Special education system in Slovenia ( presentation)
Presentation of Primary school dr. Ljudevita Pivka Ptuj ( presentation)
Activity 2: Presentation of the Halliwick Concept of swimming for disabled people. Partners were get familiar with the theoretical frame of the Halliwick concept of swimming in accordance with new experiences and scientific advances. It was also presented the connection of swimming with the expression of emotions and the importance of this activity for the regulation of abnormal behaviors. All participant will had chance to see this method in the swimming pool with our teachers and students in video and see how Halliwick concept of swimming for children work.
Our aim was to promote to the partners the Halliwick Concept of teaching swimming and rehabilitation in water throughout the partner's visit and develop a better understanding of the therapeutic needs of children with neuro developmental difficulties (Cerebral Palsy and similar conditions), how to address these needs using the Halliwick Concept of swimming and rehabilitation in water, at an advanced level.
The Halliwick concept of swimming ( presentation )
Our goal was to show Slovenian idea about individual support
to the students with SEN in Mainstraim schools and how this support works.
Partners also learned about the process of identifying children with special
needs.
Activity 4: Presentation of Animal-assisted therapy (AAT) This is a
type of therapy that involves animals as a form of treatment. The our mobile teachers, how this work
with students takes place.. Activity 4: Presentation of Animal-assisted therapy
(AAT) This is a type of therapy that involves animals as a form of treatment.
The use of therapy animals in
schools has just recently become popular.The goal of AAT is to improve a
patient’s social, emotional, or cognitive functioning.
Surveys about therapy animals have proven
to lower anxiety and motivate participation of SEN pupils. In school education,
the pupil may be motivated to brush the animal or walk with it.The purpose of
this activity is to explore how animal-assisted
therapy in schools, specifically using dogs, could be a complimentary and
supportive form of intervention provided by social workers in a school setting.
The animal is seen as a friend and
ally, thus presenting a safe atmosphere for sharing and interaction. Therapy
animals serve as non-judgmental companions in the process of learning and
development. They are used for
everything from help with lessons to teaching social skills and responsibility.
They help pupils with emotional problems that interfere with school, including
grief and personal crisis – theory. Slovneian techer Mrs. Tanja Kaučevič has got a lincec
for activities with dog, so she presented her work with his dog Vilma in the
school, also partners saw the video how our students also socialize with other animals in and out of school. All partners had opportunity to see the
benefits of having therapy dogs in the classroom which are: -Physical benefits.
Interaction with therapy dogs has been shown to reduce blood pressure, provide
physical stimulation and assist with pain management. –Social benefits. A
visiting therapy dog promotes greater self-esteem and focused interaction with
other students and teachers. -Cognitive benefits. It has been empirically
proven that therapy dogs stimulate memory and problem-solving skills.
-Emotional and mental health benefits. A recent national survey of adolescent
mental health found that about 8 to 10 percent of teens ages 13 to 18 have an
anxiety disorder. A therapy dog can lift moods in the classroom, often provoking
laughter. The therapy dog is also there to offer friendship and a shoulder to
lean on for students.
Animal assisted therapy ( presentation)
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