patient and still, risk of injury of any form from the goats is very
low. The only occasion when risk of injury increases is where a goat is cornered and tries to escape by jumping. This activity
does not promote this.
LOW
Let out the Guinea Pigs including
balance of stepping stones
Injury from falling There are several objects of enrichment within the guinea pig enclosure. Rounds of timber similar to tree stumps can be used
as an activity to balance on. With this activity there is the potential to fall. Stump
timbers are not very high, and with the exception of other stumps and the guinea
pig houses, the substrate to land on is grass. Although the potential to fall is quite
high, the risk of injury is deemed low.
MEDIUM
Scratch from fencing or guinea pig house
The fencing around the guinea pig enclosure is wire meshing. For the guinea
pigs safety there should be no sharp points or edges, but due to wear and tear these
may occur. Fencing will be regularly checked, but and potential hazards noted should be reported to staff members. The
gap between the wall and guinea pig house where one enters the guinea pig
enclosure is small and there is the potential to scratch ones hand or legs (if
wearing shorts or skirt) when entering. To avoid this facilitators will caution
participants.
MEDIUM
Collect Guinea Pig carrier, catch guinea
pigs and handle
Trip There is a small lip between the tack room and the path where the guinea pig carrier
is stored. Without due care there is the potential to trip on this. Caution should be communicated to the participant collecting
the carrier.
Following best
practice LOW
Scratch or bite from Guinea Pig
Guinea Pigs are naturally placid animals, and the ones at the ELISTA centre are
regularly assessed for their docility. Should a guinea pig feel unsafe when being
handled there is the potential for it to try and run off, and in doing so inadvertently scratch with their small claws. To prevent
this it should be ensured that the
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participants are handling the guinea pig correctly and securely and are also wearing long sleeved tops and long
trousers. Biting is very rare from guinea pigs, again correct handling will reduce any
such incidences.
Groom Pony Kick from pony There is the potential for any equine to kick. Ponies at the ELISTA centre are regularly assessed for their docility in
handling and grooming. With the appropriate handling and interactions it is very unlikely for them to feel threatened that fight response through kicking would be an option. Other potential triggers in the environment should be monitored, including fly worry which can aggravate
and encourage tail swishing and kicking (at themselves).
LOW
Bite from pony There is the potential for any equine to bite. Ponies at the ELISTA centre are regularly assessed for their docility in
handling and grooming. With the appropriate handling and interactions it is very unlikely for them to feel threatened that fight response through biting would
be an option. Current ponies at the ELISTA centre have never bitten.
LOW
Foot trodden on When grooming one needs to stand in close proximity to the pony. The ponies at the ELISTA centre are trained to stand still for grooming, but on occasions they may
move out of tiredness or if responding to a stimulus in the environment. As they move there is the potential for toes and feet to
get trodden on. Participants are encouraged to wear sensible shoes that
suitably cover the toes, foot and ankle and briefed on how to move around the pony. Should the foot get trodden on by a pony
then the foot should be treated with a cold compress to minimise bruising, breakage
of a bone is unlikely from the weight of the ponies, but should be medically assessed if
this a concern. People with vulnerable skeletal systems should not participate in
this activity.
MEDIUM
Ride Pony Fall from pony The ponies at the ELISTA centre are regularly assessed for suitability of riding and docility so that they do not react to things in the environment when being
ridden. Some ridders may work with the facilitator and a side walking volunteer,
but even when it is just the facilitator, the size and speed of the pony and size and
weight of the ride means that a facilitator can support any balance issues that may
potentially cause a ridder to fall.
LOW
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Appendix 9
Animal Care sheet examples for animals resident
in the school
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Daily Routine
HAMSTER
Moley
Moley is a Syrian hamster.
am-
Gently wake Moley by rustling his feed bag. Give him a few moments to wake.
Empty the contents his green bucket and fill with warm water and a small
drop of washing up liquid.
Gradually dismantle the tubes, empty any contents into a black bag and place
tubing into water.
When reaching Moley gently encourage him into an empty container.
Supervise Moley whilst continuing to clean out.
Remove the top half of the cage. Remove and replace wet or soiled bedding.
Wipe platforms of any poos.
Wash, rinse and try the tubing and reassemble in any order.
Place approximately a teaspoon full of food into the bowl and empty, rinse
and refill the water bottle.
Carefully cup Moley and replace to house
Wash hands
pm-
Gently wake Moley by rustling his feed bag. Give him a few moments to wake.
Gentle cup Moley in your hands and place into his ball.
Screw the lid in tight and leave in a secure area to run.
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CAUTION: Hamsters are nocturnal animals and will bite if not handled correctly.
Always handle over a surface such as a table.
Daily Routine
RABBITS &
GUINEA PIGS
Shadow, Storm, Autumn,
Winter, Breeze & Sky
am-
Open the gate to enter the rabbit and guinea pig area.
To maintain their handle ability carefully lift guinea pigs from inside house.
Hold securely sitting down for a few minutes and then release into the area.
Rabbits can exit freely, prop door open with a rock.
Collect gloves and black tub. Remove droppings from the house and any dirty
bedding.
Refresh bedding with dry hay
Empty, rinse and re-fill water bottles.
pm-
Collect three handfuls of guinea pig food in a pink bucket.
Enter the area and place food in the bowl.
Gently usher all rabbits and guinea pigs into the house and close the door.
A piece of pipe can GENTLY be used to encourage guinea pigs from tunnels.
Check there is still water available.
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Weekly Routine
PONIES
Jack and Flapjack
Monday
am-
(March-October only) put on Jack’s rug
(in good weather) put ponies out in field- see supervisor for which field
(wet weather or wet field conditions) feed one large tub of hay in two piles in
the stable, shake out the hay.
Skip out stable
pm-
(in good weather) bring in from the field
(wet weather or field conditions) feed one large tub of hay in two piles in the
stable, shake out the hay.
(March-October only) take off Jack’s rug
Tuesday
am-
(March-October only) put on Jack’s rug
(in good weather) put ponies out in the field-see supervisor for which field
(wet weather or wet field conditions) feed one large tub of hay in two piles,
shake out the hay.
Clean out stable
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pm-
Put down the bed
(in good weather) get in from the field
(wet weather or wet field conditions) feed one large tub of hay in two piles,
shake out the hay.
(March-October only) take off Jack’s rug
Groom
Wednesday
am-
(March-October only) put on Jack’s rug
(in good weather) put ponies out in field- see supervisor for which field
(wet weather or wet field conditions) feed one large tub of hay in two piles in
the stable, shake out the hay.
Skip out stable
Carry out any annual routines
pm-
(in good weather) bring in from the field
(wet weather or field conditions) feed one large tub of hay in two piles in the
stable, shake out the hay.
(March-October only) take off Jack’s rug
Thursday
am-
(March-October only) put on Jack’s rug
(in good weather) put ponies out in the field-see supervisor for which field
(wet weather or wet field conditions) feed one large tub of hay in two piles,
shake out the hay.
Clean out stable
pm-
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Put down the bed
(in good weather) get in from the field
(wet weather or wet field conditions) feed one large tub of hay in two piles,
shake out the hay.
(March-October only) take off Jack’s rug
Friday
am-
(March-October only) put on Jack’s rug
(in good weather) put ponies out in field- see supervisor for which field
(wet weather or wet field conditions) feed one large tub of hay in two
piles in the stable, shake out the hay.
Skip out stable
pm-
(in good weather) bring in from the field
(wet weather or field conditions) feed one large tub of hay in two piles in
the stable, shake out the hay.
(March-October only) take off Jack’s rug
Groom
Saturday
am-
(March-October only) put on Jack’s rug
(in good weather) put ponies out in the field-see supervisor for which
field
(wet weather or wet field conditions) feed one large tub of hay in two
piles, shake out the hay.
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Skip out stable
pm-
(in good weather) get in from the field
(wet weather or wet field conditions) feed one large tub of hay in two
piles, shake out the hay.
(March-October only) take off Jack’s rug
Sunday
am-
(March-October only) put on Jack’s rug
(in good weather) put ponies out in field- see supervisor for which field
(wet weather or wet field conditions) feed one large tub of hay in two
piles in the stable, shake out the hay.
Skip out stable
pm-
(in good weather) bring in from the field
(wet weather or field conditions) feed one large tub of hay in two piles in
the stable, shake out the hay.
(March-October only) take off Jack’s rug
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Annual Routine
PONIES
Jack and Flapjack
January – annual vaccination
February- worm
March- feet trimmed by farrier
April- worm
May- bath (weather permitting)
June- worm
July- bath (weather permitting)
August- worm
September- feet trimmed by farrier
October- worm
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November-
December-
About
PONIES
Jack and Flapjack
Jack
Jack was born in 2000.
Jack’s mother was a Shetland Pony, Jack’s father was a miniature Shetland Pony.
Jack is the leader of all the horses in most situations, he gets anxious when other horses go
away or he is away from them. Jack can be heard to call out for them.
Jack loves all food that horses can eat; hay, grass, carrots, apples and horse meal.
Jack likes to give hugs, he will often do this if you bend down near his shoulder and give him
a scratch.
Jack particularly likes a scratch under his tummy.
Jack wears a special rug in the winter because he suffers from sweet itch. If he did not wear
this the flies would bite him and he would get very itchy.
Jack likes to be doing stuff, he has lots of energy and gets bored if he stands around too
much.
Flapjack
Flapjack was born in 2002.
Flapjack’s mother was called Cookie. Flapjack is a miniature Shetland Pony.
Flapjack is quite a quiet pony. He loves his big brother Jack.
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Flapjack loves all food that horses can eat; hay, grass, carrots, apples and horse meal.
Flapjack does not like to get dirty, but he does love to get the top of his tail scratched.
How to…
PONIES
Jack and Flapjack
Put on Jack’s rug
1. Jack’s rug is made up of two parts, the body part (the biggest part) and the
belly strap. Identify these first.
2. Identify the outside of the body part by finding the nylon fabric that run
along it. This will go along Jack’s back on the outside of rug.
3. Identify the neck piece of the body part, this is at the opposite end to the
straps.
4. From the outside gather up the neck piece so that the opening is at your right
shoulder and the rest of the body part is at your hand.
5. Place you right hand over Jack’s nose, with your left hand slowly put the rug
up his nose. STOP before you reach his eyes. Spread the rest of the rug over
his back.
6. Using both hands stretch the neck piece opening so that the rug comes up
over Jack’s eyes and sits behind his ears and under his chin.
7. Smooth out the back end of the rug so that the word ‘Boett’ is over his tail.
8. Take one of the straps, pass it around one of Jack’s back legs and buckle it.
9. Take the second strap and pass it around Jack’s let, threw the other strap and
then buckle.
10. Take the belly strap, identify the inside and outside.
11. Place the fork buckle ends through the first and third spaces in the nylon
fabric running along his back.
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12. Clip the two large buckles of the belly strap.
13. IMPORTANT, check that Jack’s willy is not caught inside the belly strap.
14. Put your hand underneath the rug at Jack’s chest to feel for three small
buckle ends, clip these to the fork buckle ends on the belly strap.
Lead to the field
Put on the head collar
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Jack’s head collar has a clip on the throat lash. His crown piece buckle
remains done up, so place the nose piece on his nose (with the crown piece
above his head) and then the crown piece carefully over his ears. Clip the
throatlatch.
Feed Hay
Locate a large tub
Pull hay from the bale and fill the tub
Squash down the hay so that the tub is full to the top
Take the two handles, or get a second person to take the other handle,
and carry to the stable.
Give Jack and Flapjack a small handful each, then enter the stable closing
the door behind you.
In one corner of the stable take the tub and shake a handful of hay
before placing it on the ground.
Continue doing this quickly until half the tub has gone.
Do the same for the rest of the hay in the opposite corner.
NOTE: empty the hay quickly so there is two piles and Jack and Flapjack do not
squabble over one pile. Jack and Flapjack do not kick, but it is good practice not
to walk behind a pony. Do be careful of your feet, they can get trodden on by
accident.
Skip out the stable
Collect the skip and skip stick from the store and a wheelbarrow
and sweeping brush.
Take the skip and wheelbarrow into the stable
If right handed take the stick into your right hand, skip in left
If left handed take the stick into your left hand, skip in right
Place the skip beside a pony dropping, using the stick flick the
dropping into the skip
Carefully lift the skip into the wheelbarrow
Repeat for all droppings
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Remove the wheelbarrow from the stable and sweep back the bed
so the shavings are half way down the stable and the bed is level.
Empty the wheelbarrow by carefully pushing up the ramp onto
the much trailer. Ask for HELP if you need it!
Put back all equipment
Clean out the stable
Collect a wheelbarrow, shavings fork and sweeping brush.
Safely take all equipment into the stable
Using the fork pick up the droppings and put them into the
wheelbarrow.
Very lightly fork off some of the dry top shavings, these can be moved to
the edges to be used later.
When wet shavings are exposed (these will be more orange/red colour)
fork these into the wheelbarrow.
Continue this until all wet shavings are in the wheelbarrow and dry
shavings are to the edges of the stables.
Sweep the last of the shavings or any wet from the stable floor into the
skip.
Fill an empty paint bucket with water and pour over the wet stable floor.
Scrub with the sweeping brush and push excess water to the drain near
the stable door.
Leave the stable to dry/air
Carefully empty the wheelbarrow by pushing it up the ramp onto the
muck trailer. Ask if you need HELP!
Tidy all equipment away.
Put down the bed
Collect the shavings fork and sweeping brush
Turning the shaving fork over and pull the shavings away from the
edges of the wall to make an even bed
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Pull up the edges of the bed a little with the fork so that the edges
are higher than the rest of the bed.
Re-fresh the bed with ½-1 bag of shavings
Shavings are in the store, carefully carry between two people or use a
wheelbarrow to move a single bag at a time.
Groom
Ponies love to be groomed, and it’s very good for them. Grooming helps get rid
of dead hair and bring air to the skin as well as natural oils. Various pieces of
equipment can be used in grooming, but for Jack and Flapjack we mostly use a
plastic curry comb, dandy brush and body brush. We always brush in the
direction that the hair is growing and using the following equipment in this
order:
Curry comb This comb is used in a slightly circular potion. Clean the hairs
out the comb by tapping it on the ground. Do this throughout grooming
as necessary and when finished.
Always work METHODICALLY. Start behind the ears with this comb, down the
neck, shoulders, chest, tummy and rump. Do NOT do the face or legs with this
comb.
Mane comb This comb is for the pony’s mane, the hair along it’s neck
and at the front of it’s head (called a forelock). Use the comb straight
down, separate the mane as necessary if it is difficult to get the comb
through the mane.
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Dandy Brush This brush is used to flick the dust and dirt off the coat, use
it by twisting your wrist quickly.
You can use this all over the pony’s body and brush their legs with this, but
NOT their face
Body Brush This is a nice soft bristled brush and used to smooth the
coat. The more you use this the more shiny the pony will become.
You CAN use this gently on the pony’s face as well as the rest of the
body.
Hoof Pick When the pony is a clean you can clean out their feet
(hooves). Hoof care is an important part of grooming. Follow this
procedure:
1. Stand facing the pony’s tail with his shoulder to your left leg, hold the hoof
pick in your right hand.
2. Run your right hand down the pony’s leg, when you get close to the hoof say
“pick up”.
3. If the pony picks up his foot cup your fingers around the hoof, if he does not
give a little pull on the hair behind the hoof. Try to use just one hand.
4. Which the hoof cupped in your right hand turn the hoof pick in your left so
that you can ‘pick’ at the hoof; pulling any muck out by going from the pony’s
heel to toe. BE VERY CAREFUL of the ‘frog’ which is softer part of the hoof, a
fleshy like triangle in the middle of the hoof.
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5. When the hoof is free from dirt and stones brush it with the other end of the
hoof pick and gently place the foot down.
6. Repeat the same for the back leg on the horse’s left side.
7. To do the pony’s right hand side start with the front leg again. This time run
your left hand down the pony’s leg and use your right hand to pick out any
dirt.
IMPORTANT: NEVER sit down or work whilst on your knees, keep your head up and not too
close to the pony’s hooves.
These pony’s will not intentionally hurt you so long as they are treated kindly, but they
could get a fright from something else in the environment and put you in harm’s way or
accidently tread on your toe!
Watch for signs that a pony Is getting uncomfortable.
Worm
To worm a pony means to give it medicine to kill any worm parasite that it
might have in its digestive system. Because worm doses contain chemicals that
can be harmful to both humans and horses when not handled correctly, this
procedure must ALWAYS be done under the direction of a supervisor.
Bath
In Ireland, where the weather is rarely very warm, equines rarely get a full
proper bath. Many horses are hosed down after exercise, but this is slightly
different.
Gather all the necessary bathing equipment; bucket, sponge, shampoo,
lather brush, sweat scraper
Prepare the area where the pony is to be bathed, make sure there is an
ample supply of water, on cooler days this should be warmed. Make
sure there is nothing the pony can injury themselves on.
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Fill a bucket with water. Generously wet the sponge and transfer the
water to the pony.
Wet all the pony.
Read the shampoo bottle to see how much should be used, pour the
appropriate amount into a bucket of clean water.
Using the lather brush rub the shampoo water into the coat to make a
smooth lather.
When all the body and mane is lathered, a small amount of soapy water
can be used around the face with care around the eyes, and the whole
tail can be put into the rest of the bucket of soapy water and washed.
If possible gently hose the pony down so that all soapy water has gone, if
not use buckets of clean water and slowly pour over the pony’s body.
Use a clean sponge with clean water to catch areas missed.
Use the sweat scrapper (black rubbery side) to pull as much water off
the coat as possible.
When complete lead the pony into a sunny spot to dry.
ALL pony’s will roll after having a bath!!
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Appendix 10
Animal Assisted Interactions Booklet
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Appendix 11
Examples of Training Using Positive
Reinforcement
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Training a dog to lie on a mat
(next to a child reading)
Positive reinforcement reward based training (ethical
training) starts with selecting a suitable motivator for the
dog that will act to reward the desired behaviour. This
is most likely food.
Start by training the dog a reliable ‘down’ behaviour. This is usually easiest for the dog from a ‘sit’
position.
1. Take a small piece of tasty treat and place it at the end of the dogs nose
2. Slowly raise the treat between the dogs eyes and aiming towards the top of their head
3. The dog will follow the treat and raise their head up
4. For most dogs looking up encourages movement of the hind end downwards. The luring of
the treat usually automatically encourages the sit action.
5. As soon as the dogs bottom hits the floor say ‘good dog’ (or similar to mark the correct
behaviour) and then give the dog the treat.
6. Repeat the sit action several times.
7. Progress the sit into a down action (all legs and chest in contact with the floor) by taking the
treat from the dog’s nose slightly in towards its chest and then slowly slightly forwards to
the ground. For some dogs this will initiate an immediate down action. If the dog stands up
rather than lying down bring it to sit again and repeat. If the dog is slow and hesitant in
progressing to a full down then reward a step in the correct direction of the intended action
i.e shoulders and head down. Each repetition should have a further progression towards the
full down action.
8. If, or when the down is achieved give the marking words “good dog” and reward
abundantly.
9. Repeat luring the dog into down until it is achieved with ease. Take note of the hand signal
that is being created in luring the down. For more agile dogs the down can be rehearsed
from a standing position as well as a sit.
10. Test the dogs understanding of the hand signal that has become established from luring by
removing the treat and placing it into the spare hand. Move the signalling hand from the
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dog’s nose to the ground. If the dog responds by lying down then reward with the treat
which is waiting in the other hand.
11. Encourage the dog to remain in the down position for a longer duration by placing treats
between the dogs paws when in down and rubbing them to encourage a relaxing down.
Release the dog from a down position by throwing a treat a short distance.
Progress to associating the mat with lying down
1. With a reliable down achieved from a hand signal introduce the mat.
2. Have the mat very close, take the treat to lure the dog onto the mat and then move the
luring hand to signal a down. Mark the correct behaviour with “good dog” and give the treat.
Encourage the dog to stay in the position and then release them off the mat.
3. Repeat this until the dog is readily stepping onto the mat and going down.
4. Progress to remove the treat from the hand and use the hand to signal ‘onto the mat AND
lie down’.
5. Repeat the behaviour, each time making the signal given to the dog a little bit smaller.
6. When it is felt that the dog has a good understanding of what is required, give a small
indication towards the mat but do not continue the signal to give the down cue. Give the
dog a chance to offer the down, if they do give plenty of rewards, the dog is showing that
they have associated the mat with the action of lying down.
7. Further progression includes creating distance so that the facilitator can stay back a small bit
when asking the dog to “go to the mat”. A verbal cue can also be added when giving the
hand signal (most likely progressed to a pointing action at the mat). Encouraging the dog to
relax on the mat should also be included by lengthening the time the dog remains before
releasing them off.
8. Practise by placing the mat next to people, particularly children. The facilitator should be
able to sit in various locations both near and at a greater distance from the dog and child.
Add in getting the dog to rest its head on the child’s lap
Once the dog is familiar with the down on the mat progress so the dog will rest their head on the lap
of the person sitting next to them. This behaviour can be trained in a process called ‘chaining’ which
will mean that the dog sees “go to the mat” as meaning ‘go to the mat, lie down and put head on
persons lap’. Alternatively the head on lap can be trained as a separate cue so that the dog will do it
as requested by the facilitator only. The following is for training ‘head on lap’ as a separate cue.
1. With the dog lying on the mat sit down next to them in a way that their head would be able
to rest on your lap.
2. With a treat (although a lower value treat i.e less rewarding may be better) gently lure the
dogs head around so that it is making contact with your lap. Reward this.
3. Progress to shape the lap on head that you desire, it may mean the dog shifting it’s body
position a little bit.
4. Replace the luring treat with a signal (hand on lap or a tap of the lap) and then reward with a
treat from the other hand. Some dogs will enjoy a rub as a reward.
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5. With this part of the training some kind of new subtle hand signal or vocalisation will be
more important in cueing the dog, it is nice if it can appear that the dog is spontaneously
offering this behaviour.
6. The training facilitator should choose a cue that will work for them. It could be something
like scratching their nose or a small cough, or even work further with the hand on the lap
cue. The new cue needs to be associated to the now existing cue of hand on the lap so needs
to be done just beforehand. If the cue of hand on the lap will remain the trainer needs to
progress with distance. This may confuse the dog who may get up in order to put their head
on the lap of the trainer rather than child.
7. Final step is of course to get the dog to lie next to a stranger (child preferably) and rest their
head (respond to the facilitator) when given the cue.
8. Each step needs repetition and rewarding with treats (or other suitable alternative) until the
dog is confident in the behaviour required of it.
Training the dog to put their paw on the book
As with the above method this will be a separate cue from lie on the mat. It can be rehearsed with
the dog sitting next to the child, lying on the mat or even lying with their head on the child’s lap. As
with the above method this training will take place first with the facilitator and then with volunteers
so that the dog generalises the action.
If the dog does not already know a ‘give the paw’ action this will have to be taught first, it should
also be progressed to ‘touch’ of other items rather than just putting their paw into a person’s hand.
1. To teach the dog to give the paw. Place a treat into a close fist. Put the hand with treat in
towards the dog’s chest (it is usually easier in sit position)
2. The dog will most likely try to get the treat with its nose and mouth, but failing this their
paw. Withhold the treat until there is some movement of the paw, when there is use
marking words “good dog” and give the treat to reward the paw moving action.
3. Repeat so that gradually the dog progresses to putting their paw into the hand.
4. When the dog is confident in the action remove the treat from the closed fist and signal with
the movement of an open hand in towards the chest, reward with a treat from the other
hand.
5. Rehearse the paw giving action in different locations and when standing or sitting.
Progress to putting the paw on the book.
6. Sit next to the dog (whilst they are on the mat is good!). Place a book (open) on your lap and
then give the hand signal cue for the paw over the book. Reward and repeat.
7. On an occasion felt appropriate, as the dogs paw is coming up into the hand quickly remove
the hand, as the dog puts their paw onto the book reward with the marking word “good
dog” and a large ‘jackpot’ reward.
8. As the behaviour is repeated try and change the hand signal so that ‘paw’ can be
differentiated to a ‘touch the book’.
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9. A word, verbal cue or other visual cue can be added when the dog is given the signal to
touch the book. If the facilitator does not want the child to know that the dog is being cued
i.e it looks like the dog is initiating the behaviour a subtle signal like a small cough or touch
of facilitator to their own nose or ear might work!
Training a horse/pony to knock an item off a cone
This can be a novel inclusion in a session, particularly a mounted
session where the rider has to reach to knock the items
them self, but then reach further after the horse knocks them.
Training a horse to do this behaviour involves target training-
rewarding the horse for putting its nose in contact with
initially a target and then at the item to which the horse is cued.
1. Prepare some small treats, pony nuts or sliced carrot is often good.
2. Ensure the delivery of treats is done safely, do not allow the horse to ‘mug’ the handler for
treats.
3. Choose a suitable target, referred to as an ’intermediate target’, something like a wooden
spoon is good.
4. Place the target close to the horses nose, remember horses have monocular vision, so
present the target coming from the side not front.
5. The horse will most likely investigate the target, when they touch it with their nose, reward
them. A secondary reinforcer ‘marker’ such as “good” or “yes” can be used in the same way
as with the dog.
6. Repeat a simple target, with it presented close to the horse’s nose several times.
7. When the horse appears confident move the target a little further away, place it a bit higher
or lower.
8. Gradually food reward treats can sometimes be replaced with alternative rewards, things
like a scratch or pat.
9. Introduce a cone with an item on top, something that will easily fall off, put the target right
on top of the item, even slightly in front, when the horse goes to touch the target they
should also accidently touch (and preferably knock off) the item. Reward this behaviour with
a higher value treat or a handful of treats.
10. Repeat the exercise a few times, start to shorten the target and replace with a cuing
(pointing hand). A hand signal is likely to be less important than a verbal cue, so once the
horse is confident in knocking items that it sees on the top of cones a verbal such as “knock”
can be added.
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11. Food treats and other rewards can be used variably, given in greater abundance or at higher
value when the horse knocks the item rather than touches it or when given as a cue ONLY.
12. If the facilitator does not want the client to know they are cuing the horse an alternative
more subtle cue can be introduced, like a cough or placing a hand on the hip. An alternative
is to help the horse discriminate the item on the cone i.e they can knock the plastic duck, but
not the ball or other items.
Appendix 12
Examples of measures
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Measuring Session Outcomes
As detailed in the text it is important to measure the progression between sessions in an
Animal Integration Programme.
Below are some published examples of existing measures produced through sector based
research for key goals fitting under the category benefits of physical, psychological, social,
emotional and behavioural.
Gross Motor Function Measure (Physical)
Social Responsiveness Scale (Social)
Sensory Profile (Physical)
Children’s Anger Inventory (Emotional and Behavioural)
Ped’s Quality of Life (Psychological)
Self-Perception Profile for Children (Psychological)
Children’s Global Assessment of Functioning (Physical)
Behavioural Assessment System for Children (Behavioural)
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Appendix 13
Template of Evaluation Form
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Client Evaluation Form Client Name…………………………………………………………… Session Date…………………………………………………………… Session……………..of……………………………………………. Animal(s)………………………………………………………………………. Facilitator…………………………………….................................... Main Aim of Session (Key Goals) 1……………………………………………………………………………………………………………………………….……………2………………………………………………………………………………………………………………………………………… 3…………………………………………………………………………………………………………………………………………
Key activities/tasks of session
Client performance
Measure of improvement/ reduction
1.
2.
3.
4.
5.
Additional Comments ……………………………………………………………………………………………………………………………. …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
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Main Aim of next Session ……………………………………………………………………………………………………………………….…………………………………………………………………………………………………………………………………………………………………….. ………………………………………………………………………………………………………………………………………………. Facilitator’s Signature…………………………………………………………………….. Date……………………………………………
Appendix 14
Project Partners
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Animals in Education Project Partners
Ljudska univerza, Zavod za izobraževanje in kulturo, Rogaška Slatina, Slovenia JVIZ I. OŠ Rogaška Slatina, Slovenia JVIZ III. OŠ Rogaška Slatina, Slovenia Szkoła Podstawowa nr 2 im. Romualda Traugutta, Józefów, Poland 1st Special Nursery school of Patras, Patras, Greece Özel Denizli Ayyıldız Özel Eğitim ve Rehabilitasyon Merkezi, Denizli, Turkey Erdligeti Altalanos Iskola, Erd, Hungary Scoala Gimnaziala Asau, Asau Village, Romania OS Josipa Matosa, Vukovar, Croatia ELISTA Education, Ireland
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Appendix 15
Pictures from project partners activities
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Images from Project Partners Training at
the ELISTA centre, June 2016
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Images of the Partners Activities at Project Meetings
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