Selected class in teaching process and School club of mentally and physically handicapped pupils and autistic children during after-school activities took part in canistherapy regularly. During therapy, teamwork among teacher and dog handler was established and cooperation with parents also enriched the results of research of children`s behavior at home. We observed positive results mostly in psychic aspects. Assumed aims were continuously added to therapy and we stressed the quality of their realization. The basic issue during teaching process was to maintain the alertness of mentally handicapped child for longer time. The first entry of dog to teaching process evoked the surprise in pupils. Dog acted like perfect motivating factor - pupils were more dutiful in preparation to school, they were more concentrated, behaved well, were more active, creative and more concerned. Proper amount of time was provided to pupils to enable touch and caressing of the dog and, in this way, to satisfied their need for tenderness that is manifold increased in mentally handicapped children. On lessons and during educational process, we developed the correct behavior to animals. Topics of behavior animal - human were transformed to human - human relations. On physical education, manual training lessons, and during afterschool activities, we motivated children to rehabilitation and development of coarse and fine movements and of proper upright posture by caressing of dog, by throwing of the little ball, and by provoking to chasing, jumping, creepage. We contributed to rehabilitation of apathic and hyperactive children. The contact of autistic pupils with dog was interesting. Although their reactions were various, we developed mostly socialization, comunication and eye contact with animal and adults. During the presence of dog in teaching and educational processes, children talked with him, and in this way we contributed to development of psychical opening of the child to other children, to diminishing of loneliness and isolation, to support spontaneity and to development of verbal communication abilities of mentally handicapped pupil. We focused mostly on psychologic, emotional and social-integrative problems.
In september, meeting with parents was organized - they were informed about the aims and procedures of the project "Canisthrapy".
First phase: in September - adaptation period.
Second phase: in October - motivation period. Dog became a "witness" who observed all, and paid attention. We achieved the improvement of negative attitude to work, increase of activity and creativity.
Third phase: in November - "Me and my friend dog". Major aim of this phase was to guide the child to understanding the action that he/she did for dog (care - hygiene, taking out for an airing, responsibility, building of positive relations to dog and classmates, reducing of aggressiveness).
Fourth phase: in December - "Winter games with dog". The aim of this phase was to influence the psychosomatic status of a child by form of experiences. We carried out the meetings in the gym, outdoor games, riding on dogsled together with other winter games on snow.
We concluded therapy by meeting with parents in January. We informed parents about achievements and discussed with them about the outcome of therapy for their families.
We monitored the project of "Canistherapy" continuously and documented achieved results in children`s behavior by audiovisual technique.
Project "Canistherapy" was supported after approvement as a part of programme "Health in schools" by Ministry of Education of Slovak Republic and dog for therapeutic sessions was provided by Mr. Ondrej Sulka. THANK YOU