Introduction

Service dogs are invaluable companions for individuals with various disabilities, providing critical assistance in areas such as mobility, retrieval tasks, anxiety management (i.e., during panic attacks), and fall alert signals. Integrating service dogs into K-12 classrooms presents unique accessibility challenges that must be addressed to ensure an inclusive and supportive learning environment. This paper explores these accessibility issues and proposes solutions through instructional design strategies and digital teaching and learning resources. The legal frameworks guiding accessibility, such as the Accessibility for Ontarians with Disabilities Act (AODA, 2005), the Accessible Canada Act (2019), and other related statutes, are considered to ensure compliance and inclusivity.

To gain a better understanding of service dogs and their roles, you can watch the following videos, which illustrate their significance to their handlers:

How to Explain the Purpose of Service Animals to Kids! (Rocky Mountain ADA Centre, 2022):

Sesame Street: Gina Explains Service Dogs (Sesame Street, 2013):

Accessibility Challenges

Mobility and Retrieval

Service dogs may assist students with physical disabilities by aiding mobility and retrieving items. “The medical model of disability defines mobility-impaired individuals as those who experience the inability to use one or more of their extremities or the lack of strength to walk, grasp, or lift objects” (Treece, 2021, p.3).  However, classroom physical space limitations can hinder these dogs’ ability to perform their tasks effectively. For example, Sarah, a student who uses a wheelchair and relies on her service dog to retrieve dropped items, may struggle in a cluttered classroom where her dog cannot easily navigate around desks and chairs. Vermeersh and Heylighen (2015) advise that “the social model recognizes disability as a complex phenomenon which includes the interplay between the medical model definition (noting the physical components of the body) and the barriers the built environment has on the individual” (as cited in Treece, 2021, p.3). Additionally, traditional classroom layouts often do not provide enough space for service dogs to maneuver, which can impede their ability to assist students effectively. This can lead to decreased independence for students who rely on these services, potentially affecting their academic performance and overall well-being.

For a closer look at a service dog in action within an elementary school, you can watch the following video:

Service Dog Keeps Young Student Health (Herald and News, 2015):

Anxiety and Panic Attacks

Students with anxiety or panic disorders may rely on a service dog to provide comfort and intervention during episodes. For instance, Jake, a student with severe anxiety, has a service dog that is trained to provide deep-pressure therapy during panic attacks. However, the presence of a service dog in classrooms can be misunderstood by peers and staff, leading to potential stigma or inadequate response during emergencies. “Studies showed that there is evidence supporting the positive physiological impact that dogs have on humans… school has potential to reap valuable benefits for children by using therapy dogs to help regulate their physiological functions during their school day” (Zeman, 2017, p. 14). Furthermore, maintaining a calm environment conducive to the effective operation of a service dog can be challenging, especially during high-stress situations like exams or emergency drills. This can exacerbate the student’s anxiety and reduce the effectiveness of the service dog.

To learn more about how service dogs assist during anxiety and panic attacks, you can watch the following videos:

Service Dog Giving Deep Pressure Therapy DPT for Anxiety and/or PTSD (Yadier Goldendoodle Service Dog, 2017):

Psychiatric Service Dog Tasks (Daryl the Service Dog, 2020):

Fall Alert

Service dogs trained to alert others during a fall must operate in environments where their actions are recognized and understood by school staff, students, and the community. For instance, Emily’s service dog alerts teachers if she falls due to her epilepsy. Miscommunication or lack of awareness about the dog’s role can delay critical responses to falls, compromising Emily’s safety. Although, “prevention and improved de-escalation of emotional crisis, improved student attitudes toward school and positive impact on student understanding of responsibility, respect, and empathy” (Kalkoske, 2018, p.24), not all classrooms are equipped to handle medical emergencies, and without proper training, staff may not know how to respond appropriately when a service dog alerts them to a fall. This can lead to delayed medical attention and increased risk for the student.

To see examples of how service dogs assist during fall alerts, you can watch the following videos:

Service dog trained to help Apex middle school student with seizures (CBS 17, 2018):

Epilepsy seizure alert support dog Wadsley (Support Dogs, 2019):

Legal Frameworks, Guidelines & Proposed Solutions

Accessibility for Ontarians with Disabilities Act (AODA)

The AODA mandates that educational institutions provide accessible learning environments (AODA, 2005, c.11, s.6 (6)). This includes accommodating service animals and ensuring physical spaces and instructional materials are accessible to all students. The act outlines specific requirements for educational institutions to follow, ensuring that all students/staff, regardless of their disabilities, have equal access to education and job opportunities. This includes modifications to physical spaces, training for staff/students/community and the development of individualized education plans (IEPs) that take into account the needs of students with service dogs.

For an alternative format explaining the AODA, you can watch the following video:

Accessibility for Ontarians with Disabilities Act 2018 Final (Video UDGSB, 2018):

Ontario Human Rights Commission Guidelines

The Ontario Human Rights Commission (OHRC) emphasizes the need for proper documentation and accommodation for students with mental health disabilities (OHRC, 2016). These guidelines support the inclusion of service dogs for anxiety and panic attack management. The OHRC’s guidelines ensure that students with mental health disabilities are provided with the necessary accommodations to support their educational journey. This includes recognizing the role of service dogs in managing anxiety and ensuring that their presence in the classroom is respected and accommodated.

To further understand the OHRC guidelines and their implications for students with disabilities, you can watch the following videos:

Ontario’s Human Rights System Explained (HRLSC CAJDP, 2023):

Everyone Has the Right: Eleanor Roosevelt and the Universal Declaration of Human Rights (FDRLibrary, 2021):

Accessible Canada Act

The Accessible Canada Act aims to create a barrier-free Canada by 2040, emphasizing the importance of accessibility in public services, including education (Accessible Canada Act, S.C. 2019, c.10). This act supports the integration of service dogs into educational settings by mandating inclusive practices. The act outlines the responsibilities of public institutions to remove barriers and promote accessibility in all aspects of life, including education. This ensures that students with service dogs are provided with the necessary accommodations and support to thrive in the classroom environment.

To further explore why the Accessibility Canada Act is important and what it means for accessibility in Canada, you can watch the following videos:

Why is there an Accessible Canada Act? (Accessibility Television, 2019b):

What Does a Barrier-Free Canada Mean? (Accessibility Television, 2019a):

Proposed Instructional Design Strategies Solutions

Universal Design for Learning (UDL)

Implementing UDL principles can help create flexible learning environments that accommodate all students, including those with service dogs. UDL guidelines suggest providing multiple means of engagement, representation, action and expression (CAST, 2018). For example, flexible seating arrangements can accommodate the space needs of service dogs. In Sarah’s case, removing excess furniture and creating clear pathways allows her dog to navigate and assist her more effectively. Additionally, varied instructional materials, such as interactive digital content, can help reduce anxiety triggers for students like Jake.

To learn more about UDL and its application in creating inclusive classrooms, you can watch the following video:

Universal Design for Learning: UDL (Teachings in Education, 2019):

Educator Training and Awareness

Training programs for educators and staff on the role and needs of service dogs can foster a more supportive environment. Educators should understand how to interact with service dogs and recognize the signs when a dog is alerting for a fall or assisting with anxiety. Training and awareness can be provided virtually through educational resources (Power, 2020). For instance, teachers can be trained through online resources such as YouTube (n.d.) to recognize when Emily’s service dog is alerting them to her fall and respond promptly and appropriately. This training should also include understanding the specific tasks the service dogs are trained to perform, the legal rights of students with service dogs, and the best practices for creating an inclusive classroom environment.

To gain insights into service dogs and how educators can support their roles effectively, you can watch the following videos:

Service Dogs 101 (National Center on Health, Physical Activity and Disability (NCHPAD), 2019)

Service Dog Etiquette – Do’s and Don’ts (SourceAmerica, 2020):

Digital Accessibility Tools, Learning Resources and Recommendations

Online Learning Platforms

Digital platforms can provide accessible learning materials that reduce physical barriers for students with mobility issues. Features like text-to-speech, adjustable text sizes, and interactive content can cater to various needs (Gierdowski & Galanek, 2020). For Sarah, who may struggle to pick up physical books or materials, digital textbooks that she can access via her tablet/laptop/cellphone would be highly beneficial. These platforms can also include features that allow for real-time collaboration and communication, enabling students to fully participate in classroom activities, regardless of their physical limitations.

To delve deeper into digital accessibility tools and their benefits for inclusive education, you can watch the following webinar:

Digital Accessibility Essentials for Educators Webinar (Power, 2021):

Virtual Reality (VR) and Augmented Reality (AR)

VR and AR technologies may be implemented to stimulate classroom environments, allowing service dogs and their handlers to learn in virtual settings. Creating immersive and interactive learning experiences, it enhances accessible learning for all students, also, VR and AR can cater to various learning preferences and needs (AlGerafi et al, 2023). This approach can significantly benefit students like Jake, who might find traditional classroom settings overwhelming and/or inaccessible.

To explore examples of VR and AR in education and their potential benefits for inclusive learning environments, you can watch the following video:

10 Best Examples AR & VR in Education (Marr, 2021):

Accessibility Checkers

Tools like the Web Content Accessibility Guidelines (WCAG) checker can ensure that digital content is accessible to all students (Power, 2023). These tools can identify potential barriers in digital content and provide recommendations for making the content more accessible, including regular accessibility audits that can help maintain compliance with legal standards. This ensures that all students, regardless of their disabilities, can access and engage with the learning materials.

To learn more about using accessibility checkers and understanding WCAG guidelines, you can watch the following videos:

Using the Accessibility Checker in Microsoft Word [Tutorial] (MDTech Videos, 2022):

WCAG for beginners – What are the Web Content Accessibility Guidelines? – Web Accessibility (Silktide, 2022)

Medical Applications

Medical apps designed for individuals with disabilities can assist in managing and monitoring one’s health. These apps can send alerts to teachers/emergency services during a fall,  anxiety episode, and/or health concern, ensuring timely intervention (Dewangan & Vaishnava, 2020). Aiding this, Emily’s service dog can notify her teacher immediately if it detects a seizure, ensuring that help arrives quickly. These apps can also provide real-time updates on individual conditions, allowing teachers and emergency services to make informed decisions and provide appropriate support.

For a real-world example of how medical apps and technology can provide life-saving alerts, you can watch the following video:

Man praises Apple Watch for life-saving alert after suffering medical emergency (TMj4 News, 2023) (Note – Embedding disabled – opens in external window.)

Recommendations

Inclusive Classroom Design

Creating an inclusive classroom environment involves more than just physical adjustments, it requires a holistic approach that considers the diverse needs of all students. Schools should prioritize service “dogs… as tools rather than living beings” (Abat-Roy, 2021, p.9) assuring flexible seating arrangements, clear pathways, attention to excessive noise and the use of digital learning tools. For instance, adjustable desks/chairs can accommodate all students, especially those with different physical needs, and electronic textbooks can make lessons more accessible and interactive.

Training Programs

Educator training programs should be comprehensive and ongoing as “schools and teachers are obligated to adhere to the IEP (Individualized Education Plan) guidelines as enforced under IDEA (Individuals with Disabilities Education Act) (Gupta et al., 2023). They should cover the legal rights of students with disabilities, the specific needs of students with service dogs, and the best practices for creating an inclusive classroom environment. Schools could partner with organizations specializing in disability rights and service dog training companies to provide these programs for staff, students, and the community. Regular refresher courses and workshops can help ensure that staff remain informed and confident in supporting students with service dogs.

Leveraging Technology

Technology plays a crucial role in making education accessible, ensuring immersion “in a variety of different visuals, audio cues, and simulations… to create more engaging virtual worlds… and interesting learning experiences” (Al-Ansi et al, 2023). Schools should invest in digital platforms that can offer customizable learning experiences, such as VR and AR technologies for immersive learning, and mobile apps that support the needs of students with service dogs. For example, AR can be used to create interactive learning experiences that cater to different learning preferences, notwithstanding, mobile apps that can provide real-time health updates and alerts to teachers.

Collaboration and Support

Collaboration between educators, parents, students, community and service dog trainers is essential for creating “equitable and inclusive classrooms… implementing EI teaching approaches that center students and their identities in the learning process and are reflected in the classroom and curriculum” (Duncan et al, 2023). Regular meetings can help ensure that all parties are aware of the student’s needs and progress. Schools could establish support groups for students with service dogs, providing a platform for sharing experiences and resources. Additionally, involving students in the development of their IEPs can empower them to advocate for their needs and preferences.

Accessible Service Dog Examples

1) Sarah and Mobility Assistance

Sarah, a grade 3 student with a physical disability, uses a wheelchair and relies on her service dog to retrieve dropped items and help with mobility. In her classroom, desks and chairs were initially arranged in a way that made it difficult for her and her service dog to move freely. By implementing UDL principles, her school reconfigured the classroom layout to create clear pathways and reduce barriers. Digital textbooks were also introduced, allowing Sarah to access her learning material electronically. These changes significantly improved Sarah’s independence and participation in class activities.

To see a heartwarming example of a student and her service dog in theatrical roles, watch the following video:

17-Year Old Stars in ‘Wizard of Oz’ With Service Dog as Toto (Inside Edition, 2019):

2) Jake and Anxiety Management

Jake, a grade 8 student with severe anxiety, has a service dog trained to provide deep-pressure therapy during panic attacks. Initially, Jake’s classmates and teachers were unsure how to interact with his service dog, Leading to stigmas and misunderstandings. Through educator training programs, staff learned about the importance of service dogs and how to support students with anxiety. The school also introduced virtual reality simulations that allowed Jake to practice coping strategies in a controlled environment. As a result, Jake’s anxiety levels decreased, and he was able to focus better on his studies.

For an inspiring story related to service dogs and their impact on individuals like Jake, watch the following video

A Story of Hope (Can Do Canines, 2016):

3) Emily and Fall Alerts

Emily, a grade 10 student who has epilepsy, relies on her service dog to alert teachers if she falls. Initially, there was confusion among staff about how to respond to these alerts. After receiving training on the role of service dogs and emergency response procedures, teachers became more confident in handling such situations. Additionally, a mobile app was introduced that sent immediate alerts to teachers when Emily’s service dog alerted for a fall/seizure. This ensured that Emily received prompt assistance, reducing the risks associated with her condition.

To see examples related to service dogs and their capabilities in different medical contexts, you can watch the following videos:

How Dogs Sniff Out Seizures (Insider Science, 2019):

Diabetes Service Dog Saves 9-Year-Old Girl’s Life (Inside Edition, 2023):

Conclusion

Integrating service dogs into K-12 classrooms requires addressing accessibility barriers and challenges related to mobility, retrieval, anxiety, and fall alert tasks. Similar to the hypothetical case studies of Sarah, Jake, and Emily. I (as a student and teacher) utilize a multi-purpose service dog for mobility, retrieval, anxiety, and fall alerts and strongly believe by leveraging instructional design, strategies like UDL and implementing digital teaching and learning resources, educators and school communities can create more inclusive environments that support all individuals. Compliance with legal frameworks, such as the AODA, and the Accessible Canada Act, is essential in fostering accessibility and ensuring the success of students and teachers with service dogs in educational settings. Through thoughtful planning, comprehensive training, and the use of technology, schools can provide a supportive and inclusive environment where all individuals have the ability to thrive. However, potential limitations include possible allergic reactions to canines, as well as the necessity for continuous training and monitoring to ensure behaviours toward the service dog are appropriate. Additionally, accommodating service dogs may require mindful adjustments to classroom layouts and routines, which can be challenging for some educational environments.

For a closer look at the integration of Service Dogs in educational settings, watch the following videos:

Inside California Education: Service Dog in the Classroom (PBS KVIE, 2017):

Teacher’s service dog also serves students (KJRH-TV | Tulsa | Channel 2, 2023) (Note – Embedding disabled – opens in external window.)

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