SIST EN 17984-3:2026

SLOVENSKI STANDARD
01-februar-2026
Psi pomočniki - 3. del: Kompetence strokovnjakov za pse pomočnike
Assistance Dogs - Part 3: Competencies for Assistance Dogs Professionals
Kompetenzen von Assistenzhund-Fachleuten
Chiens d’assistance - Partie 3 : Compétences des professionnels des chiens
d’assistance
Ta slovenski standard je istoveten z: EN 17984-3:2025
ICS:
03.100.30 Vodenje ljudi Management of human
resources
11.180.99 Drugi standardi v zvezi s Other standards related to
pripomočki za invalide aids for disabled and
handicapped people
65.020.30 Živinoreja Animal husbandry and
breeding
2003-01.Slovenski inštitut za standardizacijo. Razmnoževanje celote ali delov tega standarda ni dovoljeno.

EN 17984-3
EUROPEAN STANDARD
NORME EUROPÉENNE
December 2025
EUROPÄISCHE NORM
ICS 11.180.99
English Version
Assistance dogs - Part 3: Competencies for assistance dogs
professionals
Chiens d'assistance - Partie 3 : Compétences des Assistenzhunde - Teil 3: Kompetenzen von
professionnels des chiens d'assistance Assistenzhund-Fachleuten
This European Standard was approved by CEN on 19 October 2025.

CEN members are bound to comply with the CEN/CENELEC Internal Regulations which stipulate the conditions for giving this
European Standard the status of a national standard without any alteration. Up-to-date lists and bibliographical references
concerning such national standards may be obtained on application to the CEN-CENELEC Management Centre or to any CEN
member.
This European Standard exists in three official versions (English, French, German). A version in any other language made by
translation under the responsibility of a CEN member into its own language and notified to the CEN-CENELEC Management
Centre has the same status as the official versions.

CEN members are the national standards bodies of Austria, Belgium, Bulgaria, Croatia, Cyprus, Czech Republic, Denmark, Estonia,
Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Latvia, Lithuania, Luxembourg, Malta, Netherlands, Norway,
Poland, Portugal, Republic of North Macedonia, Romania, Serbia, Slovakia, Slovenia, Spain, Sweden, Switzerland, Türkiye and
United Kingdom.
EUROPEAN COMMITTEE FOR STANDARDIZATION
COMITÉ EUROPÉEN DE NORMALISATION

EUROPÄISCHES KOMITEE FÜR NORMUNG

CEN-CENELEC Management Centre: Rue de la Science 23, B-1040 Brussels
© 2025 CEN All rights of exploitation in any form and by any means reserved Ref. No. EN 17984-3:2025 E
worldwide for CEN national Members.

Contents Page
European foreword . 3
Introduction . 4
1 Scope . 5
2 Normative references . 5
3 Terms and definitions . 6
4 Assistance dog breeding specialist . 6
5 Puppy selector . 7
6 Puppy raising supervisor . 8
7 Dog care specialist (kennel) . 9
8 Assessors . 10
8.1 Assessor for the suitability of the applicant . 10
8.2 Assessor for dogs in training . 11
8.3 Assessor for the team . 11
9 Orientation and mobility specialist. 12
10 Assistance dog trainer . 13
11 Assistance dog instructors . 14
11.1 General. 14
11.2 Guide dog mobility instructor . 15
11.3 Hearing dog instructor . 16
11.4 Medical alert assistance dog instructor . 17
11.5 Mobility assistance dog instructor . 17
11.6 Developmental disorder assistance dog instructor . 17
12 Team training instructors . 18
Annex A (informative) Country-specific examples of methods to assess competencies. 21
Bibliography . 35

European foreword
This document (EN 17984-3:2025) has been prepared by Technical Committee CEN/TC 452 “Assistance
dogs”, the secretariat of which is held by UNMZ.
This European Standard shall be given the status of a national standard, either by publication of an
identical text or by endorsement, at the latest by June 2026, and conflicting national standards shall be
withdrawn at the latest by June 2026.
Attention is drawn to the possibility that some of the elements of this document may be the subject of
patent rights. CEN shall not be held responsible for identifying any or all such patent rights.
This document is part of a series of standards under the general title Assistance dogs which will comprise
the following parts:
— Part 1: Vocabulary
— Part 2: Dog lifetime welfare
— Part 3: Competencies for assistance dogs professionals
— Part 4: Pre-training, training and tasks
— Part 5: Creating and sustaining assistance dog teams
— Part 6: Accessibility and universal access
This document will be read in conjunction with EN 17984-1, EN 17984-2, EN 17984-4 and EN 17984-6
as the series is technically linked and to be read conjointly.
Any feedback and questions on this document should be directed to the users’ national standards body.
A complete listing of these bodies can be found on the CEN website.
According to the CEN-CENELEC Internal Regulations, the national standards organisations of the
following countries are bound to implement this European Standard: Austria, Belgium, Bulgaria, Croatia,
Cyprus, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, Ireland,
Italy, Latvia, Lithuania, Luxembourg, Malta, Netherlands, Norway, Poland, Portugal, Republic of North
Macedonia, Romania, Serbia, Slovakia, Slovenia, Spain, Sweden, Switzerland, Türkiye and the United
Kingdom.
Introduction
At present there are no defined competencies at a European level for professionals working in assistance
dog organisations. This creates a high risk of assistance dog users being partnered with poorly and
insufficiently trained dogs. It presents further risk to the welfare and wellbeing of assistance dog users
and dogs if staff are not competent to perform their role according to safe and recognized standards.
This document will reduce this risk by encouraging organisations to provide training, or select
appropriately trained professionals, to work within their organization. This document will allow
assistance dog users greater choice when selecting an assistance dog provider and offers a level of quality
of the service they can expect.
NOTE National rules and regulations related to training of professionals in the field of assistance dogs can
apply.
1 Scope
This document specifies the competencies required of assistance dogs’ professionals. The purpose of this
document is to improve and ensure the quality of professionals working in a role within an assistance
dog organization. Each speciality of assistance dog requires a specific set of role competencies and there
are some common core competencies.
Core competencies in:
— breeding;
— puppy raising;
— dog care;
— assessors;
— orientation and mobility;
— trainers;
— instructors.
Specific competencies to train:
— guide dogs;
— hearing dogs;
— medical alert dogs;
— mobility assistance dogs;
— autism and development disorder dogs;
— team training instructor.
It is accepted that assistance dog organisations vary greatly in structure and not every organization will
have all the roles identified. Where one person performs more than one role, it is expected that they will
have the competencies of all the roles they perform e.g. a dog trainer can also have the competencies of a
dog care specialist. And there will be some organisations where some of these roles are not required, e.g.
those with no breeding programme will not require the associated role competencies.
2 Normative references
The following documents are referred to in the text in such a way that some or all of their content
constitutes requirements of this document. For dated references, only the edition cited applies. For
undated references, the latest edition of the referenced document (including any amendments) applies.
EN 17984-1:2024, Assistance dogs — Part 1: Vocabulary
3 Terms and definitions
For the purposes of this document, the terms and definitions given in EN 17984-1:2024 and the following
terms and definitions apply.
ISO and IEC maintain terminologiy databases for use in standardization at the following addresses:
— ISO Online browsing platform: available at https://www.iso.org/obp
— IEC Electropedia: available at https://www.electropedia.org/
3.1
knowledge
facts, information, truths, principles or understanding acquired through experience or education
3.2
skill
ability to apply knowledge to complete tasks and solve problems acquired through education, experience
or other means
3.3
competence
ability to apply knowledge and skills to achieve intended results
3.4
education provider
organization which provides training to adults
Note 1 to entry: See Annex A for country-specific examples of assessment and education providers.
3.5
state-affiliated education provider
education provider which is run by the state or received a delegation from the state to provide such a
service
3.6
independent education provider
education provider which delivers assessments or certifies an individual in relation to a title or a
certification
Note 1 to entry: An independent education provider can be certified by the state or accredited by a national
accreditation body.
3.7
national accreditation body
institution which attests to the competence and impartiality of conformity assessment bodies (testing
and calibration laboratories, certification, and inspection bodies), according to an international standards
body
4 Assistance dog breeding specialist
An assistance dog breeding specialist shall:
— demonstrate knowledge of physical and behavioural genetics and genetic improvement of dogs,
including selection and matching of studs and bitches;
— demonstrate knowledge of the principles of dogs’ anatomy, physiology, general pathology, and
infectious and parasitic diseases;
— demonstrate knowledge regarding nutritional requirements of brood bitch, including throughout
pregnancy and during nursing, and nutritional requirements of puppy;
— demonstrate knowledge of reproduction and more specifically birth related issues;
— be aware of current best practices of suitable environments for dog: breeding, birth and early
development, identify them in the environment and modify it accordingly or make the
recommendations to improve these in the interest of the dog’s wellbeing and breeding safety;
— identify appropriate point of referral to a veterinarian either physically or through distance
consulting, to ensure the safety and wellbeing of the dogs and puppies;
— be continually alert for risks during whelp and be rapid in response to alleviating and minimizing the
risks by taking prompt action;
— monitor the delivery to minimize risks and have the proper responses in case of complications;
— demonstrate understanding of the competencies required of a working assistance dog;
— monitor the dog's growth and health from birth to eight weeks of age with respect of the current
knowledge of puppy’s development;
— monitor the puppy's psychological development, including socialization and behaviour;
— keep accurate records for each individual in each litter related to puppy growth and development,
psychological development, including socialization and behaviour;
— evaluate the suitability of a puppy to enrol in an assistance dog program with respect of the puppy’s
welfare;
— using a consistent measurement tool, provide evidence of the puppy’s suitability, health and
soundness for the role of an assistance dog;
— demonstrate knowledge of welfare principles enlisted in EN 17984–2 and provide accurate records
that demonstrate their applications.
5 Puppy selector
A puppy selector shall:
— demonstrate knowledge of the competencies required of an active assistance dog with respect of the
puppy’s welfare, wellbeing, and soundness;
— apply different humane test techniques in order to evaluate the suitability of a puppy to enrol in an
assistance dog programme;
— provide evidence and justification for matching with puppy raisers and evaluate the decision,
adjusting where necessary in the puppies’ best interest;
— demonstrate knowledge of the principles of anatomy, physiology, general pathology, and infectious
and parasitic diseases and consider the consequences for the suitability of the puppy;
— identify appropriate point of referral to the appropriate specialist (veterinarian, behaviourist, or
other professionals) either physically or through distance consulting, to ensure the safety and
wellbeing of the dog;
— demonstrate understanding of puppies’ behaviours individually and in the litter group, which ones
will be identified for assistance selection on completion of puppy evaluation based on health, welfare,
wellbeing, and soundness;
— using consistent measurement tools, evaluate and record the temperament of the proposed breeding
bitch and once selected continually evaluate her behaviour to establish suitability for breeding,
match to suitable stud and to provide evidence of breed selection traits for future litters;
— demonstrate knowledge about dog socialization and identify when the dog has or does not have
suitable socialization behaviours for enrolment in an assistance dog programme;
— demonstrate knowledge of welfare principles enlisted in EN 17984-2 and provide accurate records
that demonstrate their applications;
6 Puppy raising supervisor
A puppy raising supervisor shall:
— demonstrate knowledge of the principles of the dog's growth and health from birth to adulthood with
respect of the current knowledge of puppy’s development;
— observe and record the dog's physical developmental, growth and health from birth to adulthood
with respect of the current knowledge of puppy’s development;
— demonstrate knowledge of the principles of preventive parasite control, vaccination and
prophylactic program and make sure they are applied;
— identify appropriate point of referral to a veterinarian or behaviourist either physically or through
distance consulting, to ensure the safety and wellbeing of the dog;
— identify problem indicators in the behavioural development of the dog;
— demonstrate knowledge of the competencies required of a working assistance dog;
— monitor the dog's psychological development, including socialization and behaviour;
— keep accurate records for each individual related to puppy growth and development, psychological
development, including socialization and behaviour;
— assess the potential of a puppy, based on proven measurement and evidence to enter into an
assistance dog programme with respect of the puppy’s welfare, wellbeing, health and soundness for
the role;
— demonstrate understanding of puppies’ behaviour individually and in different human/canine
groups and within different environments and identify puppies who are likely to be successful in the
role of an assistance dog;
— demonstrate knowledge of the principles of learning, ethology, health and welfare and the intended
outcomes of the training to create and implement a training plan with realistic targets for a desired
behaviour for that individual animal;
— demonstrate knowledge of the principles and stages of socialisation from puppyhood to social
maturity, and of the application of the techniques of dog training by adapting them to the individual
requirements of the animal and its environment, and the specific desired behaviours for the role;
— select and utilize effectively appropriate equipment for the training of individual puppies eventually
associated with aspects of the assistance dog’s function;
— plan, supervise or directly deliver education programmes for puppy raisers;
— apply theoretical and practical knowledge of teaching and learning of adults and at times, children,
and young people living with the puppy raiser;
— contribute to regular reviews to assess the dog’s temperament, behaviour and learnt skills and
continually review the puppies progress and suitability for the programme; with respect of the
puppies’ welfare, apply different pain-free test techniques during the assessment;
— demonstrate the ability to assess the puppy raisers applicants; determine their motivation for taking
on the role, identify any need for additional skills development and knowledge for the applicants to
be successful in their application to volunteer with a puppy raising programme;
— evaluate the suitability of the physical and social environment of puppy raiser applicant with the
puppy raising programme;
— identify puppy raisers ready to receive and be matched with a puppy that has been suitably assessed
and is appropriate to their skill level;
— in collaboration with the puppy raiser, set a training plan for each puppy;
— identify and respond to the needs of puppy raisers for further information, training, and techniques;
— create a collaborative environment for the puppy raisers (e.g. classes, informal meetings);
— understanding differences in interacting with a dog for target audience and the purpose we are
preparing them for; understand and explain the rules and regulations related to the accessibility of
teams; demonstrate observation and analysis skills of interindividual and group relationships;
— demonstrate different communication techniques by adapting them to the public and the
professional context, including colleagues, volunteers, and handlers;
— demonstrate knowledge of welfare principles enlisted in EN 17984–2 and provide accurate records
that demonstrate their applications.
7 Dog care specialist (kennel)
A dog care specialist shall:
— demonstrate knowledge of the principles of dogs’ anatomy, physiology, general pathology, and
infectious and parasitic diseases and apply them to hygiene, sanitation, and infectious disease
control;
— demonstrate knowledge of the principles of preventive parasite control, vaccination and
prophylactic program and make sure they are applied;
— identify problem indicators with the behaviour and the health of the dog; more specifically, recognize
changes in a dog that indicate health concerns and take appropriate action to alleviate these
concerns: stool and urine monitoring, monitoring of body weight, and appropriate food selection;
— evaluate and adapt the material environment and the equipment of the kennel in respect of the
welfare principles outlined in EN 17984-2;
— demonstrate basic knowledge of training techniques;
— with respect of the welfare principles outlined in EN 17984-2, apply these techniques in relation to
dog and puppies’ handling for transport, exercise, basic veterinary treatments, and other everyday
handling such as ear care, grooming, bathing, walking with a gentle leader, on the tread mill (or
alongside a bike) and wearing a muzzle when required;
— recognize signs of stress, changes in behaviour associated with the environment and adapt practices
in handling and kennel enrichment to relieve stress;
— demonstrate a range of communication techniques by adapting them to other staff including
colleagues, veterinarians, trainers, and instructors; adjust communication as needed to members of
the public and volunteers who may or may not be dog professionals;
— demonstrate knowledge of welfare principles enlisted in EN 17984-2 and provide accurate records
that demonstrate their applications.
8 Assessors
8.1 Assessor for the suitability of the applicant
An assessor for the suitability of the applicant for an assistance dog shall:
— with respect of the applicant’s privacy, collect through different appropriate methods (e.g.
questionnaire, interview, home visit) the necessary information regarding the applicant’s clinical and
psychological conditions (from medical and psychological team), needs, motivation and support, and
lifestyle situation;
NOTE In regard to privacy and personal data handling, local regulations and requirements such as the GDPR
can apply.
— demonstrate knowledge and understanding of the different disabilities that can be assisted by a dog,
and more specifically in the disability for which the applicant is seeking support from a service in the
provision of an assistance dog and the accompanying service;
— have a clear conception of the role of an assistance dog, its strengths and limitations, risks and
benefits for the beneficiary and the dog;
— demonstrate knowledge of what is feasible with a dog for the applicant depending on their specific
disability and individual conditions;
— demonstrate knowledge about dog requirements in order to ensure a suitable match with a person
with a disability;
— demonstrate knowledge about the possible risks for the applicant with a disability deriving from the
presence of a dog;
— demonstrate knowledge about the possible risks for the dog deriving from the applicant’s general
condition;
— in case the applicant’s condition is not suitable with the assistance of a dog, identify and evaluate the
resources the applicant could use in order to reach the requirements (e.g. find another person that
can support the team);
— produce accurate reports to enable quality control and use professional judgement to make
recommendations on each application;
— demonstrate knowledge of the principles related to client services in the EN 17984 series and
provide accurate records that demonstrate their applications.
8.2 Assessor for dogs in training
An assessor for dogs in training shall fulfil the required competencies of assistance dog trainers.
In addition, an assessor for dogs in training shall:
— demonstrate knowledge on how and when to seek out necessary information regarding the dog’s
clinical and behavioural conditions (e.g. from veterinary and dog training professional);
— demonstrate knowledge of principles of the dog's growth and health from birth to adulthood with
respect of the current knowledge of puppy’s development;
— demonstrate knowledge about different dog breeds involved in the program and their
characteristics;
— demonstrate knowledge of the competencies required of an active assistance dog;
— demonstrate knowledge about the techniques of dog training; their application to the specific role
and individual requirements of the animal and its environment; more specifically apply this
knowledge through the evaluation of the dog’s temperament and behaviour to determine whether it
is suitable to perform the role;
— produce accurate reports to enable quality control and use professional judgement to make
recommendations on each assessed dog;
— demonstrate knowledge of welfare principles enlisted in EN 17984–2 and provide accurate records
that demonstrate their applications.
8.3 Assessor for the team
An assessor for the team shall fulfil the required competencies of assistance dog trainers.
In addition, an assessor for dogs in training shall:
— demonstrate applied knowledge about dog requirements in order to ensure a suitable match with a
beneficiary with a disability (e.g. size of the dog, temperament of the dog, speed of the dog);
— demonstrate knowledge about the different disabilities that can be assisted by a dog, more
specifically in the disability for which the team is matched up and the positive impact the assistance
dog can bring to the beneficiary;
— based on formalized tests such as a set up path, evaluate the efficacy and reliability of the team in the
different tasks;
— based on the assessor’s interview and observation of the dog and the partnership, evaluate the
beneficiary’s capacity to take care of the dog;
— assess, identify, and evaluate the different needs of the team depending on the disability of the
beneficiary and the training of the dog and provide action and solutions to issues found;
— respect all welfare principles enlisted in EN 17984-2;
— produce accurate reports to enable quality control and use professional judgement to make
recommendations on each assessed team;
— demonstrate knowledge of welfare principles enlisted in EN 17984-2 and provide accurate records
that demonstrate their applications.
9 Orientation and mobility specialist
An orientation and mobility (O&M) specialist shall:
— demonstrate a range of communication techniques by adapting them to the public and the
professional context, including colleagues, volunteers, and handlers;
— foster knowledge and development at all levels that concern the habilitation for visually impaired
beneficiaries in O&M with the aid of the guide dog;
— implement strategies, procedures, aids, and methods to prepare the beneficiary to work with a guide
dog and/or complement the aid of the guide dog;
— calibrate and maintain a correct physical and psychological distance to strengthen the user’s
awareness and competence;
— identify and enhance the motivational aspects and the individual adaptability;
— carry out O&M trainings with the aid of the guide dog by applying acts of habilitation;
— establish with the beneficiary a relationship specifically aimed at their autonomy and their
independence;
— demonstrate knowledge in methods, strategies, didactics, and specific O&M’s habilitation techniques
with the aid of the guide dog;
— use appropriate language system, techniques and methods concerning the typology and tools for the
O&M with the aid of the guide dog;
— define O&M tasks with the aid of the guide dog, times, and ways to reach and solidify specific abilities
and performances through individual and individualised action plans;
— plan and put into practice individual and individualised O&M training with the aid of the guide dog
for people with sight loss;
— evaluate the user abilities and performances including safety, responsibility, and autonomy;
— produce professional specialist reports to indicate decision as to the most appropriate mobility
outcome or matching need;
— ensure reports accurately describe the needs and capabilities of applicants so that the most
appropriate dog can be selected and prepared to meet the assessed needs;
— draw up a report regarding the provided evaluation which can be shared with other operators and
with the user.
NOTE 1 Orientation and mobility specialists are not expected to train guide dogs. They are a qualified person
providing instructions to a blind or visually impaired person to help them develop or relearn skills and concepts so
that they can move about safely and independently.
NOTE 2 This profession can also be referred to as an O&M instructor. A GDMI is a person who is qualified as a
guide dog mobility instructor.
10 Assistance dog trainer
An assistance dog trainer shall:
— create and implement a training plan with realistic targets for a desired behaviour of the dog based
upon the principles of learning, ethology, health and welfare and the intended outcomes of the
training;
— identify the factors, including behavioural development of the dog, which can affect the progress and
success of training and adapt the training methods accordingly, more specifically through the
assessment and continual review of the dog’s temperament and behaviour to determine whether it
is suitable to perform the role;
— assess, develop, and evaluate a range of environments used during the training of specific aspects of
the assistance dog’s role and their importance to different types of beneficiaries;
— select and utilize appropriate humane equipment for the training of individual dogs associated with
particular aspects of the assistance dog’s function;
— seek advice on a humane fit of harness;
— contribute to regular reviews to assess and continually review the dogs progress and suitability for
the role and seek advice when some issue is identified;
— identify problem indicators with the behaviour and the health of the dog; more specifically, recognize
changes in a dog that indicate behaviour and health concerns and take early appropriate action to
alleviate these concerns;
— organize its work following the rules and regulations related to the practice of dog training within
the agreed time frames;
— demonstrate detailed knowledge of each dog’s abilities to deliver a training programme, either pre-
determined or appropriately adapted;
— maintain accurate and current documentation for dogs in training about their progress and keep
appropriate records;
NOTE  Regarding documentation for dogs in training, local regulations and requirements can apply.
— demonstrate observation and analysis skills of interindividual and group relationships;
— demonstrate different communication techniques by adapting them to the public and the
professional context, including colleagues, volunteers, and handlers;
— provide written communication in the beneficiary’s preferred format, e.g. braille;
— demonstrate knowledge of welfare principles enlisted in EN 17984-2 and provide accurate records
that demonstrate their applications.
11 Assistance dog instructors
11.1 General
An assistance dog instructor should fulfil the required competencies of assistance dog trainers and have
one or more of the following specialities: guide dogs, hearing dogs, medical alert assistance dogs, mobility
assistance dogs, autism assistance dogs and development disorder assistance dogs and post-traumatic
stress disorder assistance dogs.
An assistance dog instructor shall:
— demonstrate a range of communication techniques by adapting them to the applicants and the
beneficiaries, along with other staff including colleagues, veterinarians, trainers, and instructors;
— adjust communication as needed, especially when the person has an impairment which affects
communication skills;
— evaluate the needs of the beneficiary;
— create a training plan for dogs and assistance dog teams and implement or supervise it according to
specific individual beneficiary requirements;
NOTE Regarding supervision and implementation of training plans for assistance dogs, local regulations and
requirements can apply.
— apply knowledge of the functional impact of the disabilities or health conditions of the beneficiary to
ensure dogs can perform their role within the required variety of circumstances;
— produce accurate reports to enable quality control and use professional judgement to make
recommendations on each dog’s progression;
— assess the mobility of the beneficiary, determine the mobility potential of the beneficiary and decide
upon the appropriate service offer through a thorough assessment process;
— identify beneficiaries who, at the point of application, present themselves with additional
requirements and refer them to appropriate sources of support from other professionals;
— describe how collaborative working with other professionals and agencies can enhance the
additional needs of beneficiaries;
— seek out and set up collaborative work with other professionals and agencies;
— evaluate the type of support needed by beneficiaries with an additional disability or ask
rehabilitation specialist to assess;
— recognize when a beneficiary with additional requirements needs additional support from other
professionals and signpost to them;
— identify and evaluate whether any additional disabilities of a beneficiary can be
compensated/alleviated by extra training of the dog to this end considering the dog’s learning
abilities and welfare;
— ensure that dogs are suitably matched to beneficiary according to agreed criteria;
— use detailed evidence and reported knowledge of each dog’s qualities and recognize how these are
likely to compliment the needs and lifestyle of beneficiary;
— analyse and assess any risks associated with the dog and whether these risks can be safely and
appropriately balanced by the skills or capability of the intended beneficiary/handler;
— produce professional specialist reports to indicate the decision as to the most appropriate mobility
outcome or matching need;
— ensure reports accurately describe the needs and capabilities of beneficiary and the future team so
that the most appropriate dog can be selected and prepared to meet the assessed needs;
— plan, supervise or directly deliver training courses for beneficiary/handler;
— apply theoretical and practical knowledge of teaching and learning of adults and at times people with
additional needs, (including the instruction of children and young people);
— use skills and experience to develop both beneficiary and the matched dog to jointly create an
effective partnership that enables safe, independent travel and a good quality of life for the dog;
— understand and explain the rules and regulations that apply to the accessibility of teams in relation
to the needs of the team;
— plan and provide aftercare services to the partnership that supports efficient mobility, dog welfare
and maximizes the effective working life of the partnership;
— describe the processes involved in bereavement related to the loss of an assistance dog and deliver
effective support to an individual affected by loss in line with his/her professional competences;
— inform, represent, and promote the cause of assistance dogs;
— when necessary, identify and organize a suitable accommodation for an assistance dog.
11.2 Guide dog mobility instructor
A guide dog mobility instructor shall:
— assess the orientation and mobility of the beneficiary and decide upon the appropriate service offer
through a thorough assessment process;
— understand the functional impact of various forms of visual impairments on the beneficiary;
— be conversant in a range of terminology relating to the causes of visual impairment;
— identify the potential implications of visual impairment on the beneficiary;
— explain how visual impairment can impact on the individual’s daily life;
— explore a range of indoor and outdoor tests used to assess the beneficiary’s vision or analyse and
apply the results of such tests;
— understand how residual functional vision can be used to assist orientation and independent travel
in order to provide effective strategies to the advantage of the partnership with a guide dog and
address areas where its use can conflict with a dog’s work;
— recognize the value of a range of low vision strategies and implement them in accordance to his/her
professional competence;
— analyse the physical environment to suggest enhancements for the overall benefit of the beneficiary;
NOTE This can be done in collaboration with a rehabilitation centre.
— demonstrate, discuss and agree with beneficiary, a range of sighted (residual vision) and non-sighted
guide skills such as hearing that can be used to facilitate safe independent orientation and mobility;
— demonstrate existing techniques to facilitate safe independent route finding for people with visual
impairment;
— deliver orientation techniques used to facilitate safe independent mobility for a range of beneficiaries
with sight loss, in a range of circumstances;
— recognize when a beneficiary requires additional professional support in orientation and mobility;
— be open to the strategic choices that the beneficiary ultimately makes if this does not endanger the
dog and handler him/herself;
— evaluate his/her experiences of simulating sight loss and guide dog use; this may include role play,
blindfold walks, use of simulation spectacles and other activities at the discretion of the training
organization and/or employer.
11.3 Hearing dog instructor
A hearing dog instructor shall:
— demonstrate knowledge of the different hearing impairment disabilities through understanding and
evaluating the consequences for the beneficiary in terms of balance, mobility and lifestyle;
— demonstrate knowledge of devices that can assist hearing impaired beneficiaries and their impact on
the impairment;
— train dogs in sign language along with oral commands for the obedience and sound commands;
— have the ability to use effective communication methods, e.g. elementary proficiency in sign language
/ work with a translator / use written communication;
— demonstrate different appropriate communication techniques adapted to beneficiaries who have a
hearing impairment (e.g. e-mail, sign language, slow talk, general behaviour);
— demonstrate knowledge of hearing-impaired culture;
— demonstrate knowledge of different sounds of everyday life and emergency (e.g. smoke/fire alarm,
ambulance siren);
— adapt training accordingly and adjust it to the different environments and devices of the beneficiary.
11.4 Medical alert assistance dog instructor
A medical alert assistance dog instructor shall:
— demonstrate general knowledge about the main diseases for which alert dogs can assist (basic
knowledge about the symptoms and emergency treatment and devices);
— demonstrate knowledge of team-working to create response from the dog for the specific medical
condition of the beneficiary;
— with the use of tools such as evaluation of a diary or observation of a video of an alert situation, assess
the suitability of a trained dog or a family dog to play the role of assistance dog to a beneficiary;
— operate an adapted method of dog training for the specificity of the disease, for instance scent work
with smell samples;
— in relation to the medical alert assistance dog tasks, demonstrate the ability to collect personal
information related to the beneficiary’s family routine with respect of personal privacy.
11.5 Mobility assistance dog instructor
A mobility assistance dog instructor shall:
— demonstrate knowledge about different mobility impairments and the evolution of these
impairments;
— demonstrate knowledge of the different mechanical (e.g. wheelchairs, walking sticks) and technical
(e.g. remote control) aids related to mobility impairment;
— implement a plan, programme or activities to assess the autonomy of the beneficiary and evaluate
the benefits of an assistance dog for them;
— use different types of mobility devices during the training;
— when necessary and while in presence of the beneficiary, demonstrate practical knowledge of simple
moves to assist them with some practical aspects in everyday life, e.g. providing assistance on stairs,
support with transferring to or from a wheelchair (lifting and transfer techniques), experience using
public transport with technical mobility aids;
— demonstrate knowledge of the physical, social, and psychological impacts of the mobility
impairments;
— evaluate his/her experience of simulating mobility impairment and assistance dog use, this can
include role play, use of different types of mobility aids like wheelchairs, sticks, hand bikes, etc at
home, in public and other activities at the discretion of the training organisation and/or employer.
11.6 Developmental disorder assistance dog instructor
A developmental disorder assistance dog instructor shall:
— demonstrate knowledge of the basic principles of child development and associated pathologies
(autism and other development disorders) and their consequences on the adults concerned;
— implement a plan, programme or activities to assess the autonomy of the beneficiary and evaluate
the benefits of an assistance dog for them; Teach adults as well as children and assess their ability;
— work in a team with the assistance dog (e.g. with the beneficiary by themselves or in a triad);
— build activities that include the assistance dog;
— recognize that the presence of a dog can enhance social connections for the beneficiary but that this
enhancement is limited and shall not be a substitute for other types of support;
— demonstrate a range of appropriate communication techniques adapted to children according to
their age and their pathology;
— in relation to the parents, manage expectations of progress and pace of progress and end results and
clearly explain the difficulties and boundaries in a positive manner;
— clearly understand the dynamics proper to the triad team and how each member is involved in the
triad in order to identify whether these dynamics
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