| Stevens, Loretta. Of Children and Horses. Holistic: Harmonizing Pathways to Wholeness (Winter 2007):38-43. Available at URL: www.holisticjournal.org. |
| Photo by Nina Beran |
| Of Children and Horses By Loretta M. Stevens, M.Ed. |
There is something magical about children and horses. The wide-eyed look of wonder as
the child touches a horse for the first time and the smile that always seems to follow.
Children and animals go together. Both love unconditionally and even when faced with
abuse, neglect, or disability they continuously attempt to give that love away. Horses are
one of the most intelligent and emotionally connected animals on the planet. They can
sense when one is afraid or happy or sad. Remarkably, they seem to sense when one has
a disability (physical, emotional, or cognitive) and they respond positively to it.
Therapeutic riding has been used since the early 1950s in Europe as a tool for improving
the lives of individuals with physical disabilities. The use of therapeutic riding in the United
States and Canada began in the late 1960’s. Individuals with almost any cognitive,
physical and/or emotional disability can benefit from therapeutic riding, driving, vaulting,
competition or other purposeful, safe and supervised interaction with equines.
Because horseback riding gently and rhythmically moves the rider's body in a manner
similar to a human gait, riders with physical disabilities often show improvement in flexibility,
balance and muscle strength. For individuals with mental or emotional disabilities, the
unique relationship formed with the horse can lead to increased confidence, patience and
self-esteem.
This article will look at children with high incidence mild disabilities, specifically Learning
Disabilities and Attention Deficit Hyperactivity Disorder (ADHD). These two areas
encompass approximately 35 percent of the special needs population. The term “learning
disabilities” describes a syndrome that is neurologically based that does not affect
intelligence. Children with learning disabilities tend to have average ability, but have a
processing weakness which impacts learning. They experience organizational, social, and
sometimes behavioral difficulties. They may have fine motor weaknesses that make writing
difficult. They have trouble with multiple step directions, may reverse numbers, letters, and
whole words, and their memory skills are weak. Self-esteem suffers because they are
unable to demonstrate what they know.
Attention Deficit Disorder (ADD) is characterized by three predominant features:
inattentiveness, impulsivity, and in some but not all cases, restlessness or hyperactivity. It
affects three to five percent of all children. Children with ADHD have difficulty staying on
task. They don’t finish assignments, don’t follow directions and frequently act before they
think through the possible consequences of their actions. Those with hyperactivity can’t sit
still and appear to have never ending energy levels. They don’t pay attention because
they can’t. Self-esteem in these children suffers because they never seem to be able to
stay out of trouble. They have difficulty maintaining relationships because they lack the
social skills needed to formulate them.
Horses seem to sense these weaknesses in children and respond to them by remaining
calm and quiet. When the child begins to stroke the horse the calm and quiet appears to
transfer to him. The child’s listening skills become more attuned, his ability to respond to
directions becomes stronger, and his behavioral difficulties lessen. Horses, being naturally
social and inclined to appropriate interaction with whoever is with them, are a perfect
manifestation of nature for children to interact with. According to Franklin Levinson, both
horses and humans have a need for feelings of community in order to feel safe and
connected. When overly protected, controlled, or kept isolated from others significant
behavioral issues occur.(1)
the child touches a horse for the first time and the smile that always seems to follow.
Children and animals go together. Both love unconditionally and even when faced with
abuse, neglect, or disability they continuously attempt to give that love away. Horses are
one of the most intelligent and emotionally connected animals on the planet. They can
sense when one is afraid or happy or sad. Remarkably, they seem to sense when one has
a disability (physical, emotional, or cognitive) and they respond positively to it.
Therapeutic riding has been used since the early 1950s in Europe as a tool for improving
the lives of individuals with physical disabilities. The use of therapeutic riding in the United
States and Canada began in the late 1960’s. Individuals with almost any cognitive,
physical and/or emotional disability can benefit from therapeutic riding, driving, vaulting,
competition or other purposeful, safe and supervised interaction with equines.
Because horseback riding gently and rhythmically moves the rider's body in a manner
similar to a human gait, riders with physical disabilities often show improvement in flexibility,
balance and muscle strength. For individuals with mental or emotional disabilities, the
unique relationship formed with the horse can lead to increased confidence, patience and
self-esteem.
This article will look at children with high incidence mild disabilities, specifically Learning
Disabilities and Attention Deficit Hyperactivity Disorder (ADHD). These two areas
encompass approximately 35 percent of the special needs population. The term “learning
disabilities” describes a syndrome that is neurologically based that does not affect
intelligence. Children with learning disabilities tend to have average ability, but have a
processing weakness which impacts learning. They experience organizational, social, and
sometimes behavioral difficulties. They may have fine motor weaknesses that make writing
difficult. They have trouble with multiple step directions, may reverse numbers, letters, and
whole words, and their memory skills are weak. Self-esteem suffers because they are
unable to demonstrate what they know.
Attention Deficit Disorder (ADD) is characterized by three predominant features:
inattentiveness, impulsivity, and in some but not all cases, restlessness or hyperactivity. It
affects three to five percent of all children. Children with ADHD have difficulty staying on
task. They don’t finish assignments, don’t follow directions and frequently act before they
think through the possible consequences of their actions. Those with hyperactivity can’t sit
still and appear to have never ending energy levels. They don’t pay attention because
they can’t. Self-esteem in these children suffers because they never seem to be able to
stay out of trouble. They have difficulty maintaining relationships because they lack the
social skills needed to formulate them.
Horses seem to sense these weaknesses in children and respond to them by remaining
calm and quiet. When the child begins to stroke the horse the calm and quiet appears to
transfer to him. The child’s listening skills become more attuned, his ability to respond to
directions becomes stronger, and his behavioral difficulties lessen. Horses, being naturally
social and inclined to appropriate interaction with whoever is with them, are a perfect
manifestation of nature for children to interact with. According to Franklin Levinson, both
horses and humans have a need for feelings of community in order to feel safe and
connected. When overly protected, controlled, or kept isolated from others significant
behavioral issues occur.(1)
| Photo by Nina Beran |
Knowing what we know about Learning Disabilities and the basic needs of a horse one
can see how this combination can be of benefit to both. We use specific instruments to
groom the horse; a curry comb, brush, hoof pick etc. The child learns sequencing (first,
next, last), left to right orientation and directionality (start at the head and move back,
stand on the left, start with the front left hoof and move clockwise around the horse),
communication skills (talk softly, be specific in your commands), and positive
reinforcement. "There is power in that relationship," says Michael Kaufmann, director of
education for the North American Riding for the Handicapped Association, Inc. (NARHA).
He’s also quick to point out that the relationship is full of conditions. If a child screams at
a horse, he’ll quickly learn that the horse won’t let him near. The horse’s behavior can
reinforce positive behavior.(2) Placing that child on the back of a horse towering above
all others increases self-esteem as he masters something new and exciting. The
sensorimotor input provided by the horse’s movement can help the central nervous
system to organize itself, thereby improving many of the problems people with learning
disabilities experience.(3)
Children with attention deficit disorder are often prevented from participating in and thus
becoming successful at organized sports. The symptoms that characterize this disorder
make it difficult for them to attend to directions in large groups. The individuality inherent
to therapeutic riding appears to be a natural medium for these motor driven children.
These children often benefit from assistive devices that provide motion when they are
seated. The movement of the horse provides similar therapeutic motion. This movement
helps the child remain attuned to directions and the task at hand. The motions involved
in the grooming and preparation prior to riding allow sensory input that is normally
obtained through fidgeting. The child learns to listen and follow one, two, three, and
multiple step directions. With each success comes increased positive reinforcement and
improved self-esteem. The mere challenge of riding a horse takes concentration and
focus. Something the child learns quickly is that if he’s not in control of the horse, the
horse will control him. Controlling a horse is a rewarding achievement for anyone, but an
ADD/ADHD child feels overwhelming achievement in gaining control… possibly for the
first time in her/ his life.
What are the educational benefits to Therapeutic Riding? According to the Strides
organization, there are many. Before one can read, it is necessary to recognize the
difference in shapes, sizes, and even colors. These can be taught more easily on
horseback, as part of games and activities. There is less resistance to learning when it is
part of a riding lesson. Through the use of signs placed around the arena, letters can be
taught, and reading of individual words by word recognition can also be learned. Games
involving signs for "exit", "danger", "stop" etc., help to teach important life skills involving
reading.
Counting is learned by counting the horse's footsteps, objects around the arena, or even
the horse's ears and legs. Number concepts are gained as the rider compares the
number of legs on a horse to the number of his own legs. Addition and subtraction are
taught through games involving throwing numbered foam dice and adding or subtracting
the numbers. Because the concepts are taught through games, resistance to learning is
decreased. Eye hand coordination is necessary for such skills as writing. These skills
are taught in tacking the horse, as well as various activities and exercises.
Visual and spatial perception includes our awareness of form and space, and our
understanding relationships between forms in our environment. Included in this area are
directionality (knowing right from left); space perception, which allows us to differentiate
between items close in shape but spatially different (i.e. "h" versus "b"); form perception (i.
e. differentiating "h" and "m"); figure ground (picking out an object from the background);
and visual sequential memory (such as remembering symbols in a particular sequence or
pattern). Both reading and math concepts involve visual spatial perception. Visual
spatial perception improves as a natural result of control of the horse. Additional
exercises are done on the horse to increase ability in this area.(4)
These are only some of the educational benefits of offering therapeutic riding to children
with low incidence disabilities. The emotional and social benefits have only been slightly
touched upon. The next time you see a child standing near a horse, stop and take a
closer look. You may find there is a communication stronger than any found between
humans going on between the two. In closing allow me to share this poem written from
the horse’s perspective:
can see how this combination can be of benefit to both. We use specific instruments to
groom the horse; a curry comb, brush, hoof pick etc. The child learns sequencing (first,
next, last), left to right orientation and directionality (start at the head and move back,
stand on the left, start with the front left hoof and move clockwise around the horse),
communication skills (talk softly, be specific in your commands), and positive
reinforcement. "There is power in that relationship," says Michael Kaufmann, director of
education for the North American Riding for the Handicapped Association, Inc. (NARHA).
He’s also quick to point out that the relationship is full of conditions. If a child screams at
a horse, he’ll quickly learn that the horse won’t let him near. The horse’s behavior can
reinforce positive behavior.(2) Placing that child on the back of a horse towering above
all others increases self-esteem as he masters something new and exciting. The
sensorimotor input provided by the horse’s movement can help the central nervous
system to organize itself, thereby improving many of the problems people with learning
disabilities experience.(3)
Children with attention deficit disorder are often prevented from participating in and thus
becoming successful at organized sports. The symptoms that characterize this disorder
make it difficult for them to attend to directions in large groups. The individuality inherent
to therapeutic riding appears to be a natural medium for these motor driven children.
These children often benefit from assistive devices that provide motion when they are
seated. The movement of the horse provides similar therapeutic motion. This movement
helps the child remain attuned to directions and the task at hand. The motions involved
in the grooming and preparation prior to riding allow sensory input that is normally
obtained through fidgeting. The child learns to listen and follow one, two, three, and
multiple step directions. With each success comes increased positive reinforcement and
improved self-esteem. The mere challenge of riding a horse takes concentration and
focus. Something the child learns quickly is that if he’s not in control of the horse, the
horse will control him. Controlling a horse is a rewarding achievement for anyone, but an
ADD/ADHD child feels overwhelming achievement in gaining control… possibly for the
first time in her/ his life.
What are the educational benefits to Therapeutic Riding? According to the Strides
organization, there are many. Before one can read, it is necessary to recognize the
difference in shapes, sizes, and even colors. These can be taught more easily on
horseback, as part of games and activities. There is less resistance to learning when it is
part of a riding lesson. Through the use of signs placed around the arena, letters can be
taught, and reading of individual words by word recognition can also be learned. Games
involving signs for "exit", "danger", "stop" etc., help to teach important life skills involving
reading.
Counting is learned by counting the horse's footsteps, objects around the arena, or even
the horse's ears and legs. Number concepts are gained as the rider compares the
number of legs on a horse to the number of his own legs. Addition and subtraction are
taught through games involving throwing numbered foam dice and adding or subtracting
the numbers. Because the concepts are taught through games, resistance to learning is
decreased. Eye hand coordination is necessary for such skills as writing. These skills
are taught in tacking the horse, as well as various activities and exercises.
Visual and spatial perception includes our awareness of form and space, and our
understanding relationships between forms in our environment. Included in this area are
directionality (knowing right from left); space perception, which allows us to differentiate
between items close in shape but spatially different (i.e. "h" versus "b"); form perception (i.
e. differentiating "h" and "m"); figure ground (picking out an object from the background);
and visual sequential memory (such as remembering symbols in a particular sequence or
pattern). Both reading and math concepts involve visual spatial perception. Visual
spatial perception improves as a natural result of control of the horse. Additional
exercises are done on the horse to increase ability in this area.(4)
These are only some of the educational benefits of offering therapeutic riding to children
with low incidence disabilities. The emotional and social benefits have only been slightly
touched upon. The next time you see a child standing near a horse, stop and take a
closer look. You may find there is a communication stronger than any found between
humans going on between the two. In closing allow me to share this poem written from
the horse’s perspective:
Let Me Teach You by Willis Lamm When you are tense, let me teach you to relax. When you are short tempered, let me teach you to be patient. When you are short sighted, let me teach you to see. When you are quick to react, let me teach you to be thoughtful. When you are angry, let me teach you to be serene. When you feel superior, let me teach you to be respectful. When you are self-absorbed, let me teach you to think of greater things. When you are arrogant, let me teach you humility. When you are lonely, let me be your companion. When you are tired, let me carry the load. When you need to learn, let me teach you. After all, I am your horse.(5) References Cited |
1 Levinson, Franklin. Working with children and horses. Retrieved Nov. 2006 from:
http://www.wayofthehorse.org/Articles/children-and-horses.html
2 Baker, Morgan. How animals help children with special needs. Retrieved Nov. 2006
from: http://www.parenthood.com/articles.html?article_id=3386
3 Baker, Liz (1996, Jan.). Learning disabilities and therapeutic riding. NARHA Strides
Magazine 2:1. Retrieved Nov. 2006 from: http://www.narha.org/Participants/Archives.asp
4 The benefits of therapeutic riding: educational benefits. Retrieved Nov. 2006 from:
http://www.strides.org/
5 Lamm, Willis. Let me teach you. The benefits of therapeutic riding. Retrieved Nov.
2006 from: http://www.strides.org/.
http://www.wayofthehorse.org/Articles/children-and-horses.html
2 Baker, Morgan. How animals help children with special needs. Retrieved Nov. 2006
from: http://www.parenthood.com/articles.html?article_id=3386
3 Baker, Liz (1996, Jan.). Learning disabilities and therapeutic riding. NARHA Strides
Magazine 2:1. Retrieved Nov. 2006 from: http://www.narha.org/Participants/Archives.asp
4 The benefits of therapeutic riding: educational benefits. Retrieved Nov. 2006 from:
http://www.strides.org/
5 Lamm, Willis. Let me teach you. The benefits of therapeutic riding. Retrieved Nov.
2006 from: http://www.strides.org/.
| Stevens, Loretta. Of Children and Horses. Holistic: Harmonizing Pathways to Wholeness (Winter 2007):38-43. Available at URL: www.holisticjournal.org. |