Le potenzialità; educative e inclusive del Group-based Early Start Denver Model. Un progetto di ricerca e formazione nelle scuole dell’infanzia

Titolo Rivista EDUCATION SCIENCES AND SOCIETY
Autori/Curatori Emanuela Zappalà, Fausta Sabatano, Paola Aiello
Anno di pubblicazione 2024 Fascicolo 2024/1
Lingua Italiano Numero pagine 12 P. 83-94 Dimensione file 0 KB
DOI 10.3280/ess1-2024oa17650
Il DOI è il codice a barre della proprietà intellettuale: per saperne di più clicca qui

Vedi l'articolo Scarica l'articolo open access

FrancoAngeli è membro della Publishers International Linking Association, Inc (PILA)associazione indipendente e non profit per facilitare (attraverso i servizi tecnologici implementati da CrossRef.org) l’accesso degli studiosi ai contenuti digitali nelle pubblicazioni professionali e scientifiche

This paper describes a research and training activity conducted within the framework of the Third Mission of the Department of Humanities, Philosophy and Education at the University of Salerno. In particular, the project aims to explore the possible implementation and educational potential of the Group-based Early Start Denver Model (Vivanti et al., 2017) in preschools also attended by children with Autism Spectrum Disorder. The aim of these activities is both to value knowledge outside academic institutions and to promote dialogue and active collaboration with Italian school heads and teachers.;

Keywords:; Terza Missione; ricerca; G-ESDM; Disturbo dello Spettro Autistico; formazione docenti

  1. Aarons G.A. (2004). Mental health provider attitudes toward adoption of evidence-based practice: The Evidence-Based Practice Attitude Scale (EBPAS). Mental health services research, 6: 61-74.
  2. Aiello P., Agrillo F., Russo I., Zappalà E., Sibilio, M. (2019). Group-based Early Start Denver Model: An educational approach for pupils with Autism Spectrum Disorder in Italian preschools. Italian Journal of Special Education for Inclusion, 7(1): 155-170.
  3. Agrillo F., Zappalà E., Aiello P. (2019). Il Group-based Early Start Denver Model nel contesto educativo italiano: uno studio di caso The Group-based Early Start Denver Model in the Italian educational context: a case study. Le Società per la società: ricerca, scenari, emergenze, 26: 19.
  4. ANVUR (2018). Linee guida per la compilazione della Scheda Unica Annuale Terza Missione e Impatto Sociale SUA-TM/IS per le Università (versione 07/11/2018). Testo disponibile alla pagina: https://www.anvur.it/wp-content/uploads/2018/11/SUA-TM_Lineeguida.pdf.
  5. Balas E. A., Boren S.A. (2000). Managing clinical knowledge for health care improvement. Yearbook of Medical Informatics, 9(1): 65-70. DOI: 10.1055/s-0038-1637943.
  6. Bauman Z. (2011). Modernità liquida, trad. S. Minucci. Laterza: Roma-Bari.
  7. Cambi, F. (2006). Abitare il disincanto. Una pedagogia per il postmoderno. UTET: Torino.
  8. Capes K., Upson S., Jones C., Dissanayake C., Vivanti G. (2019). Delivery of Group-Early Start Denver Model in an Australian early childhood setting – a Narrative Review. Pediatric Medicine, 2.
  9. Clark C., Moss P.A., Goering S., Herter R.J., Lamar B., Leonard D., Wascha K. (1996). Collaboration as dialogue: Teachers and researchers engaged in conversation and professional development. American Educational Research Journal, 33(1): 193-231. DOI: 10.3102/00028312033001193.
  10. Cottini L., Morganti A. (2015). Evidence-based education e pedagogia speciale: principi e modelli per l’inclusione. Carocci.
  11. Darling-Hammond L., Bransford J., a cura di (2007). Preparing teachers for a changing world: What teachers should learn and be able to do. John Wiley & Sons.
  12. Drahota, A., Aarons, G. A., Stahmer, A. C. (2012). Developing the autism model of implementation for autism spectrum disorder community providers: Study protocol. Implementation Science, 7: 1-10.
  13. Fixsen A.A., Aijaz M., Fixsen D.L., Burks E., Schultes M.T. (2021). Implementation frameworks: An analysis. Chapel Hill, NC: Active Implementation Research Network.
  14. Frauenfelder E. (2009). La formazione degli insegnanti specializzati. Il contributo dell’Università degli Studi Suor Orsola Benincasa. In: Orefice P., Cunti A., La formazione universitaria alla ricerca. Milano: FrancoAngeli.
  15. Giaccardi C., Magatti M. (2022). Supersocietà. Ha ancora senso scommettere sulla libertà?. Bologna: il Mulino.
  16. Higher Education Quality Council (1994). Learning from Audit, HEQBC, Londra.
  17. Le Boterf G. (2008). Costruire competenze individuali e collettive. Agire e riuscire con competenza. Le risposte a 100 domande. Napoli: Guida.
  18. Maragliano R. (2011). Immobile scuola. Alcune osservazioni per una discussione. Editore Castello Volante.
  19. Metz A., Bartley L. (2012). Active implementation frameworks for program success. Zero to three, 32(4): 11-18.
  20. Sam A.M., Odom S.L., Tomaszewski B., Perkins Y., Cox A.W. (2021). Employing evidence-based practices for children with autism in elementary schools. Journal of Autism and Developmental Disorders, 51(7): 2308-2323.
  21. Schumpeter J. A. (2002). Teoria dello sviluppo economico. Milano: Etas.
  22. Stahmer A.C., Aarons G.A. (2009). Attitudes toward adoption of evidence-based practices: A comparison of autism early intervention providers and children’s mental health providers. Psychological Services, 6(3): 223.
  23. Veltz P. (2000). Le nouveau monde industriel. Parsi: Gallimard.
  24. Vinen Z., Clark M., Dissanayake C. (2023). Social and behavioural outcomes of school aged autistic children who received community-based early interventions. Journal of Autism and Developmental Disorders, 53(5): 1809-1820.
  25. Visalberghi A. (1999). Scuola aperta. Firenze: La Nuova Italia.
  26. Vivanti G., Bent C., Capes K., Upson S., Hudry K., Dissanayak, C., Victorian ASELCC Team (2022). Characteristics of children on the autism spectrum who benefit the most from receiving intervention in inclusive versus specialised early childhood education settings. Autism Research, 15(11): 2200-2209.
  27. Vivanti G., Duncan E., Dawson G., Rogers S. J. (2017). Implementing the group-based early start Denver model for preschoolers with autism. Springer.
  28. Volkmar F.R., Reichow B., Doehring P. (2011). Evidence-based practices in autism: Where we are now and where we need to go. In Evidence-based practices and treatments for children with autism (pp. 365-391). Springer, Boston, MA.
  29. Zappalà E., Zierhut C., Aiello P. (2020). Un’indagine esplorativa sull’implementazione del G-ESDM nella scuola dell’infanzia italiana. Italian journal of special education for inclusion, 8(2): 97-109.

Emanuela Zappalà, Fausta Sabatano, Paola Aiello, Le potenzialità; educative e inclusive del Group-based Early Start Denver Model. Un progetto di ricerca e formazione nelle scuole dell’infanzia in "EDUCATION SCIENCES AND SOCIETY" 1/2024, pp 83-94, DOI: 10.3280/ess1-2024oa17650