<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>The article presents the results of the psycho-pedagogical experiment carried out in two kindergartens in Galati, on a sample comprising 4 teachers, 12 preschool children with autism and 74 inclusive preschool children. The study aimed to investigate the development process of the integrative system in early education by ensuring the interdependence between material resources, human resources and methodological resources existing in institutions implementing this type of training. The research is of value because it was carried out on an age segment that is little researched and explored, but which is of overwhelming importance in the development of preschool children with ASD in all aspects: psychological, social and emotional. It has been scientifically and practically demonstrated that a thorough training of teachers in mainstream education is required to ensure a successful integrated approach through a rigorous, well-founded intervention in accordance with the specific characteristics of children with ASD and their educational needs.</p>
</abstract>

The article presents the results of the psycho-pedagogical experiment carried out in two kindergartens in Galati, on a sample comprising 4 teachers, 12 preschool children with autism and 74 inclusive preschool children. The study aimed to investigate the development process of the integrative system in early education by ensuring the interdependence between material resources, human resources and methodological resources existing in institutions implementing this type of training. The research is of value because it was carried out on an age segment that is little researched and explored, but which is of overwhelming importance in the development of preschool children with ASD in all aspects: psychological, social and emotional. It has been scientifically and practically demonstrated that a thorough training of teachers in mainstream education is required to ensure a successful integrated approach through a rigorous, well-founded intervention in accordance with the specific characteristics of children with ASD and their educational needs.

The impact of using the psycho-pedagogical model to improve the integration of children with autism in mainstream preschool education

Journal of Education, Society & Multiculturalism

This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License.

The article presents the results of the psycho-pedagogical experiment carried out in two kindergartens in Galati, on a sample comprising 4 teachers, 12...

The impact of using the psycho-pedagogical model to improve the integration of children with autism in mainstream preschool education

Online veröffentlicht: 29. Mai 2023

Seitenbereich: 80 - 91

DOI: https://doi.org/10.2478/jesm-2023-0004

Schlüsselwörter
education, pre-school education, autism spectrum disorder, pre-school teachers, integration, efficient integration model, inclusive pre-schoolers

© 2023 Roxana-Monica Lupuşor, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License.

The impact of using the psycho-pedagogical model to improve the integration of children with autism in mainstream preschool education

Online veröffentlicht: 29. Mai 2023

Seitenbereich: 80 - 91

DOI: https://doi.org/10.2478/jesm-2023-0004

Schlüsselwörtereducation, pre-school education, autism spectrum disorder, pre-school teachers, integration, efficient integration model, inclusive pre-schoolers

© 2023 Roxana-Monica Lupuşor, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License.

Schlüsselwörter
education, pre-school education, autism spectrum disorder, pre-school teachers, integration, efficient integration model, inclusive pre-schoolers