Pedagogical Insights to Implement the G-ESDM in Hybrid School Settings

Abstract

During the coronavirus disease (COVID-19) pandemic, virtual education activities have been more widespread than ever. Teachers needed to find a way to enhance the teaching-learning processes to guarantee participation of all pupils. This became more challenging once schools reopened, with teachers having to readapt their approaches to hybrid learning scenarios. Further levels of complexity and unpredictability fostered this uncertainty in presence of pupils with autism spectrum disorders (ASD). To date, few studies focused on the feasibility and effectiveness of educational models and strategies teachers may adopt in these circumstances. For this reason, this chapter aims at exploring the possible implementation of the group-based early start Denver model in hybrid learning and to reflect on how its strategies may be adopted in order to encourage the participation and learning of children with ASD with the support of all caregivers.