Abstract

Students with Autism Spectrum Disorder (ASD) often receive less instruction in reading and writing due to challenges related to daily life skills. However, these academic skills are crucial for promoting social inclusion. The use of assistance dogs—particularly those trained by the organization Mira—is recognized for supporting both social and cognitive development in these students. Despite this, the actual impact on teaching practices remains underexplored. This exploratory study, based on a questionnaire completed by 29 teachers who had integrated an assistance or therapy dog in their classroom, analyzes their experiences using the theoretical framework of Bélanger et al. (2012). Results show that while teachers generally feel competent in integrating the dog, the support they receive is mostly limited to behavioral rules (e.g., no touching or calling the dog), with little to no pedagogical guidance. The dog is seen as an emotional support for the student user but is rarely included in learning activities. Some teachers, however, express a desire for more flexibility in the rules to promote better social and educational inclusion. The study suggests a need to reconsider current practices and regulatory frameworks around assistance dogs to better harness their educational potential.

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