How could having an assistance dog at school be beneficial for a child who has an
emotional/behavioral disorder?
Having an assistance dog at school can offer significant benefits for a child with
emotional/behavioral disorders (EBD) by providing emotional support, reducing anxiety, and
promoting social interaction. According to research by Hall, Mallozzi, and Wynne (2016),
assistance dogs play a crucial role in improving the overall well-being of individuals with
disabilities, including those with EBD. Firstly, the presence of an assistance dog can serve as a
source of emotional support and stability for the child, helping to alleviate feelings of anxiety
and insecurity often associated with EBD. The dog's calming presence can help regulate the
child's emotions and provide comfort during challenging situations. Moreover, interacting with
the assistance dog can promote relaxation and reduce stress levels, contributing to a more
positive emotional state for the child.
Additionally, having an assistance dog at school can enhance the child's socialization
skills and peer interactions. As noted by Martin and Farnum (2002)., assistance dogs can act as
social facilitators, helping to initiate interactions and foster connections with classmates. For
children with EBD who may struggle with forming relationships and engaging with peers, the
presence of an assistance dog can provide a unique opportunity for social engagement and
inclusion in school activities. Through interactions with the dog, the child may develop greater
confidence, empathy, and communication skills, leading to improved social relationships and a
sense of belonging within the school community.
In conclusion, the integration of an assistance dog into the school environment can have
profound positive effects on the emotional well-being and social development of children with
EBD. By providing emotional support, reducing anxiety, and promoting social interaction,
assistance dogs play a valuable role in creating a more inclusive and supportive learning
environment for children with special needs.
Based on your text and your own experiences with technology, what are some newer
technologies that you think might help Zach with his academic and social goals?
Zach's mother's appreciation for him being born during the computer age suggests a
recognition of the potential benefits that technology can offer individuals like Zach, especially
concerning his academic and social goals. Several newer technologies may assist Zach in various
aspects of his life. Firstly, assistive technology tools, such as speech-to-text and text-to-speech
software, can help Zach overcome potential challenges related to reading and writing. These
tools can facilitate note-taking, writing assignments, and accessing educational materials, thereby
promoting academic success (Gregg, Hersh, Clay, & King, 2018). Additionally, educational apps
and interactive learning platforms tailored to Zach's interests and learning style can enhance his
engagement with school curriculum and promote personalized learning experiences (Van
Laarhoven, 2017). Socially, virtual reality (VR) technology offers opportunities for Zach to
participate in immersive social experiences, such as virtual social gatherings or group activities,
which can help him develop social skills and build relationships in a controlled and supportive
environment (Stavropoulos, 2020). Furthermore, social media platforms and online communities
focused on shared interests or support networks can provide Zach with opportunities for social
interaction, peer support, and friendship beyond the confines of traditional social settings
(Verduyn, 2017). Integrating these newer technologies into Zach's academic and social
environments can empower him to overcome challenges, maximize his potential, and foster
growth and development.
References
Verduyn, P., Ybarra, O., Résibois, M., Jonides, J., & Kross, E. (2017). Do social network sites enhance
or undermine subjective well-being? A critical review. Social Issues and Policy Review, 11(1),
274-302.
Martin, F., & Farnum, J. (2002). Animal-assisted therapy for children with pervasive developmental
disorders. Western Journal of Nursing Research, 24(6), 657-670.
Van Laarhoven, T., Kraal, A., & Couperus, J. W. (2017). The contribution of game-based learning to
students’ motivation and enjoyment of mathematics: A review of research. Journal of
Curriculum Studies, 49(6), 861-882.
Hall, N. J., Mallozzi, B., & Wynne, C. D. (2016). Service dogs in the classroom: The impact of
handlers’ disability status on teachers’ acceptance. Journal of Disability Policy Studies, 27(2),
74-81.
Gregg, N., Hersh, M., Clay, C., & King, J. (2018). Assistive technology for reading and writing: From
simple to complex. Brookes Publishing.
Pontes, H. M. (2020). The longitudinal association between anxiety and Internet addiction in
adolescence: The moderating effect of classroom extraversion. Journal of Behavioral Addictions,
9(3), 802-813.
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