To what extent does animal-assisted therapy improve the learning experiences of students with Autism in reading, writing and communication within education?

This research is about how the use of animals in the classroom or in educational spaces can help students who are experiencing Autism to have a better learning experience in the classroom, specifically focusing on reading, writing and social communication. This research was conducted so that a new educational tool can be spotlighted and show educational professionals how teaching Autistic students often requires thinking outside the box and using non-traditional methods. To start the research, a literature review was conducted and there was some evidence on how animal-assisted therapy can help students with Autsim. For example, it was found that it can help to reduce their anxiety and depression, often found in Autistic learners. It also revealed that the animal presence and increased motivation to learn and also provide learners with a sense of comfort. To collect data, semi-structured interviews were used and 6 education professionals participated from a range of settings. What was said in interviews was then analysed and findings were organised into themes. The findings showed that the presence of animals helps to improve social skills, readiness for learning and helps students to regulate their sensory systems. These findings are important because they show educational professionals and policy makers that animal-assisted therapy has proved to be a successful tool in improving the learning experiences of Autistic children in reading, writing and communication, and could be used more widely in the future.

This study found that animal-assisted therapy is an important and useful tool that can help students with Autism have better learning experiences in reading, writing and communication. It shows that it can have many positive impacts such as giving students a place to be themselves and make friends, through animal-therapy groups. It allows them to feel confident and calm in the classroom, without having anxiety. This is important as anxiety and panic can lead to meltdowns, which is disruptive to not only them, but also the other students around them. The study also found that it can help students to develop new social skills they can use in education, and also to have better sensory regulation. These findings are important because it demonstrates how Autistic learners can have really positive learning experiences if they are given an environment in which they can thrive. It is evidence that the child is not the problem and Autism does not have to be seen as a deficit, if the correct tools and therapies are put in place to support them and their needs. If animal-assisted therapy could be implemented across educational environments for students with Autism, then perhaps more of these students will have a more positive time in education and thrive in their environment.