Straipsnyje pristatomame tyrime nagrinėjamas biblioterapijos poveikis įprastinės raidos pradinių klasių mokinių nuostatoms į autizmą. Atsižvelgiant į augantį autizmo spektro sutrikimą turinčių žmonių skaičių visame pasaulyje ir vis dar visuomenėje ryškų tokių asmenų stigmatizavimą bei socialinę atskirtį, tyrimu siekta nustatyti, ar kryptingai pasitelkus literatūrą, skaitymą ir pokalbį galima padėti vaikams ugdyti(s) empatiją, mažinti jų išankstinį nusistatymą į kitokius vaikus ir skatinti įtrauktį. Tyrimas atliktas keturiose Graikijos miestų valstybinių mokyklų trečiosiose klasėse, kurias lankė 9–10 metų mokiniai. Kiekvienoje klasėje mokėsi po vieną autizmo spektro sutrikimą turintį vaiką.
Tyrime taikytas mišrusis tyrimo dizainas. Kiekybiniai duomenys rinkti naudojant validžią tyrimo metodiką Chedoke–McMaster Attitudes Towards Children with Handicaps Scale (CATCH; liet. „Chedoke–McMaster vaikų su negalia nuostatų skalė“), kuria prieš ir po tyrimo vertinti emociniai, kognityviniai ir elgesio nuostatų komponentai. Kokybiniai duomenys rinkti atliekant struktūruotus stebėjimus klasėje ir žaidimų aikštelėje. Jais siekta suteikti tyrimui kontekstą ir geriau suprasti mokinių tarpusavio sąveiką.
Biblioterapiniai užsiėmimai vyko devynis mėnesius, kiekvieną savaitę po dvi valandas. Neurotipinės raidos mokiniai skaitė penkias kruopščiai atrinktas vaikų knygas, kuriose suteikiama informacijos apie autizmą: sensorinį jautrumą, emocijų reguliavimą ir socialinę komunikaciją. Mokiniai, turintys autizmo spektro sutrikimą, naudojosi iOS operacinei sistemai skirta programėle „Social Story Creator & Library“ sukurtomis individualizuotomis socialinėmis istorijomis, kuriose daugiausiai dėmesio skirta emocijų valdymui ir skatinimui bendrauti su kitais.
Statistinė tyrimo duomenų analizė parodė, kad reikšmingai pagerėjo tyrimo dalyvių visų nuostatų komponentų rodikliai, ypač kognityviniai ir elgesio. Stebėjimo duomenys patvirtino, kad sumažėjo pašaipų, pagerėjo mokinių tarpusavio santykiai ir sustiprėjo įtrauktis klasėje. Mokiniai kai kuriuos bendraklasių, turinčių autizmo spektro sutrikimą, elgesio ypatumus ėmė sieti su jų raidos specifika, o ne su netinkamu elgesiu.
Tyrimas leido prieiti prie išvadų, kad biblioterapija, ypač taikoma skaitmeniniu formatu, įtraukiojo ugdymo aplinkoje gali būti paveiki, patraukli ir empatiją ugdanti priemonė, teigiamai keičianti mokinių nuostatas į autizmą ir kartu padedanti veiksmingai atliepti autizmo spektro sutrikimą turinčių mokinių poreikius. Biblioterapinių užsiėmimų sėkmę lėmė ne tik tai, kad mokiniai daugiau sužinojo apie autizmą, bet ir buvo aktyviai įtraukti į tikslines veiklas, užuot apsiriboję pasyviu buvimu kartu.
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