2019-2022 Šiauliai sanatorium school (Lithuania) implemented the international Erasmus+ program project KA 229 ,,The Power of Animal-Assisted intervention”, whose goal is to improve the reading, speaking and mathematics learning and personal progress of students with different educational needs by integrating animal-assisted therapy into the educational process, develop social skills, increase learning motivation, academic success and self-confidence.

In the course of the project, the interventions implemented by the project promoters - Lithuania, North Macedonia, Portugal, Turkey - for students with special needs and abilities were observed with the assistance of animals (equines, dogs, dolphins, rabbits, birds, fish), the expression of educational opportunities by applying the principles of this intervention. In all schools, special education centres, and animal therapy centres, we were impressed by the structured organization of pedagogical and therapeutic work assisted by animals, the integration of this intervention into the educational process, the teachers' ability to use animals (rabbits, dogs, birds, fish) in the lesson, professional dog assistance for children with autism spectrum disorder, during the therapeutic session, the peculiarities of equine therapy are performed.

After observing and analysing the educational and rehabilitative activities of the project implementers with the assistance of animals, we will review this evidence-based practice and its possible impact and effectiveness for children with special educational needs.

Animal Assisted Intervention/Therapy - What is it? Animal-Assisted Interventions (English Animal-Assisted Interventions) - a purposeful and structured intervention with the help of animals that involves animals in health, education and other services in order to achieve therapeutic benefits for humans (The IAHAIO definitions for animal assisted interventions and directions for wellness of animals, included, 2014). It is provided to children and adults by education, health care specialists, and social service providers. This kind of help method for the child/student and the whole family was not chosen by chance. After all, the basis of the effective application of animal-assisted therapy is a positive relationship between a person and an animal, which is created through communication. Animals are authentic, sincere, caring, warm and empathetic, so the relationship with an animal increases the child's confidence in himself and others, create a safe environment, strengthens the child's physical, cognitive, behavioural and social-emotional functions. Animals affect everyone who is with them - both their participation in the educational process, as well as observing them, being with them, and caring for them.

Animal-assisted therapy is one of the newest methods of children's education and rehabilitation. It is direct treatment and educational support with predetermined goals. Various animals can assist in animal therapy - equines, cats, rabbits, dolphins, llamas and alpacas, donkeys, sheep, goats and many other animals.

Scientists have proven the positive effect of animal assistance on reducing students' anxiety and depression levels (Beetz, 2012; etc.), on better social interaction and communication of autistic children (Fine, 2010; Masalskaitė, 2020; Dimolareva et al., 2021; etc.). Domestic and even non-domestic animals can be involved in the educational process both directly and indirectly. The inclusion of animals has become particularly common in preschool and elementary school curricula (Fine, 2010; Gee et al., 2015; Hediger, 2019; et al.). Kazdin (2017) states that the inclusion of animals in the educational program, their purposefully planned interventions affect and activate children's motivation, independence, attention, self-regulation, overcoming stress and social interaction. And this leads to better learning and social and emotional development. It is concluded that animal-assisted education is not related to the education of a single attribute - it is a holistic education that affects various areas.

Abroad, the inclusion of animals in educational programs is a fairly common and widespread educational method. For example, in Austria there is already legal recognition of the possibility of involving a pet in the educational process (Gee et al., 2015). In Lithuanian educational institutions, for some reasons, this is not a common practice, more often only individual classes of animal-assisted education are conducted. Animal-assisted therapy is taking small steps because it is not yet regulated by law.

During this project, the inclusion of equines, dolphins, dog-assisted therapy, rabbits, birds, and fish in the educational process was observed in schools, dolphinariums, special education centres, equine riding and rehabilitation centres, and animal therapy centres in Lithuania, North Macedonia, Portugal, and Turkey.

Hypnotherapy is an equine therapeutic method for functional learning/rehabilitation of movement skills. Being around the equine and taking care of it also helps. Why equines?

Equines make excellent therapists because they are incredibly intuitive and perceptive, sensitive to subtle and even the smallest changes in human body language and emotions. Equine riding is useful because the equine trots very rhythmically, and the gait of a healthy person is also rhythmic. This similarity helps the child's brain to “remember” these movements (Borgi et al., 2016). Equine therapy is often used for children who have movement disorders, balance and coordination, neurological, language, and intellectual disorders. Equine therapy is also recommended for children with emotional problems, as these animals teach them to be independent and communicate. Equine riding has been found to play an important role in improving the communication skills of children with multiple developmental disabilities (Keino et al., 2009). Children with autism spectrum disorder, who have difficulty expressing their feelings, can show their feelings non-verbally by interacting with these animals (Gabriels et al., 2015). The most important thing is mutual communication. Equine -assisted therapy strengthens the nervous system, back muscles, stimulates the need for communication, and helps to learn to manage emotions.

During the project, we observed equine -assisted therapies in North Macedonia, Turkey, and Portugal, we analyzed the technique of riding as a therapy, the interaction of those participating in the therapy - the equine handler, the therapy specialist physiotherapist, the support person, the child and the equine. We drew attention to the fact that only in some equine therapy centres (Portugal, Turkey) equine therapy is legally regulated.

Hypnotherapy centres in Lithuania: Health, hippo therapy and sports centre at Kurtuvėnai stud farm (Šiauliai district), Equine therapy centre VšĮ "Auksinė kumelytė" (Vilnius district), Child and family support centre VšĮ "Vaiko raida" (Klaipėda), etc.

Canine therapy (canine-assisted therapy) is the participation of a dog in therapeutic activities under the supervision of qualified specialists. Therapy takes place with suitable and certified dogs. This activity has specific goals and a structure.

Why was this type of therapy chosen? Dogs have developed certain social skills that distinguish them from other animal species. They have a unique ability to develop and maintain a complex human communication system by demonstrating purposeful communicative behaviour (Lundqvist et al., 2017). Dogs are affectionate, able to understand human gestures and facial expressions, sensitive to human body language and emotional reactions. Their assisted activities are useful when working with students with cognitive and other disorders or disabilities, hyperactivity.

There are many scientific studies on the effects of animal assistance in the educational process. In a research conducted by Brazdeikienė (2017), positive social, emotional, psychological and pedagogical changes after canine therapy: children maintained contact longer, their social skills, distraction decreased, increased, improved children's emotional control, obedient behaviour, decreased aggression and auto-aggression. Beetz (2012) studied, children with many different developments, after canine therapy were playful, better aware of their social environment. In children with autism spectrum disorder, the presence of a dog was associated with intensive talking, greater social interaction. Nedzinskaitė and others (2017) identified a scientific study that sought to evaluate whether therapeutic education classes with dogs, combined with programs for children with mental disabilities, can improve the results of physical therapy classes. It was found that after the study, the perception and execution of these students' movements, the indicators of fine and gross motor skills, coordination, balance and static endurance of the torso improved.

Scientific insights have revealed that in some cases, canine therapy sessions are important not for academic achievement, but for emotional support. More active involvement of the dog in the educational process, including initiative, training, giving commands, can change the students' thinking pattern, help them learn new ways of behaviour.

During this project, we observed dog-assisted therapies in educational institutions in North Macedonia, Turkey, Portugal and Lithuania. Canine assistance was integrated into reading and other lessons. Educators said that canine therapy classes improve social communication, long-term activity motivation, and reading skills of students with different educational needs. According to educators, they recently noticed that reading skills also improve when a child reads to a dog. In the observed educational sessions, led by professional canine therapists of the Lithuanian Canine Therapy Association, the importance of an equal relationship between man and animal was justified.

In our country, this therapy is the most popular and easily accessible, although there are only a few dozen certified canine therapy dogs in Lithuania. This is explained in part by the emotionality of these animals, as well as excellent social communication skills, since their wolf ancestors lived in herds. The therapy is not yet officially legalized; it is classified as an alternative treatment.

In Lithuania, canine therapy/rehabilitation services are provided at the Canine Therapy Support Center (Kaunas), the Canine Therapy Association (Vilnius), VšĮ "Vaiko Raida" (Klaipėda), VšĮ "Penkių pojūčių namai" (Vilnius), VšĮ "Linksmosios pēdutės" (Vilnius), Canine therapy club (Vilnius) etc.

Dolphin assisted therapy. In the world, dolphin therapy has been developing rapidly since 1997. Dolphin therapy was introduced in Lithuania in 2001. This therapy was legalized by the legal acts of the Ministry of Health of the Republic of Lithuania in 2013. Why do children love dolphins?

Dolphins are able to maintain their playful behaviour for the longest time among all mammals, their behaviour resembles children in many ways. They are intelligent mammals: they communicate with each other by sounds, when talking them organize joint activities and divide into roles, adapting to the character of each child. They are easy to train and easy to control. One of the most unique features of these animals, which few people know about, is that each of them has a unique identification sound and with their voice they can "send" a picture to another dolphin, i.e., it is good to convey what one sees. For a person, it would be like sending a holographic image to another person with their thoughts. They emit healing waves.

According to prof. Dr. B. Kreivinienė, head of the Dolphin Therapy Department of the Lithuanian Maritime Museum, who created a holistic program of dolphin therapy, the advantages of this therapy are: a safe environment, equipment that ensures vestibular, proprioceptive and tactile sensations and practice opportunities, activities that are full of senses, and the ability to integrate that information with other senses, such as sight and hearing (Kreivinienė et al., 2011).

Dolphin therapy is usually applied to children with autism spectrum disorders, movement disorders, behavioural and emotional, speech, and other developmental disorders. It has been established that children with autism spectrum disorders, Down syndrome, learn a unique way of communication while playing with dolphins. (Šostakienė, 2007 ). The high-frequency sounds sent by dolphins have a good effect on children with cerebral palsy (Radzevičienė, 2015). Dolphins help children overcome attacks of aggression suitable for children who usually have difficulty concentrating and learning. Conducted research (Kreivinienė et al., 2012) revealed that dolphin-assisted therapy had a positive effect on more than 80% of the children who participated in it; after sessions with dolphins, the improvement was psychological (courage, openness in communication, better connection with peers) and functional (better language development, better physical functioning).

The project participants visited the Dolphin Therapy Centre in Klaipėda (Lithuania), observed dolphin-assisted therapy, got acquainted with the structure of this therapy, the staff performing it (dolphin trainer, biologist, physiotherapist, behaviour correction/therapy specialist, etc.), analyzed the coordination and balance of those participating in the therapy, emotions, got acquainted with additional activities conducted according to the children's needs (Sherborne movement therapy, HOP intensive interaction, video analysis programs, Sensory integration, etc.).

Šiauliai Sanatorium School (Lithuania) during this project conducted a survey (2021) of parents (guardians, carers) who participated in dolphin therapy, the conclusions of which state that the therapeutic sessions had an impact on the children's physical, emotional and spiritual health: they stabilized emotions, helped overcome anxiety and fears, revealed new senses, increased independence. Experiencing good emotions is one of the main results of the therapy.

Rabbit-assisted therapy is therapy when rabbits are included in the educational process or other student activities. Why rabbits? There are several qualities that make rabbits good therapy animals: they are small, clean, friendly, playful, easy to communicate with, easy to train, and able to form strong bonds with a child. Rabbits are cute, harmless animals, easy to take care of, and children like to interact with them. Therapy with rabbits can give children very positive feelings. Also, rabbits can help improve their imagination. The conclusions of a scientific study (Molnar et al., 2020) state that rabbit assistance interventions had an effect on reducing the anxiety of elementary school students: they had a positive impact on students' motivation, independence, attention, self-control and the development of relevant abilities. Loukaki et al. (2017) claim that after the study with the assistance of rabbits in classes, the ability of these students to communicate and express emotions increased significantly. It was concluded that rabbit intervention for children is effective, inexpensive and does not require specially trained personnel. Pet rabbits can help children overcome fears and phobias, anxiety and depression. By caring for rabbits, children learn to love each other and animals.

The assistance of rabbits was perfectly illustrated during the project in mathematics lessons taught by Lithuanian and Portuguese school teachers. By including rabbit assistance, active teaching methods and game elements in the lessons, the teachers consistently conveyed the educational material, the students were motivated and kept their attention; creativity, critical thinking, other cognitive processes and sensory sensations were developed.

In Lithuania, rabbit therapy is applied at the Alpaca farm (Dargaičiai district, Šiauliai district), the Arvydas Beržinis rabbit farm (Užjūris district, Šilalė district), and the Lamauskai homestead. "Rabbit Valley" (Utena district) and others.

According to Molnar (2020), animal-assisted education is an activity in which an educator with knowledge of animal behaviour involves animals in the educational process in order to achieve goals. Teachers incorporate animals into classroom/subject programs in a variety of creative and flexible ways: resident animals in the classroom, short-term one-on-one interaction with an animal accompanied by a volunteer or professional animal handler (including domestic and non-domesticated species), field trips to farms, zoos, aquariums, animal amusement parks, etc. (Gee, 2011). This was clearly demonstrated during the project in the observed activities involving birds and fish (Turkey).

Teachers also learn about animals because animals have complex communication systems. Educators need to know about them if they want to "hear" what they are saying and help their students understand it. For example, a wagging dog's tail is not always a sign of a happy dog. This is continuous training for everyone.

So who benefits from this project? How useful is it for students with special educational needs? Is it important to the school community?

The project is useful for everyone individually and for everyone who seeks the inclusion of students, who is looking for ways and opportunities to make education more attractive and effective. During the project, the boundaries of co-cultural experience were expanded, interventions/therapies assisted by animals were introduced and they are used in the process of students education according to the available physical and human resources.

The project is useful for everyone individually and for everyone who seeks the inclusion of students, who is looking for ways and opportunities to make education more attractive and effective. During the project, the boundaries of co-cultural experience were expanded, interventions/therapies assisted by animals were introduced and they are used in the process of student education according to the available physical and human resources.

It can be argued that this is a valuable experience for each of us, which brings satisfaction not only in work, but also in everyday activities. Participation in an international project is important for the entire school community, as it constantly faces challenges. After all, it is very important not only to read or look on the Internet about the possibility of using animal assistance in the educational process, but also to actually participate in lessons and activities in associating animals in international-intercultural communities, to delve into the complexity of this intervention and the indisputable benefits for the child. Educators who are looking for ways to help students overcome or reduce learning difficulties can bring children closer to nature and develop a special relationship between people and animals through animal assistance.

It is clear that animal assistance develops students' cognitive abilities, increases students' engagement in learning and social interaction, thus making education more effective.

It is very important not to lose hope in looking for and finding opportunities to improve the education of students with developmental disabilities, using animal assistance in the educational process. Today's educational support system for children with learning disabilities, disabilities or learning difficulties is much more open to various non-traditional educational methods, so animal-assisted therapies could take their rightful place in the educational process.

We create a supportive learning environment. This is a change. And changes, as we know, require new knowledge, attitudes and experiences. Experiential practice is the most effective tool for self-knowledge and improvement Erasmus+ project activity reflects very well prof. Albert Janssens' statement "Tell me and I'll forget, show me and I'll remember, involve me and I'll understand!" This project has come to an end, but the activities continue - the experiences gained during the project are meaningful in new activities at our school.

The project’s outputs, links and results can be found on the project’s website - https://padlet.com/agrigaliune/93gp3jdq0f2hay9g

 

LITERATURE

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