A training and development project to improve services and opportunities for social inclusion for children and young people with autism in Romania

Abstract

In 2010, the Romanian Angel Appeal Foundation launched a 3-year national training and development programme to develop and deliver a model of diagnostic and therapeutic services aimed at promoting social inclusion for children and young people with autism spectrum disorders. The project adopted a number of strategies aimed at developing knowledge and skills among professionals and increasing awareness in political and public spheres: (a) a three-stage training programme designed to increase knowledge of autism spectrum disorders and promote best practice among professionals working in services providing for children with autism spectrum disorders and their families, on a nationwide basis; (b) two online courses for general practitioners and psychiatrists, with content relating to the identification, diagnosis and treatment of autism spectrum disorders; (c) a total of 40 counselling and assistance centres for people with autism spectrum disorders were launched in partnership with local authorities; (d) a national strategy for social and professional integration of people with autism spectrum disorders developed through consultation with political, statutory and voluntary sector partners; and (e) a nationwide media campaign to raise awareness of the needs of children and young people with autism spectrum disorders that reached over eight million people. The project provides a transferable model to achieve important improvements in the quantity and quality of services on a national level within a brief time frame.

The impact of autism-related training programs on physician knowledge, self-efficacy, and practice behavior: A systematic review

“…While one took the form of a two-day workshop (Warren et al, 2009), another was only two h long (Eray & Murat, 2017). Three of the 12 non-ECHO programs (2 medium-quality and 1 low-quality) occurred entirely online (Pasco et al, 2014; Taslibeyaz et al, 2017; van ‘t Hof et al, 2021). While some of the online-only courses occurred live over the span of a few weeks and required the physician to join at a particular time (van ‘t Hof et al, 2021), others were asynchronous and could be completed in any time frame (Pasco et al, 2014).…”

“…Three of the 12 non-ECHO programs (2 medium-quality and 1 low-quality) occurred entirely online (Pasco et al, 2014; Taslibeyaz et al, 2017; van ‘t Hof et al, 2021). While some of the online-only courses occurred live over the span of a few weeks and required the physician to join at a particular time (van ‘t Hof et al, 2021), others were asynchronous and could be completed in any time frame (Pasco et al, 2014). It is also important to note that most of the training programs, even those that occurred exclusively online, had some live interactive component.…”

Disability Training for Health Workers: A Global Narrative Systematic Review

“…5 Similar methods are still used to teach health workers on disability and each example is highly localized, within either a certain school or region, other than two studies that examined nationallevel training programs. 33,36 The limited evidence of systemic integration of disability training within health worker practices is concerning in this context as the current status of training appears to depend on where you received your training, where you live, or where you work.…”

Mapping Knowledge and Training Needs in Teachers Working with Students with Autism Spectrum Disorder: A Comparative Cross-Sectional Investigation

“…Studies show that Romanian and Greek teachers are not always aware of and equipped with the necessary knowledge and skills to manage social interactions and behavioural challenges in students with ASD [9][10][11]. Educating children with ASD in Romanian and Greek inclusive settings is characterised by strong resistance from teachers [10,12].…”

“…National and international non-governmental organisations played an essential role in this change. Nonetheless, teachers hold negative attitudes towards including students with ASD in mainstream schools [9], and knowledge and resources regarding ASD are limited [10]. Empirical evidence also shows that teachers may be ambivalent towards involving students with ASD in classroom activities [15].…”