Riley Goes to School
Kabe Dickson
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Kabe is a special educator in a self-contained cross-categorical classroom. His high school classroom consists of kids with emotional disorders, behavioral disorders, and learning disabilities. After doing research on the benefits of animal assisted therapy in schools, he has concluded that a dog would be an excellent addition to his classroom. He has decided that his dog, Riley M. Coyote, would be a perfect therapy dog. Kabe would like to get Riley certified as a therapy animal and include her in working with his students on a regular basis. Kabe believes the Americans with Disabilities Act and IDEA can be utilized toward making this happen.
This article explores the application of animal assisted therapy in the classroom setting. It outlines the process for certifying a dog as a therapy animal, and provides an over view of disability law associated with therapy animals. It also explores some of the possible ways in which a teacher like Kabe may be able to include a dog in his classroom.
Benefits of animal assisted therapy in the classroom
The use of animal-assisted therapy has been found as beneficial in both therapeutic and classroom settings. In the counseling setting, therapy animals have helped to improve socialization and communication, reduce isolation and loneliness, and help in incorporating attitudes of kindness and compassion (Chandler, 2001). In psychiatric settings, use of animal-assisted therapy has been shown to help decrease anxiety (Barker, 1999). In the classroom setting, use of therapy animals has been shown to help curb violence in schools. It has also been shown to enhance humane attitudes towards animals, which has been linked to increased human empathy (Taylor, 2005).
While animal-assisted activity could be useful in any classroom, it could be used extremely well in the special education and cross-categorical settings. ED classrooms are where mental health and academics come together. The combined benefits noted in mental health and classroom studies could result in decreases in anxiety, decreases in aggression from peer to peer, and increases in appropriate social skills.
Animal Certification
There is not a federally recognized certification for therapy animals. Private organizations provide independent certification of pet therapy animals. The American Kennel Club’s Good Canine Citizen certification is not specific to pet therapy animals, but provides of good foundation of pet obedience to work from. The most common organizations that specifically certify therapy dogs include: Gabriel’s Angels, Therapy Dogs International, The Alpha Society, and the Delta Society.
Among the non-profit organizations, the Delta Society specializes in both therapy animal and service animal certification. Of the various organizations, it’s Pet Partners therapy animal certification is the most nationally recognized and universally accepted. While the therapy animal certification is not government sanctioned, it provides several features that help pave the way for a dog to be allowed into therapeutic and classroom settings.
The certification process though the Delta Society requires that the dog be current on shots, and be examined and deemed healthy by a vet. The person who will be working with the dog is required to train under the supervision of an experienced handler. The dog seeking certification is examined for temperament and suitability as a therapy animal. Both the dog and the handler in training are required to attend a 12 hour training session. Upon completion of the training, the dog and handler are eligible to take the exam for certification.
Another valuable function of being a certified Pet Partner though the Delta society is insurance. When working with dogs and vulnerable populations there is always a possibility of something going wrong. The Delta Society provides liability insurance to certified members who are working in a volunteer capacity. This however, does not apply to a teacher who is using their therapy animal while being paid to work for a school. To minimize liability while working, a teacher who uses their own dog needs liability insurance through an alternative source. Private insurance companies such as Farmers Insurance, Progressive Insurance, and State Farm, cover dog related incidences under home owner and renters insurance policies.
Americans with Disabilities Act and Assistance Animal Access
Under the Americans with Disabilities Act, service animals are allowed access to public places, including schools. However, the ADA uses the following definition:
Service animal means any guide dog, signal dog, or other animal individually trained to do work or perform tasks for the benefit of an individual with a disability, including, but not limited to, guiding individuals with impaired vision, alerting individuals with impaired hearing to intruders or sounds, providing minimal protection or rescue work, pulling a wheel chair, or fetching dropped items. (Section 36.104 of the title III regulation)
By this definition, pet therapy animals are not included as service animals. A therapy dog, even when officially certified as for animal-assistant therapy, is not granted the same access to public places and schools as a service dog. While a therapy dog is not guaranteed access to a classroom, approval can be granted by school administration.
The Individuals with Disabilities Act and therapy animals
The Individuals with Disabilities Act does not specifically mention therapy animals, however, it does provide an opportunity to include their use in programs though an Individual Education Plan. Including pet therapy in in a treatment plan can assist in clarifying goals to help maximize benefits of animal-assisted therapy to specific students. It can also promote an awareness of pet therapy possibilities to parents and school personnel, which may increase the chance of gaining administrative approval in implementing pet therapy into a classroom.
Potential methods of gaining approval for a dog in a classroom
While the ADA does not require access to schools by therapy animals administration at schools can approve of the practice. A teacher planning to bring their dog into their own classroom should have their dog certified, be up to date on shots, and carry insurance on the animal. When making a proposal on the inclusion of animal-assisted therapy in the classroom, a teacher should be prepared with research based studies that illustrate the benefits of pet therapy for students with disabilities.
Conclusion
A special educator like Kabe would be best off finding a progressive and open minded school within a flexible district. It would be a good idea to get his dog Riley certified as a Good Canine Citizen, and become a certified Pet Partner with the Delta Society. This will add merit and credibility to the dog’s capabilities and ability to be safe around children. It would also be necessary for him to carry homeowners insurance, which will help to minimize both individual liability and liability for the school and district.
Providing certifications and documentation when making the proposal to a school could help persuade a reluctant principal or district to grant approval. Embedding pet therapy related elements into students IEPs, and including parents in promoting inclusion of pet therapy, is an ideal way to increase awareness of it’s benefits. Being prepared with documentation on the therapy animal, and being familiar with research on the positive affects of animal-assisted therapy will help a teacher like Kabe in implementing a pet therapy program into his classroom.
References
Americans with Disabilities Act of 1990 (Pub. L. 101 - 336, 104 Stat. 327, 42 U.S.C. 12101 - 12213 and 47 U.S.C. 225 and 611).
Barker, S. B., Knisely, J. S., & Dawson, K. S. (1999). The evaluation of a consultation service for delivery of substance abuse services in a hospital setting. Journal of Addictive Diseases, 18(1), 73-82.
Taylor, N., & Signal, T. D. (2005). Empathy and attitudes to animals. Anthrozoös, 18(1), 18-27.