Introducing an assistance dog into a school setting alongside a child is a multifaceted process that requires careful consideration and comprehensive assessment to ensure the arrangement is beneficial and suitable for both the child and the dog. It involves evaluating various factors, including the needs of the student, the dog’s training and temperament, and the school’s ability to provide a safe and supportive environment.
To help navigate this process, we have created a Quick Guide for schools, parents, and carers who are considering the inclusion of assistance dogs. This guide offers valuable information and guidance for those looking to support students with disabilities and those who rely on assistance dogs, ensuring a smooth and informed transition into the school environment.
Key points
In South Africa, individuals with disabilities are granted crucial rights under the Equality Act 2010, which aims to protect them from discrimination in various areas of life. This legislation ensures that disabled people are not treated unfairly or less favourably by public services, service providers, and local authorities. For example, it is considered unlawful to refuse services or provide inferior services to a disabled person simply because they have an assistance dog. Such actions are regarded as discriminatory, as the act emphasizes that people with disabilities should have equal access to services, support, and opportunities, without facing obstacles due to their disability or the presence of an assistance animal.
Reasonable Adjustments
If a student has made a request to bring their assistance dog into the school, it is most likely that this arrangement forms part of their Education Health Care Plan (EHCP). In cases where the EHCP explicitly states that the student requires the support of an assistance dog, the school is legally bound to make reasonable adjustments to accommodate the student’s needs. These adjustments are a statutory requirement, and it is the school’s responsibility to ensure that the student’s educational environment is suitable for them.
If the school believes it cannot fully meet the student’s needs as outlined in the EHCP, the school must provide clear and justifiable reasons for this decision. However, if the request is simply a recommendation, or if the student does not yet have an EHCP in place, the school should engage in a thorough evaluation of the situation. The school should explore all options to determine how they can best support the student’s unique requirements, and if it is reasonable and practically feasible, they should consider accommodating the highly trained assistance dog within the school environment.
It is important to note that what constitutes “reasonable adjustments” can vary depending on the specific needs of each student. It may not always result in the student having complete and unrestricted access with their assistance dog, but the school should aim to be as inclusive as possible. Possible adjustments could include:
- Assigning a staff member to be responsible for the dog at all times.
- Organizing for the assistance dog to accompany the student on a part-time schedule.
- Designating a specific outdoor area or “toileting space” for the dog to relieve itself (AADSA provides further resources on this).
- Addressing the student’s needs through alternative means.
- Exploring the possibility of enrolling the student in another school that can reasonably accommodate a child with an assistance dog.
