dc.contributor.author | Zappalà, Emanuela | |
dc.date.accessioned | 2023-02-23T10:22:07Z | |
dc.date.available | 2023-02-23T10:22:07Z | |
dc.date.issued | 2020-09-29 | |
dc.identifier.uri | http://elea.unisa.it:8080/xmlui/handle/10556/6435 | |
dc.identifier.uri | http://dx.doi.org/10.14273/unisa-4507 | |
dc.description | 2018 - 2019 | it_IT |
dc.description.abstract | This thesis aims at identifying the potential characteristics and limitations of the Group based Early Start Denver Model (GESDM) in a Californian educational context using the
Active Implementation Framework (Fixsen, 2005) with the specific intent to explore its
possible adoption in Italian preschools. Following a thorough literature review on Autism
Spectrum Disorders (ASD) and the educational interventions proposed to date, two
fundamental aspects emerged: the complexity characterising the Disorder and the
heterogeneity of interventions claiming their effectiveness in educating children with ASD.
Among these educational interventions, which is also suggested in several studies and in the
Italian Guidelines on Autism, is the Early Start Denver Model (ESDM). This model, which
was theorised by Geraldine Dawson and Sally Rogers in 2010, plays an important role
because it is an early and effective educational intervention that promotes the development
of the child with ASD. The efficacy of the model reported in several randomized studies, the
need to act intensively already in infancy, and the relevance of peer-to-peer interaction to
promote learning among pupils with this Disorder, has led to the adaptation of the ESDM to
larger group settings in 2017.
This research reports a case study carried out during an internship in a Californian school
for six months. The study, guided by Active Implementation framework, envisaged an initial
exploration phase. This focussed on the procedure to implement the GESDM. Successively,
the teachers participating in this project were monitored during their GESDM training course
to evaluate the efficacy of the course. The results obtained during this study showed that
some specific elements of the GESDM, such as the adaptation of the environment, the
planning of activities, the strategies to lead individualized and personalized teaching
activities with the whole classroom may be adopted in Italian preschools to promote the full
participation of pupils with ASD along with their peers. Further research needs to be
conducted among Italian pre-school teachers to assess the levels of acceptability and
feasibility of the model. [edited by Author] | it_IT |
dc.language.iso | it | it_IT |
dc.publisher | Universita degli studi di Salerno | it_IT |
dc.subject | Groupbased early start Denver model | it_IT |
dc.subject | Implementation science | it_IT |
dc.subject | Formazione docenti | it_IT |
dc.title | L’implementazione del group-based early start Denver model nella scuola dell'infanzia. Uno studio di caso | it_IT |
dc.type | Doctoral Thesis | it_IT |
dc.subject.miur | M-PED/03 DIDATTICA E PEDAGOGIA SPECIALE | it_IT |
dc.contributor.coordinatore | Elia, Annibale | it_IT |
dc.description.ciclo | XXXII ciclo | it_IT |
dc.contributor.tutor | Sibilio, Maurizio | it_IT |
dc.identifier.Dipartimento | Scienze del linguaggio, della società, della politica e dell'educazione | it_IT |