StatusTerm of presenting of the thesis 24 September, 2021
Abstract– 1.05 Mb / in romanian
ThesisCZU 376.5.316.6 (043.3)
2.97 Mb /
Thesis Structure: The thesis contains introduction, 3 chapters, general conclusions and recommendations, bibliography of 220 titles, 12 annexes, 144 pages of basic text, 4 tables, 46 figures. The results are published in 15 scientific papers.
Domain of Study: Social psychology The purpose of research aims at the determination of the psycho – social features in the triad ,,child with TSA spectrum disorders – family – school” and to identify the methods to optimise these relationships.
The Objectives of the Research: a review of the scientific literature on the issue of TSA spectrum disorders and the role of teachers in the educational inclusion of ASD children in the general educational system in order to support and streamline the educational inclusion of these children; the identification of the social and psychological situations that influence the relationships in the triad ,,child with ASD – family – school” and the role of the educational partnership in the ASD child inclusion; the conceptualisation of a useful model of activity in the triad ,,child with ASD – family – school”; establishing the role of a teacher/educator in the process of ensuring the partnership among the ,,child with ASD – family – school” and their inclusion in the general educational system; elaboration, implementation and experimental validation of the Program for optimising the relationships in the triad ,,child with ASD - family – school” in order to effectively include children with ASD in mainstream education.
The Importance of solved Research Problem consists in the theoretical and experimental determination of socio-psychological features in the triad ,,child with ASD – family – school” and the record of the psycho –social impact that influences the relationships in the environment specific to children with autism spectrum disorders to their educational inclusion in the general school; elaboration of the model regarding the partnership ,,pupil with ASD – family – school” and experimental validation of the Psychological Intervention Program to enhance the relations between the members of the partnership to effectively include children with ASD in the educational process.
The scientific results contributed to solving the important scientific problem that consists in the conceptualization of the Model on the partnership ,, child with ASD – family – school”, which contributed to the optimization of the relationships in the triad, thus ensuring effective psychological climate and appropriate inclusive educational environment.
The Theoretical Significance: it is supported by the confirmation of a theory regarding the socialpsychological particularities in the triad ,, child with ASD – family – school” focused on the directions of establishing the relationships in the specific environment; on highlighting the distinct psychological profile of social interactions and therapeutic modalities used in the rehabilitation of autism spectrum disorder necessary in the educational inclusion of the child; the development of a new theory regarding the social-psychological peculiarities in the triad „child with ASD – family – school” together with the psychological intervention model proposed for optimizing the relations between the members of the partnership that altogether complete and enrich the theoretical bases of psychological science.
The Research Applicative Value: is represented by the possibility of application the psychodiagnostic methodology proposed in the research and the implementation of the training program for optimizing the relationships in the triad „child with ASD – family – school”, which ensures the educational inclusion of children in general school. The experimental results and the conclusions of the research can be used in reconsidering the existing ideas and conceptions regarding the socio-psychological particularities in the triad „child with ASD – family – school”; realized in the national system of education and psychological assistance. Moreover, the program can be included in the teaching activities of the profile institutions, those from lifelong learning, constituting the basis of a methodological guide to the rehabilitation of ASD children.
The Implementation of Scientific Results it was achieved by applying of the Model regarding the partnership ,,pupil with ASD – family – school” and capitalizing of the Program for optimising the relationships in the triad ,,child with ASD - family – school” in order to effectively include children with ASD in mainstream education.