1. Erasmus+ Raising Aspirations for Social Inclusion
Italian Case 2
Erasmus+
Raising Aspirations for Social Inclusion

2. Short presentation - background
Ma. Ma. was born in 1999;
Primary school and junior secondary school: sufficient results and behaviours;
First school failure at the end of the third year;
Attendance of some months of a professional institute for industry and handicrafts (repeated banning from school);
Enrolment at the 1st year of our school course as Catering Operator in hall and restaurant services in the school year 2014/2015.
BUT
Helping behaviours at home since he lives just with his mum - his father abandoned his family without giving news of him anymore;
Use of substances with an active role in his dysfunctional behavioural manifestations.

3. Class observation – First months of the first school year
Ma. Ma’s behaviours:
Impatience;
lack of participation; SO
long discussions with teachers for useless reasons;
Ma. Ma.’s main problems are:
refusal of respecting and following rules;
his behaviour
accusing other students of his mistakes;
concentration and dyscalculia problems compromising his school results.
smoking hidden in the toilets;
sabotaging food and beverage vending machines;
BUT
School difficulties due to concentration difficulties and dyscalculia;
Ma. Ma’s dyscalculia wasn’t serious enough for a DAS diagnosis.
very negative notes;
very high risk of non-attendance.

4. Activities carried out
After a period of observation, it was decided a
customised school plan:
meetings (one-to-one relationship) with the school special needs teaching assistant to increase: his learning motivation, his strong and weak points, his learning ways, processes, and mind strategies.
class monitoring during the lessons: to improve his participation and to promote a better acceptance and more suitable respect of rules but also an active commitment in the didactics.
Bi-weekly meetings to communicate possible new difficulties and/or to strengthen his positive school results.

5. Practical methods
Individual meetings with short-, medium-, and long-term goals;
Short goals: daily commitment to improve his school results and respect his conversation turns in interactions.
Oral and written tests were decided in advance with the teachers and prepared through help;
Development of conceptual maps and summaries of contents and revision together with the school special needs teaching assistant before oral and written tests.
Medium- and long-term goals: better respecting and following rules and increasing his concentrations through individual and class activities with the school special needs teaching assistant.

6. Results Thanks to the adopted measures:
more and more appropriate behaviours to the school context;
having a better learning motivation;
serious interest in this job.
SO AS A REWARD:
Exceptional alternating school-work: 2 days at school and 3 days in a pizzeria.
AT THE END OF THE FIRST SCHOOL YEAR:
passing with complete sufficiency;
getting good results also in his behaviour.

7. Activities, applied methods, and results in the next two school years
Same strategies adopted during the first year to promote his school success;
extending his internship period (longer than the class internship);

8. Assessments Final results
All the teachers adopted the same criteria used for the class;
BUT:
considered progresses and efforts carried out by him independently of the use of tool and strategies adopted by the student.
Professional qualification certificate in June 2017.