Feasibility and Implementation of a Video-Based Yoga Program in a Special Education Setting Using a Collaborative Model

Abstract

Background:Yoga has been used as an intervention in children with evidence for reducing stress and for improving self- and social- confidence in children with typical and atypical development. Improvement in physical function has also been noted in the literature. Children with moderate to severe developmental delay often need support in the educational environment. While they may benefit from a school-based yoga program, the need for support to participate in a group yoga activity may create a barrier for implementation of such a program in many classrooms. A collaborative model with related service providers may help to remove this barrier. Aim: The purpose of this short communication is to describe the implementation of a yoga program in a self-contained education environment using a collaborative approach between classroom teachers and related service providers. This collaboration may improve participation in children with moderate-to-severe levels of intellectual or physical impairment. Outcomes: The yoga program was successfully implemented in two special education classrooms. The six participants in group 1 with a diagnosis of autism had reported anecdotal improvement in ability to focus following individual sessions. These students required cues primarily to remain engaged in group activity. In group 2, seven of eight participants were diagnosed with autism. One participant had a dual diagnosis of cerebral palsy and autism, and the eighth participant was diagnosed with muscular dystrophy. These children required modifications and assistance to participate, with similar results as group 1. The child diagnosed with cerebral palsy demonstrated increased lower extremity flexibility and the child with muscular dystrophy had a more relaxed breathing pattern following yoga postures.