StatusThe thesis was presented on the 5 March, 2019
Approved by NCAA on the 9 July, 2019
Abstract– 0.70 Mb / in romanian
ThesisCZU 316.614:376 (043.3)
4.50 Mb /
Thesis Structure: the research is exposed on 125 pages and includes: introduction, three chapters, conclusions and recommendations, bibliography (213 sources), annexes 13. In the text are inserted 24 numbered tables and 22 figures. The research results are reflected in 13 scientific papers published in scientific journals or presented at international conferences, workshops and trainings.
The research domain: Social Psychology.
The aim of the research resides in: establishing the particularities of psychosocial adaptation of children with special educational needs in the general education institutions and establishing the mechanisms for accelerating this process in the situation of deinstitutionalization.
The objects of the research: the theoretical-scientific analysis of research in the field of children's psychology, the process of psychosocial adaptation of children with special educational needs in general education institutions; determining the factors and conditions for achieving the psychosocial adaptation process of children with special educational needs in general education institutions; the development and implementation of psychological and educational mechanisms to facilitate the process of psychosocial adaptation of children with special educational needs in general education institutions; elaboration of psychopedagogical recommendations for specialists in the field on facilitating the process of psychosocial adaptation of children with special educational needs in general education institutions.
The scientific novelty consists of: defining the notion of psychosocial adaptation of children with specific educational needs - deinstitutionalised and educated in the family - in general education institutions in the context of internal and external factors; elaboration of psychosocial adaptation indicators focused on four dominant variables: the essence of learning, the relational framework, the emotional sphere, the school behavior, based on which the methodology of initial diagnosis/ evaluation of the level of psychosocial adaptation of children with ESCs is built; establishing the role of the psychosocial dimension in adapting children with ESCs to educational institutions; psychosocial intervention to facilitate the adaptation of children with ESCs to general education institutions based on a set of principles and a set of practical, creative, formative activities; establishing the correlation between the efficiency of school adaptation of children with de-institutionalized and family-educated ESCs following psychological and pedagogical intervention, conditioned by the peculiarities of children with ESC, but also by the psychosocial context of the educational institution. The theoretical significance consists of: the theoretical substantiation of the phenomenon of psychosocial adaptation of children with de-institutionalized ESCs and those educated in the family; establishing the role of psychosocial factors regarding the functioning of the psychosocial adaptation mechanisms of children with de-institutionalized and family-educated ESCs; substantiating the principles of facilitating the psychosocial adaptation of children with disinstitutionalized and family-educated ESCs, as well as the psychological and pedagogical mechanisms of intervention in the psychosocial conditions specific to the educational institution.
The scientific problem of major importance in research lies in: what are the internal and external factors, the particularities of the psychosocial adaptation of children with de-institutionalized and familyeducated ESCs in general education institutions, as well as psychological and educational mechanisms to facilitate this process, as well as optimal conditions for education for all students.
The applicative value of the research is certified by the possibility of applying the investigative results in the psychological and pedagogical practice regarding the efficiency of the process of adapting the children with ESCs in the educational institutions by creating the appropriate institutional conditions and taking into account the internal and external factors that determine the efficiency of the school adaptation of these children. At the same time, the results of the research can be applied in the initial and continuous training of school psychologists, psycho-pedagogues, counselors in the field, support teacher.
Implementation of scientific results was carried out in author's publications (13 scientific papers), international scientific conferences (3), national scientific conferences (1), workshops, trainings, special projects within the "Equal Access to Education" The Inclusive Community Program Moldova, implemented by NGO Keystone Moldova as well as the activity of the experimental schools.
Under consideration  :