Animal training for students with disabilities

1. Animal training for students with disabilities Reignier Formation Continue

2. Background and purpose of training • At the request of an institution for people with disabilities, we developed training for the public in the care of pets. • This etablishment was planning the realization of pet boarding run by workers with disabilities (mainly cats and dogs). The building was under construction and our mission was to « train students to receive them safely ». • Future workers were BMI ( cerebral palsy) with a variety of disorders : mild to severe motor disabilities, memory deficiency and attention disorder…

3. Means • Two people in the pet trade led the training, a special education teacher with experience in dog training and the other, a director of animal shelter specializing in cats. • We had at our disposal the pet of the school and the shelter Arthaz ( a few miles from the school). • Materials ( brush, leads, hygiene products…) were sponsored by pet shops. • The training took place on one day (about 6 hours) per week for 10 months. A training group consisted of six students; an assistant was managing the mobility concerns and advising the trainer on how to manage the mobility questions.

4. Methods • From the knowledge of each participant, the trainer was developing a content which was then written simply. Written materials had to be in large print

6. Practice makes perfect Students were able to develop, for example, a cleaning protocol after participating in cleaning the cages, the pet shop, e.t.c… having realized the importance of animal health and hygiene.

7. Observation is one of the learning steps They also dealt with the health and well being of animals They have learned by experience to recognize a sick animal and act accordingly.

8. Simple actions repeated for greater comfort They are made aware of health risks and dangers that could represent the animal. By practising simple acts ( put a lead to a dog or bringing a cat in a crate) but repeated several weeks later, they were able to acquire automatic safety response.

9. Communication and team work • Role play around the home telephone, physically greeting clients and receiving the animals they have compiled an information form for the animals. • They were also able to organize work teams and a typical day in the kennels taking into account the skills and abilities.

10. Assessment and evaluationThe training enabled trainees to acquire an active knowledge based on many animals and professional actions. They could start working with a minimum of confidence knowing they should always pay attention to their safety and they have yet to learn in real working conditions.

11. We could establish a skill booklet for each student, allowing the head of the board to form teams and allocate jobs based on skills and abilities

12. The shelter Trainees, establishment, and the trainers were very satisfied with the training. Trainees were highly valued, the board now operates smoothly and trainers took part in a successful integration project. Finally, we had the pleasure to extend this training with a new group of students the following year.