Success Stories

We all find our way

Spain

Teacher

Lower Secondary School

Students with learning difficulties

Situation:

The student was in the second course of ESO (Compulsory Secondary Education). Previously, he had repeated a year. Although he has had bad behaviour and not very good academy performance, their teachers think that he is not a bad person. He worked in class only when teachers pressed him much, but he never worked at home.

It was seen as immature and shy. He failed the most of his exams.
He only attended the lessons an average of three days a week, but that is normal in the high school that he was enrolled in. The following year he repeated the third course.

He belongs to a large family of five children. The socioeconomic level of the family is low. His mother has a brain tumour and she is disabled. So, waking up and attending the lessons everyday is his own decision. However, his aunt has gone to the center to ask about the child’s progress since his mother got sick.


He is enrolled in a “Preferential Attention School” that is located in a deprived area.
Therefore, this education center receives specific resources and the administration is more flexible with curricular conditions.

The student misbehave and he is often involved in troubled situations. However, he maintaining good relationships with their classmates and there are not lots of problems between them.
According to his teacher, being a boy is a greater risk of abandonment. They usually think they must support their families because they are males.

Trigger:

He started to go to a curricular diversification group. It was a smaller group with a innovative methodology based on personal fulfilment intead of instructional curriculum development.
This encourages the child to feel the possibility to perform activities suggested, and it reinforces his self-esteem. So, the cycle of improvement and involvement in activities proposed by the school begins.

Development:

Constant monitoring of the teacher. The key is to highlight his progress even if it is small. The problem is comparing with students in other standard areas.
It is good to separate tasks into smaller units to facilitate the students resolution success.

Critical analysis:



Evidence of the success of the case:
The student is now more assertive and defends his views and rights. It has a higher self-esteem.
The key to understanding the actions undertaken to identify cases of absenteeism is, at the national level, in the law on education (LOE, 2066). Stable schools must ensure the holistic development of its students. To make these adjustments to the curriculum as needed. It also identifies the Regional Government schools located in socio-cultural areas of high risk. These Center offer more attention, more specific and better resources.
The student has better results in their examinations and have small successes.
In addition, the student now has excellent relations with their peers.
The Center also has more and better resources. Also a greater number of teachers than in other centres. Sometimes the school has two or three teachers per classroom.
The Center is education preferred. In the school work 32 teachers work, and only two are fixed. Many teachers are working there because they have expressly requested that Center. In addition must be made to previous project to develop. An important detail is that there are a variety of reasons to request the educational center, as it is easier to find work in a centre of this kind than others.
The high School adapts to your needs, even acting as if it were a primary school.
Most of the students passed their exams because teachers appreciate your effort rather than an objective criterion.
The understanding of teachers who work in a special context as well that are much more flexible with this student, for example in relation to absenteeism.