Group classes offer tremendous value for service dog handler teams, as I discussed in an earlier post. But creating a group class that truly supports clients with disabilities requires thoughtful, intentional instruction. Disabled adult learners can feel pressure to “keep up” in a group setting. This can lead to frustration and possibly attempts to use strategies that are uncomfortable or even unsafe for them. Service dog handlers often place a great deal of pressure on themselves and may feel like they — and their dogs — are falling behind if their progress looks different from others. With a few intentional strategies, trainers can set a supportive tone in their group classes and promote an inclusive environment where service dog handlers and their dogs can succeed.
Demonstrate Accommodations Thoughtfully
Be mindful that many common movements in dog training classes can be difficult for some students. Bending, rapid turns, walking backward, or coordinating several steps in sequence may be challenging. Even leash-handling mechanics can be hard for some clients. It is important to be flexible when you describe a training exercise and include alternative options for clients who may not be able to perform things physically in the exact same way.
Explaining accommodation options verbally is helpful, but demonstrating them is even more effective. For example, instead of just saying, “If it’s easier, you can sit while working on this skill,” demonstrate the exercise from a seated position. Modeling accommodations normalizes them and communicates that these approaches are equally valid ways to accomplish training goals.
Also consider cognitive or learning differences. Remembering long sequences can be hard for some clients with disabilities. Breaking exercises into small, clear steps is helpful for everyone. When possible, write the steps on a whiteboard to make things even easier.
Just as it helps to demonstrate accommodation options for people, it can help to show different levels of practice to account for variation in canine readiness. For example, when teaching a stay:
• One level may be simply standing or sitting near the dog and rewarding.
• A second level might involve the handler taking one step to the side and returning to the dog.
• A third level can involve gradually increasing distance between the handler and the dog.
Emphasize that it is completely acceptable, and sometimes even desirable, to stay at one level for the entire class. Service dog handlers in particular benefit from working slowly to fully generalize skills. When demonstrating, avoid showing only the most advanced version first — students often assume the first thing they see is the “right” or “best” way. Demonstrate the easier level first, or show all levels while reinforcing that handlers should choose what their dog is ready for.
Be Intentional with Your Feedback
Feedback plays a significant role in both learning and how students feel about their progress. Focus on descriptive, observational feedback rather than vague evaluative comments. Specific feedback helps students understand exactly what they did that was effective.
Highlight thoughtful handling such as:
• Adjusting distance or timing to help the dog be successful
• Using a higher rate of reinforcement
• Taking the dog outside for a short sniff break
• Noticing and responding when their dog is confused or stressed
Students will naturally notice the highest-performing dogs on their own. By highlighting effective handler decisions, you help students become more aware of how their training choices — and awareness of their dog’s needs — impact outcomes.
Again, specificity matters. Consider how much more helpful it is to say “I love how you increased your rate of reinforcement when your dog started to lose focus,” rather than “Great job.”
There will be times when you want a client to try a different approach. However, feedback delivered as an aversive (“No, that’s not right”) can cause learners to lose confidence or even shut down. Instead of “No, not like that,” focus on what you want them to do: “How about trying this?” These kinds of comments are encouraging and give students actionable information they can use to improve.
Incorporating Breaks
Many clients with disabilities benefit from taking more breaks, but they may feel uncomfortable doing so in a group setting. Students may need breaks for many reasons — anxiety, sensory overload, fatigue, medication, hunger, thirst or needing to use the restroom. Build at least one scheduled break into every class, and verbally encourage students to take additional breaks whenever they need them. Make it clear that they do not need to explain why they’re taking a break and that they can take as long as they need.
Students experiencing a panic attack or another emotionally intense moment may be unable to communicate verbally. Giving options can help. You can also normalize this ahead of time by letting students know they have options for signaling a break. They’re welcome to simply tell the instructor they’re stepping out, or they can just pull out their smartphone as an indicator. Because checking a phone is such a low-key, socially acceptable behavior, it gives students — especially those who may be having difficulty speaking — an easy and comfortable way to signal that they need a moment. Breaks give students more control over pacing, reduce pressure and create space for learning.
Creating an Inclusive Culture Requires Intention
Creating a truly inclusive class isn’t difficult, but it does require attention to the details of how instruction and feedback are delivered, as well as the accommodations built into the environment as a whole. While this requires extra thought, the result is worth it: a class where every handler-dog team can participate fully, learn effectively and feel supported.