APPROACHING THE FEUERSTEIN METHOD THROUGH SELF-DETERMINATION THEORY IN THE CONTEXT OF SOCIAL INCLUSION OF ADOLESCENTS WITH AUTISTIC DISORDER

<doi>10.24250/jpe/1/2025/AC/MGA/</doi>

Abstract

In the context of education aimed at inclusion and
personalization of the educational process according to
individual needs, implementing interventions that address the
challenges faced by adolescents with autism spectrum disorders
(A.S.D.) becomes essential. The Feuerstein Method, based on
cognitive modifiability, mediated learning, and instrumental
enrichment, together with Deci and Ryan's Self-Determination
Theory, outlines an integrative approach that supports the
autonomy, competence, and relational needs of adolescents with
A.S.D., while also contributing to cognitive function
development, social integration, and improvement in their
quality of life (Deci, & Ryan, 2017; Tudoce, Salime, Deloyer, &
al., 2023). Studies have shown that adolescents participating in
instrumental enrichment programs demonstrate significant
improvement in their ability to identify and manage emotions, as
well as in self-regulation, self-esteem, autonomy, and social
relationship skills (Bailey & Pransky, 2010; Dughi, 2022;
Runcan, Runcan, Goian, Nadolu, & Gavrila-Ardelean, 2020;
Todor, 2014).