Students with autism spectrum disorders should get service dogs

Re: MPP Amy Fee lauds bid to allow service dogs in schools — Oct. 31

As a retired special education teacher, I am disappointed a support dog was denied to a student with an autism spectrum disorder (ASD). For a student with observable needs (a wheelchair, hearing aids or a Braille system), our boards and community have little difficulty providing funding to level the playing field. But many ASD students have complex developmental needs that cannot be met with these approaches. An ASD student’s needs vary from one environment to another, to different degrees affecting the student’s progress. Our goal in providing an education should be to maximize the student’s potential beyond just behaving in the classroom and completing expected tasks. We want this child to feel secure, safe and confident enough to think critically, ask questions and explore new ideas. The child’s parents know him/her the best — well enough to know what is needed to stimulate and motivate the best learning performance. There could be a budding scientist, artist or writer waiting to blossom if cultivated appropriately. Have there been comparisons of the child’s progress with and without a support dog using specific measurable criteria? I only request a level playing field among the various groups of special needs students, as well as among all students.

Karen Todd-Bustamante Waterloo