L’implementazione del group-based early start Denver model nella scuola dell'infanzia. Uno studio di caso

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]