An Observational Review and Analysis of Qualitative Data to Explore the Benefits of Equine Assisted Learning in Improving the Engagement of Adolescents with Complex Learning Needs, within the Educational Setting
DOI:
https://doi.org/10.21467/ajgr.6.1.53-59Abstract
The study determined whether Equine Assisted Learning (EAL) acted as a positive influence to improve the engagement of adolescents with complex learning needs, within their educational setting. The past two years has seen a continuous increase in the number of pupils with complex learning needs in the UK, from 1,244,255 in January 2017 to 1,276,215 in January 2018, an increase from 14.4% to 14.6%. These increasing figures provide a clear rationale for the requirement for a greater utilisation of various learning intervention tools, to begin to meet the dynamic needs of these learners. Seven participants engaged in six EAL sessions over six weeks and were involved in an array of unmounted EAL activities. Questionnaires were formulated with reference to the “Student Engagement (SE) Survey” and were presented to both staff and parents at three points throughout the study, along with Carpenters approved engagement scale for staff to complete weekly, within the lesson following the EAL session. Furthermore, observational research was conducted by the researcher to generate a supportive discussion for the obtained results. Through the quantitative data formulated no significant difference was shown, however a moderate positive correlation between the before and after results of staff and parent questionnaires was presented (Staff Questionnaire p =.119366. Parent Questionnaire p = .145547). Further trends also began to emerge, with correlations forming between improved engagement and specific EAL activities, providing a direction for future research.
Keywords:
Equine Assisted Learning, Equine, Engagement, Learning, EducationDownloads
References
B, Carpenter; B, Cockbill; D, Wiggett & J, Egerton. Engaging children with complex learning difficulties and disabilities in the Primary Classroom. Primary Australian article. 2013. https://engagement4learning.com/wp-content/uploads/2016/11/Primary-Australian-article-Carpenter-et-al-2013.pdf
L, Murphy; J, Wilson & S, Greenberg. Equine-Assisted Experiential Learning in Occupational Therapy Education. Journal of Experiential Education, vol 40, no. 4, pp. 366 –376. 2017.
B, Carpenter; J, Egerton; T, Brooks; B, Cockbill; J, Fotheringham & H, Rawson. The Complex Learning Difficulties and Disabilities Research Project: Developing meaningful pathways to personalised learning (final report). London: Specialist Schools and Academies Trust (now The Schools Network). 2011. http://complexld.ssatrust.org.uk
K, Liou; D, Jamorabo; R, Geha; C, Crawford; P, George & F, Schiffman. "Foreign Bodies: Is It Feasible to Develop Tolerance for Ambiguity among Medical Students through Equine-Facilitated Learning?" Medical Teacher, pp. 1-3. 2019.
R, Iovannone; G, Dunlap; H, Huber & D, Kincaid. ‘Effective educational practices for students with autism spectrum disorders’, Focus on Autism and Other Developmental Disabilities, vol 18, no.3, pp. 150–165. 2003.
D, Taylor; B, Picker; D, Woolever; EK,Thayer; PA, Carney & AB, Galper. A pilot study to address tolerance of uncertainty among family medicine residents. Family Medicine, vol 50, pp.531–538. 2018.
B, Carpenter. A Vision for the 21st Century Special School. London: Specialist Schools and Academies Trust, pp. 34-37. 2010. https://webcontent.ssatuk.co.uk/wp-content/uploads/2016/10/05105527/CLDD-Booklet-1-vision-for-21st-century-special-school.pdf
Special Education Needs in England. Department for Education. [online] Available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/729208/SEN_2018_Text.pdf Accessed: 01/01/2019. 2018.
Department for Education. Permanent and Fixed Period Exclusions in England: 2016 to 2017. Government National Statistics. Last updated 6 August 2018. Available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/726741/text_exc1617.pdf. Accessed: 09/02/19. 2018.
Wiley, C. Theraputic and Health Benefits of Horse-Human Interactions. Honours Senior Thesis/Projects Western Oregon University, pp. 143. 2017. https://digitalcommons.wou.edu/honors_theses/143
M.E, O'Haire; S.J, McKenzie; S, McCune & V, Slaughter. Effects of classroom animal-assisted activities on social functioning in children with Autism Spectrum Disorder. Journal of Alternative and Complementary Medicine, vol 20, no. 3, pp. 162-168. 2014.
P, Pendry; A M, Carr; A N, Smith & S, Roeter. Improving Adolescent Social Competence and Behavior: A Randomized Trial of an 11-Week Equine Facilitated Learning Prevention Program. Journal of Primary Prevention, vol 35, no. 4, pp. 281–293. 2014.
C, Llambias; J, Magill-Evans; V, Smith & S, Warren. Equine-assisted occupational therapy: Increasing engagement for children with autism spectrum disorder. American Journal of Occupational Therapy, vol 70, no. 6. 2016.
L, Murphy; J, Wilson & S, Greenberg. Equine-Assisted Experiential Learning in Occupational Therapy Education. Journal of Experiential Education, vol 40, no. 4, pp. 366 –376. 2017.
B, Saggers & J, Strachan. "Horsing Around: Using Equine Facilitated Learning to Support the Development of Social-emotional Competence of Students at Risk of School Failure." Child & Youth Services, pp. 231-52. 2016.
J. A, Lentini & , Knox. A qualitative and quantitative review of equine facilitated psychotherapy (EFP) with children and adolescents. The Open Complementary Medicine Journal, vol 1, no. 1, pp. 51–57. 2009.
J.E, Cartinella. Social Skills Improvement for an Adolescent Engaged in Equine Assisted Therapy: A Single Subject Study. PHD Thesis, Pacific University, Pacific. 2009.https://core.ac.uk/download/pdf/48844142.pdf
F, Roberts; J, Bradberry & C, Williams. Equine-facilitated psychotherapy benefits students and children. Holistic Nursing Practice, vol 18, no. 1, pp. 32–35. 2004.
OFSTED. Further education and skills inspection report. Contains public sector information licensed under the Open Government Licence v3.0. Crown copyright. Available at: https://files.api.ofsted.gov.uk/v1/file/2779301. Accessed: 09/02/19. 2018.
S, Ahlfeldt; S, Mehta & T, Sellnow. Measurement and analysis of student engagement in university classes where varying levels of PBL methods of instruction are in use. Higher Education Research & Development, vol 24, no. 1, pp. 5-20. 2005.
Downloads
Published
Issue
Section
How to Cite
License
Copyright (c) 2019 Gabrielle Madders, Ruth M Orrell-Stokes
![Creative Commons License](http://i.creativecommons.org/l/by-nc/4.0/88x31.png)
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Click here for more information on Copyright policy
Click here for more information on Licensing policy