The Opportunities of Alternative Education in the Psychoeducational Development of Children with Typical and Atypical Development: An Empirical Study on the TUMO Tirana Experience

By MSc. Bruno FERRA

Abstract
This study explores whether alternative approaches to education, as applied in centers such as TUMO Tirana, can support the psychoeducational development and intrinsic motivation of children with typical and atypical development in Albania. Grounded in the theories of Piaget, Vygotsky, and Erikson on cognitive, social, and emotional development, as well as Deci and Ryan’s Self-Determination Theory on
competence, autonomy, and social relatedness, the research analyzes the impact of alternative education on these fundamental dimensions of child development. The study involved 50 participants (25 children with typical development and 25 children with atypical development) who had completed a one-year cycle at TUMO. Data were collected through a mixed-methods approach: a structured questionnaire for parents on observed changes in behavior and emotional development at home, and semi-structured interviews with trainers to capture psychoeducational progress observed within the center’s environment. Findings indicate that participation in a free and creative learning environment such as TUMO increases children’s sense of competence, autonomy, and social connection, with particularly positive effects for children with atypical development. The study also identifies challenges and barriers that must be addressed to strengthen inclusive education in Albania, highlighting the importance of psychoeducational approaches in modern models of alternative education.