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Italy/Catania
 

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Local activities
Final products
Dissemination
Useful material

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1Coordinator: I.S.I.S.-ISTITUTO STATALE ISTRUZIONE SUPERIORE "LUIGI DE' MEDICI”, Ottaviano, Italy


Partners:

11.Istituto Professionale di Stato per i servizi Enogastronomici e dell'OspitalitÓ alberghiera "Karol Wojtyla", Sicily, Catania

12.Colegiul Tehnic de Alimentatie si Turism Dumitru Motoc, Galati, Romania

13.Colegiul Tehnic de Industrie Alimentara "Terezianum", Sibiu, Romania

14.ODEMIS TICARET ODASI ANADOLU LISESI, Odemis, Turkey

15.Klaipedos paslaugu ir verslo mokykla, Klaipeda, Lithuania

16.Newark School, Sliema, Malta

17.Profilirana humanitarna gimnaziya Sv. Sv. Kiril i Metodiy, Kazanlak, Bulgaria

The schools and the associations involved in this project wish, with this project, to pay attention to young people with educational, social and motivational difficulties, building up integrative pathways in order to avoid their dropping out. Our common feelings and the results obtained from previous projects have fostered that working together, sharing ideas and best practices can lead to reach the solution of the problems. Every year schools lose hundreds of students because most of them don't believe that school can help them find the right place in the society because they feel themselves inadequate. In fact, according to monitoring statistics of the last three years, made up by specialized agencies, a great number of students fail the school year or drop out.
In addition to the above mentioned problems, all the territories involved, all belonging to rural areas or suburbs, have high unemployment rates and socially marginalized ones.
So students often need specific pathways in education, motivation and self-confidence, for these reasons we're going, with the help of a psychologist and a pedagogic educators, before building a pathway, we should analize students:
Psychologically: adolescent distress, emotional block, communication difficulties, closing, relational problems with peers, isolation, eating disorders (anorexia, bulimia, etc.), family problems and problems with teachers;
Cognitively: disability, comprehension, language problems, writing, reading, calculation, cognitive delay, "learning disorder" (describes a group of disorders characterized by inadequate development of specific academic, language, and speech skills. Types of learning disorders include reading (dyslexia), mathematics (dyscalculia) and writing (dysgraphia)etc.
Behaviorally: hyperactivity, agitation, aggression, impulsive manner, etc.
Socially: students with a low socio - economic level and students with parents who have serious financial problems.
The financial situation of many students affects their emotional and mental skills negatively, their parents don't have an effective communication with their children and do not support their practical and emotional needs.
These four aspects will be examined through questionnaires for parents, teachers and the students themselves to define the target group. The questionnaires will be developed by all the partners during the first meeting. Screening grids, with a scale from 0 to 4, will be used to evaluate the results, where 0 means that the problem doesn't exist, while 4 means that the situation is really compromised.
The questionnaires, according to the studies of Dario Ianes in :"Educational special needs and inclusion" edited by Erickson, will be formulated taking into considerations the following points:
Physical conditions;
Body structure;
Body functions;
Personal skills;
School competences;
Environmental context;
Personal context;
To reach the main goal, after the identification of the students whom this project is addressed to, is to normalize them. The psychologist, since the beginning of the project, will support teachers, through supervision and coaching during the first month and then during the implementation.
The OBJECTIVES through which we can reach the main goal are:
- avoid the discomfort that the student brings to the class and feels himself;
- better the relationship among the students and his/her classmates;
- highlight the things he/she can do better and socialize them to the class, to create self-confidence;
- arise his/her social interaction;
- build life experiences in order to improve job skill
Why transnationally? Because each of the partners has some experience to share regarding their work with the students in need: Italy has involved them in the cooking field with good results, Romania has involved especially the ADHD students in dance and theatre clubs with spectacular results, Lithuania has some experience with integrating these students into the field market and also they have a book, prepared during another European project in Lithuania called "Career guide" for teachers and for students which they will translate in English, functioning as a sharing of good practice during the short staff training, and they will also share the course materials about "Leadership ABC" for students, which is a collection of lessons for class tutors or non-formal classes with the new material about self-cognition, emotional management, healthy way of living, values, how to choose profession, how to apply for the job and etc. Turkey has a good development of the handmade sector where these students can make products and at the same time exercising some parts of the body and Malta has the reformed Resource Centres which aim is to provide an education tailored to meet the needs of the individual student. Bulgaria has also some good results at involving these students in extracurricular activities.
Sharing all these good practices is the main objective of this project.

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