(Reprinted from RECREATION EXCHANGE, N.J. Association for Retarded Children, March-April 1973)

By Octavia J. Brown

Every handicapped person grows up knowing that there are many things he simply cannot do. The task of recreational therapists is to find and capitalize on those activities and sports in which handicaps are minimized, and which offer the chance of living a more normal, healthy life. It may come as a surprise to many recreation workers that horseback riding is one of the activities open to a wide variety of handicapped people.

Most children jump at the chance to ride a pony, and handicapped children are no exception. There are at the moment a few programs in New Jersey offering special facilities for the handicapped with all the fun and challenge of learning to ride. There are programs for both physically disabled and the emotionally or mentally handicapped, each concentrating on slightly different goals according to the needs of the riders. Perhaps the most important element for anyone in these programs, however, is the enormous boost in self-confidence derived from riding a horse. All at once, the rider finds himself literally above the rest of the world, and in command of a large animal. The friendly pony or horse is willing to carry the rider anywhere he wishes to go, and responds readily to a few quickly- learned signals. The rider feels more independent on the back of his horse than he may ever have felt before.

What can riding do for the mentally retarded? Mentally retarded people can often perform quite well physically, and less emphasis is place don improving balance and coordination than would be the case with, say, a cerebrally palsied child or a polio victim. Problems are more in the realm of having to pay attention long enough to perform a series of coordinated movements, or being able to remember from one session to the next how to hold the reins and make the horse walk.

Most retarded riders get a big thrill from being up on the horse's back, and are motivated to learn to control the animal. This motivation is the main ally for the instructor. With constant repetition and emphasis on the response of the horse, the rider learns that what he does affects the performance of the animal. He learns to "speak" to the animal through reins and legs, and benefits from the immediate feedback provided by it: the wrong signal produces an incorrect response. For example, when halting, both hands must pull evenly back on the reins; if one hand pulls more strongly, the horse will turn in a circle instead of stopping.

With ingenuity, the instructor and other therapists can devise many ways of making learning seem like fun because it is done on the back of a horse. For example: the rider is expected to remember the names of parts of the saddle and bridle, and of the horse itself; large letter cards, normally used as directional signals, can be used in a variety of games to encourage spelling and verbal skills; left and right side commands are used constantly; and so on.

Last but not least, there is a chance of the rider learning a skill that could find him a fob one day. The task of caring for a horse every day is ideally suited to some retarded people. A close relationship is formed with the animal and the routine is non-threatening. Some stable owners are now offering openings for such workers.

How is such a program organized? The following remarks apply both to physically and mentally handicapped riders. Each new rider is accompanied by three helpers: one leads the horse, and one walks on either side of the rider. As soon as he demonstrates sufficient balance to stay in the saddle at the walk, and while turning and halting, the side helpers are taken away one at a time. Eventually, if sufficient control is possible, the leader also withdraws; but there is always someone available to help out if needed. Safety belts are worn by those with poor balance consisting of a strong leather belt with handles on either side for helpers to hold on to. Safety helmets are worn at all times, and special safety stirrups can be used if necessary. Those who cannot walk are helped onto the horse's back from a high ramp or other high place, and the animals are trained to stands still while the rider mounts and has his stirrups properly adjusted.

Lessons place emphasis mainly on riding skills, although the necessary balance and coordination exercises can easily be integrated into physical therapy programs. Permission of a doctor and physical therapist is always obtained before accepting any rider, and advice sought before starting exercises.

Results! A mongoloid boy, aged 5 1/2, unable to walk and with extremely limited speech has learned (while supported by the instructor) to place one foot in the stirrup and move the other leg over the saddle to mount; he can kick both feet firmly against his pony's sides to persuade it to walk; he says "whoa" loud and clear while pulling on the reins; he can turn his pony in and out of bending poles, and he performs the group exercises with great glee. All of this has taken several months to accomplish and has been guided by his mother's patient work at home to perfect each movement. His pleasure in doing these things shines on his face at every lesson. He clearly enjoys being able to control his animal (and has a grand time flirting with his lady helpers!)

A 12-year-old girl, classified as moderately retarded, has always loved her lessons. She has learned to control her natural impulsivity wen on the horse to the extent of being able to ride alone at a walk, and wait her turn for the instructor's attention. She will soon be trotting alone too. She can now take in a sequence of directions without being confused by them. She can saddle and unsaddle her own mount. Her movements are well-coordinated and her position on the horse is excellent. This has taken months of repetition of simple commands, but her progress is steady and her sense of achievement something to see: she did it all by herself!

To sum up. . .

For anyone it is a lot of fun to climb up on a horse's back, take up the reins and urge the animal to walk on. The retarded do not control very much in their daily lives; but they can learn to control a horse. This activity is their very own, since no-one can ride for the rider and he knows it. Hence the smiles and looks of supreme satisfaction one encounters so often from the retarded rider.