Effects of Dog-Assisted Education on Physical and Communicative Skills in Children with Severe and Multiple Disabilities: A Pilot Study

Animal-assisted interventions have shown promising benefits in different populations such as children with cerebral palsy or autism spectrum disorder. Human–animal interaction leads to different physical, cognitive, and emotional benefits in the child. The aim of the current pilot study was to evaluate the effects of a dog-assisted education program on the postural, oculomotor, linguistic and autonomy dimensions in children affected by severe and multiple disabilities. Fourteen children aged 3–12 years and affected by intellectual and physical disabilities participated in a dog-assisted program consisted of 12 sessions. The intervention involved different types of activities, exercises, and games with the dogs. A strict protocol to ensure animal wellbeing and avoid any type of stress or fatigue was followed. Children who participated in the study improved their postural control, eye-motor coordination, expression of sensations and feelings, spontaneous interaction, autonomy, and confidence. However, these results must be taken with caution due to the lack of a control group and the heterogeneity of the participants.

Features of project activity of schoolchildren with severe and multiple disabilities

The relevance of the article is due to the need for practice in using various methods, forms and types of education to organize the most effective learning for children with intellectual disabilities. The characteristics of the educational project from the point of view of the student and teacher are given; the stages of organization and possible types of project activities and the basic educational actions formed by it are described; options for involving parents in the educational process are defined. The presented recommendations, based on many years of practical experience, can be successfully used in the correctional and educational process.