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

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).