1st Special Nursery school of Patras, Greece DECEMBER - MARCH 2017 Project activities: – testing of reading hours with animals in classrooms – testing of the pilot programme in the classroom 1st Special Nursery school of Patras, Greece

1st Special Nursery school of Patras, Greece TWO AAI PLANS DOG ASSISTED INTERACTIONS* (three students) HORSE ASSISTED INTERACTIONS (one student) * Chose to use the ELISTA term “Interactions” because we agree that this term includes all the others perfectly 1st Special Nursery school of Patras, Greece

1st Special Nursery school of Patras, Greece HORSE ASSISTED INTERACTIONS One student with autism (hard condition in the spectrum) has started some months ago by visiting the Equestian center with his parents and started regular lessons with a facilitator and in cooperation with the school to the subjects needed to be improved. Sessions postponed due to an illness that keeped him away from school for two months. Now it’s starting again. 1st Special Nursery school of Patras, Greece

1st Special Nursery school of Patras, Greece TIME ACTIVITY, ANIMAL(S) & EQUIPMENT KEY GOAL MEASURE/COMMENT 0.05 Alex is introduced to Paris the brown horse 2 H2 Alex is encouraged to initiate contact, rubbing and stroking Paris 0.10 Alex is encouraged to prepare and feed treats (carrots) 6 H1 Cognitive skills, interaction with the animal and social interaction with the adults. Measurement if he can collect the carrots 0.15 Alex is preparing food and put water into bucket H12 Cognitive skills and social interaction with the adults. Measurement of the ability to finish the job 0.20 Alex fills up the hey net H22 Cognitive skills and social interaction with the adults. Measurement of the ability to finish the job 0.25 Alex is looking at the variation of the horse (size, shape, colour) 3 H14 He is aided in social rehabilitation by communicating with the adults and engagement with the horse 0.30 Mounted exercises 1 H4 He is sitting and lying on the horse’s back. Improving balance and coordination Success or difficulties are recorded. 0.35 He is riding the horse when moving slowly. Improving balance 0.40 H9 He is working with obstacles. Improving balance. Child’s Name: Alex Neza Date of Birth: 29 – 9 - 2010 Facilitator: Katerina Tarnara Summary of Background OR Details of Previous Session: Alex has been diagnosed having moderate to severe autism and balance problems. Due to autism, he has severe communication problems, does not cooperate with peers at all and has a very limited communication with adults. He likes more to be alone, to interact with the computer or with dummy animals at the play corner of the school. He can walk alone, but sometimes he falls down suddenly, without a certain reason (obstacles ect). Seems that his brain does not give the right commands (?). He can not perform all the times, the physical exercises when working with the physiotherapist. His coordination and fine motor skills are very weak and limited also. The idea is to help him to interact with a real animal – a horse, due to the benefits that this interaction has been proved to happen for the autistic children. Also, riding a horse will help him to improve his balance and focus abilities. Contact: Melpomeni Kordistou Session 1 of 6 Key Goals 1. Social Contact (Team work and co-operation) 2. Cognitive benefits 3. Balance 4. Coordination 1st Special Nursery school of Patras, Greece

1st Special Nursery school of Patras, Greece DOG ASSISTED INTERACTIONS Working dog at school ... With its owner NALA 1st Special Nursery school of Patras, Greece

1st Special Nursery school of Patras, Greece DOG ASSISTED INTERACTIONS Working dog at school Initial contact sessions: - To be used to each other To feel safe both the animals and the children - To handle the dog properly With its trainer 1st Special Nursery school of Patras, Greece

1st Special Nursery school of Patras, Greece DOG ASSISTED INTERACTIONS Working dog at school: All children come in contact with the dog Different reactions! Impressing change of behaviour even in the same day from hesitation to total familiarization! 1st Special Nursery school of Patras, Greece

1st Special Nursery school of Patras, Greece DOG ASSISTED INTERACTIONS Working dog at school: All children come in contact with the dog Different reactions! ............ Start of the day.... Impressing change of behaviour even in the same day from hesitation to total familiarization! 1st Special Nursery school of Patras, Greece

1st Special Nursery school of Patras, Greece DOG ASSISTED INTERACTIONS Working dog at school: All children come in contact with the dog Different reactions! ............ End of the day.... Impressing change of behaviour even in the same day from hesitation to total familiarization! 1st Special Nursery school of Patras, Greece

1st Special Nursery school of Patras, Greece DOG ASSISTED INTERACTIONS Working dog at school: All children come in contact with the dog Different reactions! ............ End of the day.... Impressing change of behaviour even in the same day from hesitation to total familiarization! 1st Special Nursery school of Patras, Greece

1st Special Nursery school of Patras, Greece DOG ASSISTED INTERACTIONS Session plans Activities with Dog – “D” D2 Rubbing and stroking D4 Controlled play using toys D7 Putting on collar or lead D8 Walking D11 Reading to D17 Dressing D21 Supporting Imaginative Play D23 Understanding body language D25 Observing dog behaviour + to give the paw and use the paw to touch things 1st Special Nursery school of Patras, Greece

1st Special Nursery school of Patras, Greece DOG ASSISTED INTERACTIONS Session plans We chose three kids that seemed to be the more familiar and possitive in Kid – Dog interaction A girl, 6 years old, in high function autism to get help on pre-reading and reading skills She is ready to transmit to the next educational level – primary school and is prepared on the core subjects: reading, writing, maths. 1st Special Nursery school of Patras, Greece

1st Special Nursery school of Patras, Greece DOG ASSISTED INTERACTIONS Session plans 1. Key Goals (session aim) To promote speech (physical benefit) Sensory experience visual - eye contact (physical benefit) Promote speech in therapy (social benefit) Achieve academic goals qucker and easier (cognitive benefit) 2. Other potential goals - Give non-judgemental support, improve communication and social skills, promote reduction of stress, increasing concentration, increased interest in subject areas Curriculum area: Language (reading, spelling, oral) 3. Preparation, 4. Method, 5. Evaluating the Key Goals: according to the specific Session Plans 1st Special Nursery school of Patras, Greece

1st Special Nursery school of Patras, Greece Session plan example Child’s Name: Freedom Date of Birth: 15 – 5 - 2010 Facilitator: Ifigenia Andreou (teacher) Summary of Background OR Details of Previous Session: Freedom has been diagnosed to be in the high function autism spectrum. Some academic skills are high but she has severe communication problems, does not cooperate with peers easily and has a limited communication with adults. She likes to interact with the computer and is incredibly accurate in fine motor skills. Next year she will move to the next academic level (special primary school) so she’s prepared in core subjects of reading, writing and maths. The idea is to help her to interact with an animal – a dog, due to the benefits that this interaction has been proved to happen for the autistic children. Also, she has shown a very positive behaviour towards the dog from the first contact and reading hours, so we decided to go on with reading with the help of the dog. Contact: Melpomeni Kordistou Session 1 of 6 Key Goals Social Contact 2. Cognitive benefits 3. Reading skills TIME ACTIVITY, ANIMAL(S) & EQUIPMENT KEY GOAL MEASURE/COMMENT 0.05 Freedom is introduced to Nala the cream dog 2 D2 Freedom is encouraged to initiate contact, rubbing and stroking Nala 0.10 Freedom is encouraged to groom Nala 6 D5 Cognitive skills, interaction with the animal. Measurement of the time she’s interacting 0.15 Freedom is putting on and off the lead of Nala D7 Cognitive and fine motor skills. Measurement of the ability to finish the job 0.20 The facilitator presents the books and Freedom chooses which she wants to read D11 Cognitive skills and social interaction with the adults. Measurement of ability and time to choose 0.25 With the help of facilitator finds a comfortable position to read related to the dog 3 She is aided in social rehabilitation by communicating with the adults and engagement with the dog 0.30 Have a first look at the new book and showing the pictures to the dog 1 She is sitting and lying on the dog’s belly. Then she’s changing position and tries to attract dog. Eye contact. 1st Special Nursery school of Patras, Greece

1st Special Nursery school of Patras, Greece DOG ASSISTED INTERACTIONS Session plans She was very familiar with the dog from the first time and it was easy for both to cooperate. 1st Special Nursery school of Patras, Greece

1st Special Nursery school of Patras, Greece DOG ASSISTED INTERACTIONS Session plans In the beggining we started with reading hours and when observed possitive interaction, then focused on reading skills. 1st Special Nursery school of Patras, Greece

1st Special Nursery school of Patras, Greece DOG ASSISTED INTERACTIONS Session plans As to get familiar with the dog we also tried other educational materials and stuff.... Sessions take place in a private room because in the class there is a boy allergic to animals 1st Special Nursery school of Patras, Greece

1st Special Nursery school of Patras, Greece DOG ASSISTED INTERACTIONS Session plans .... And also peer learning with an autistic boy... 1st Special Nursery school of Patras, Greece

1st Special Nursery school of Patras, Greece DOG ASSISTED INTERACTIONS Session plans .... Who was also involved in reading hours. 1st Special Nursery school of Patras, Greece

1st Special Nursery school of Patras, Greece DOG ASSISTED INTERACTIONS Session plans She’s improving in every session, she is very happy waiting for the session – and the dog too! 1st Special Nursery school of Patras, Greece

1st Special Nursery school of Patras, Greece DOG ASSISTED INTERACTIONS Session plans And even showed eye contact with the dog – she never has with none! 1st Special Nursery school of Patras, Greece

DOG ASSISTED INTERACTIONS Session plans But NALA also seems to enjoy the contact and feels very comfortable with her!

DOG ASSISTED INTERACTIONS Session plans A boy, 4 years old, in the mid of the autism spectrum and hyperactive, to get help in taxonomy skills and color recognition. Showed very possitive attitude towards the dog.

DOG ASSISTED INTERACTIONS Session plans As for the boy to get more familiar with the AAI in Educational Activities, we tried the peer interaction at first with the girl that was already familiar with the dog.

DOG ASSISTED INTERACTIONS Session plans Then he started private sessions GOALS: Cognitive skills (Shape and space, matching, construction) Physical benefits (improve coordination) Behavioural benefits (increasing attention and calm)

DOG ASSISTED INTERACTIONS Session plans Following will be his twin brother who is not so familiar with the dog still... Shows controversial behaviour of “love and hate”

Dissemination activities February 2017, in Thesaloniki, Greece, at the big annual transBalkan exhibition ZOOTECHNIA .We had the chance to see various breeds of dogs, cats, horses and livestock and attended various activities such as: working dogs, training lessons, horse riding, pet festivals and visited a lot of information centers about animals. We were talking with experts on animal training about the ZORO project, promoted its activities, gave informative material and got on a list for a visit to our school.

First year: 10 children, 8 teachers Number of children and teachers involved in the project activities (all together, since the beginning of the project) First year: 10 children, 8 teachers Second year: 12 Children, 6 teachers TOTAL: 22 children, 14 teachers Number of hours of activities in connection with the project (activities with children and teachers, including visit to the vet, shelter, ... and activities in the classroom) First year: October – June: 8 hours per month (means) = 72 hours Second year: September until now: 8 hours per month (means) = 56 hours TOTAL: 127 hours

Questionnaire for the teachers (feedback form) Questionnaire about classroom activites in the Erasmus + project ´´Animal Integration in the Educational Programme´´ Please fill in the brackets with an X. 1 – I strongly disagree with the statement 5 - I strongly agree with the statement 6 Staff members 1 2 3 4 5 The activity carried out is useful. (X) (depends – Mean) This activity should be used in the classrooms often. I am able to use activities during my classes without any problems. 1X 4X Children showed an increased interest in the class content. 6X In my opinion activities with animals in classrooms help with increased academic success. Activities with animals have shown overall academic progress among learners in my class. 2X 3X 1 2 3 4 5 Parents approve and encourage activities with animals during classes. 6X I often encounter problems when using animals in my classes. 1X 5X I have noticed other beneficial effects of animals, apart from academic. I will use this activity in the future. My co-workers express interest in activities with animals. I am developing new material for lessons with animals. 3X I feel that animal integration gives our school/organization an added value.