The inclusion of animals in programs that promote various types of learning, such as reading, is not new. In 1999, in the United States, the R.E.A.D (Reading Education Assistance Dogs) project was launched. This program involves training facilitators whose tasks include selecting and training dogs, as well as their active participation in developing reading skills in young people. Today, this project is established in over 45 states. Progress is primarily noted in pronunciation and the participant’s improved confidence. Let’s now look at the core functioning of such a project.
Activities and Benefits
Firstly, activities can take two forms: occasional group animation sessions (zoo-animation) or individual meetings tailored to each person’s pace (animal-assisted therapy). The main activity involves reading to a selected feathered or furry partner. Whether through affirmative sentences or questions, the child can benefit from a non-judgmental presence and a calm atmosphere that helps reduce stress and promotes respect for their own pace. For example, consider a young person who stutters or experiences stress when it’s time to read in front of classmates. A few guided reading sessions with an appropriate animal and an animal-assisted therapist will allow the child to regain self-confidence and thus reduce their stress regarding this task. The child quickly gains confidence reading to an animal that does not judge them based on their abilities.
Teacher Involvement
Firstly, an institution interested in moving forward with such a project must ensure they engage a qualified animal-assisted therapy practitioner for this task. The animal-assisted therapist, trained, insured, and a member of the Quebec Animal-Assisted Therapists Corporation, will therefore be able to select animal partners that facilitate the achievement of the targeted objectives. Undoubtedly, the best reference person for this type of project is the teacher. They usually know the difficulties, objectives, and specific progress of each student in their class. Developing reading situations in class can become an opportunity for the teacher to observe the student’s behavior, their difficulties, and their progress.
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