Hundassisterad pedagogik för elever med intellektuell funktionsnedsättning och autism
: pedagogers beskrivningar av hundassisterad pedagogik för att främja kommunikation och social interaktion för elever med IF och autism

Translated title of the thesis: Dog-assisted interventions for students with intellectual disabilities and autism: educators descriptions of dog-assisted interventions to promote communication and social interaction for students with ID and autism
  • Susanna Jensen
  • Erika Engsten

Student thesis: Professional degree, Advanced level

Abstract

The aim of this study is to shed a light on educators descriptions of dog-assisted interventions, to contribute to the knowledge of promoting communication and social interaction for students with intellectual disabilities (ID) and autism through the utilization of dog-assisted interventions. Despite the documented positive effects of animal interaction on human well-being, national research is lacking. Motivated by this gap, the authors of this study, as prospective special education teachers focusing on intellectual disabilities, were intrigued to shed a light on this topic. Students with ID and autism require comprehensive support from school according to their needs to ensure their voices are heard and their participation facilitated within educational environments. The challenge of communication and social interaction is particularly pronounced for these individuals, necessitating targeted interventions in school settings. In addition to the international research on which this study is based on, empirical data was collected through semi-structured interviews addressing this study´s research questions: What are the benefits of dog-assisted interventions for students with ID and autism in promoting communication and social interaction, according to the interviewed educators? And; How do the interviewed educators describe the use of dog-assisted interventions for students with ID and autism to promote communication and social interaction? The empirical data collection was conducted through semi-structured qualitative interviews, which were subsequently analyzed through thematic analysis. Educators with knowledge and experience, in utilizing dog-assisted interventions to promote communication and social interaction for students ID and autism, were interviewed. The findings were interpreted through the lens of Ryan and Deci´s Self-determination theory, which emphasizes the central roll of intrinsic motivation in learning. According to the theory, interconnecting the three components; autonomy, competence and relatedness the individual experiences intrinsic motivation, facilitating learning. This study reveals that dog-assisted interventions holds promise in promoting communication and social interaction for students with ID and autism, in both individual and group settings. Notable outcomes include increased initiative-taking, improved expressive abilities, enhanced collaborative skills, reduced stress levels, increased self-confidence and enhanced motivation for schoolwork.
Date of Award2024-Jun
Original languageSwedish
SupervisorLinda Petersson-Bloom (Supervisor), Kamilla Klefbeck (Assessor) & Helena Sjunnesson (Examiner)

Educational program

  • Special Education Teacher Programme

University credits

  • 15 HE credits

Swedish Standard Keywords

  • Pedagogy (50301)

Keywords

  • autism
  • dog-assisted interventions
  • intellectual disability
  • communication and social interaction
  • motivation
  • Self-determination theory

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