The ENGAGE project (Project Number: 2024-1-IT02-KA220-SCH-000249540) has been co-funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA).
Clotaire is a 12-year-old student who has had a special schooling: he has always shown a lack of commitment and interest in class, except for a few subjects. Teachers try to put in place aids to facilitate his learning, without results. a comprehensive description of the case study, covering:
Signs of Student Disengagement
According to the assessment guide (GEVA-sco), the acquisitions are below expectations, the marks are below average except in sport and history-geography, the skills are not validated.
The signs of dropping out are varied:
Learning Style
Reading problems, particularly fragile written comprehension, assessments are mainly done orally, does not know how to organize the thoughts, appreciates discussions related to current events and digital fields.
Personal Challenges
The assessments carried out, the meetings with the mother, the discussions with the teachers remain fruitless. Clotaire does not apply the advice given by the teachers and does not respect the implementation of measures put in place to help in the organization or the learning
Emergency assessments (psychometric, speech therapy)
Very likely dysorthography.
Student assessed by GEVA-sco: this is an essential document that gathers important information concerning a student with a disability. Its purpose is to facilitate the assessment of the student's specific needs with a view to developing their personalized schooling project (PPS). It is a tool that allows observations to be shared, exchanges between different stakeholders and key data to be transmitted on the student's educational path.
Pupil
Clotaire explains his lack of work by the fact that it requires a lot of effort: "opening my bag and starting, my homework, it never occurs to me". In class, it's the same thing: "looking at the assessment sheet completely empties my mind". He says he doesn't know how to express his emotions: "it's like a video game, with stages, I don't know how to get past them". He says he is surrounded, with friends who listen, like at home.
Teachers
The educators emphasize the fact that Clotaire loses concentration very quickly in class and tries to attract the attention of his classmates by chatting and having fun. They say that Clotaire constantly needs to be asked to get to work or understand that the activity has started. The assessments have been adapted for Clotaire, support has been put in place but Clotaire does not follow the recommendations. For teachers: Clotaire dreams and forgets what to do".
School leaders
School administrators are concerned about Clotaire's lack of commitment and his "delicate, potentially problematic" behavior. "The only questions he asks have nothing to do with the course". School leaders feel helpless: "we have no control over Clotaire, nothing seems to have an impact on him". Despite the leaders' willingness to collaborate with the parents, the parents' (mother's) response remains evasive.
Parents: mother
Since the parents are divorced, the mother takes care of Clotaire. She emphasizes the fact that his older sister can help him, she has "family constraints". For the mother, Clotaire likes school and does not talk about his difficulties. The mother says that "Clotaire's move to a higher class has always been accepted" while Clotaire was already showing disengagement at during his schooling.