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).

Giuseppe Garibaldi

Age
12
Country
Italy
Description
Giuseppe Garibaldi, the 19th-century Italian national hero celebrated for his courage, determination, and vision of unity, serves as a powerful symbol of transformation through collective purpose. In this case study, Garibaldi represents a student learning to channel emotional intensity and past conflict into positive collaboration and shared achievement. Like his namesake, who united diverse forces for a common goal, he is discovering how teamwork, empathy, and responsibility can lead to personal growth and renewed confidence within the school community.

GENERAL OVERVIEW
Signs of Student Disengagement
Giuseppe is a 12-year-old student formally diagnosed with dysgraphia, spelling disorder, attentional and motor self-regulation difficulties, and fragile working memory, as well as ADHD (predominantly inattentive type). He also displays emotional vulnerability, particularly in the form of anxiety-related symptoms.
Although no therapeutic interventions are currently ongoing, the school has implemented a comprehensive personalized teaching plan.

Learning Style
Giuseppe is curious and engaged, especially in classroom situations where he feels emotionally safe and free from the fear of judgment. He benefits greatly from experiential and hands-on learning, as well as from cooperative learning environments that allow for structured peer interaction.
When anxiety takes over, however, he struggles to regulate his own learning processes and may experience frustration or avoidance. Personalized teaching strategies that break tasks into manageable sub-goals, offer clear and positive instructions, and reduce emotional overload are essential to maintain his attention and motivation.
He learns best through visual supports, oral explanations, verbal interaction, and the use of digital tools. Written expression is significantly impaired by his dysgraphia, but he expresses himself more fluently through oral language, images, and symbolic tools. When anxiety takes over, however, he struggles to regulate his own learning processes and may experience frustration or avoidance. Personalized teaching strategies that break tasks into manageable sub-goals, offer clear and positive instructions, and reduce emotional overload are essential to maintain his attention and motivation.
He learns best through visual supports, oral explanations, verbal interaction, and the use of digital tools. Written expression is significantly impaired by his dysgraphia, but he expresses himself more fluently through oral language, images, and symbolic tools.

Personal Challenges
Giuseppe’s emotional self-regulation is affected by both attentional instability and underlying anxiety. He shows low frustration tolerance, especially when faced with performance-based tasks under time pressure or public scrutiny. While his attitude toward adults is consistently respectful and cooperative, his social relationships with peers can sometimes be tense.
On several occasions, Giuseppe has been the target of teasing or mocking behaviors, which have triggered emotional reactions and defensive attitudes. Although these episodes have decreased over time, they still highlight a vulnerability in social situations that involve unpredictability or peer evaluation.
Nonetheless, significant progress is evident in his self-regulation, particularly in his ability to avoid provocative behaviors that were occasionally observed in the past. He now exhibits a greater degree of self-control and shows a noticeable empathy toward classmates who are struggling, often offering help or showing quiet solidarity in inclusive learning situations.
Group learning dynamics are increasingly positive when the structure is clear and roles are well defined. In less structured or competitive environments, however, his engagement and performance may decline due to anxiety or social discomfort.
There are no reported socio-economic disadvantages or family-related concerns. Giuseppe’s home environment is stable and supportive, with access to learning tools and digital resources. Despite this, his academic autonomy and organizational skills remain fragile, and his study habits rely heavily on compensatory strategies and technological aids to manage written output and concentration.
The teaching team has noted that he benefits from visual aids, checklists, and scaffolding strategies to help him organize information. Giulio Cesare’s motivation increases significantly when he feels supported and receives positive reinforcement. He tends to disengage during unstructured activities or tasks requiring fine motor coordination, such as handwriting assignments.

Data Collection Methods

To monitor Giuseppe Garibaldi’s academic progress, emotional well-being, and behavioral regulation, the teaching team adopts a variety of observation and data collection tools. These methods are essential to adapt strategies and interventions to his neurodevelopmental profile:

Observation Logs and Anecdotal Records

  • Purpose: Record episodes of inattention, emotional dysregulation, and peer interaction.
  • Example: Tracking his ability to remain focused during individual and group tasks, especially in moments of transition or change in routine.

Performance Assessments

  • Purpose: Evaluate academic progress across core subjects using adapted and personalized formats.
  • Example: Modified written tasks or oral responses used to assess knowledge in history or science, reducing reliance on writing.

Behavioral Rating Scales

  • Purpose: Monitor fluctuations in attention, anxiety levels, and emotional regulation.
  • Example: Weekly behavior logs noting episodes of task refusal, restlessness, or anxiety-triggered disengagement.

Academic Progress Tracking Tools

  • Purpose: Follow improvement trends, especially in written tasks and time management.
  • Example: Comparing classwork with homework and self-paced assignments to assess consistency and support needs.

ICF-Based Checklists

  • Purpose: Evaluate Giuseppe’s functioning in relation to cognitive, emotional, and environmental factors.
  • Example: Assessing adaptability and reaction to peer and adult feedback using structured teacher observation tools.

Student Self-Assessment

  • Purpose: Encourage metacognitive awareness and self-reflection on strengths and difficulties.
  • Example: Giuseppe completes simplified reflection sheets after lessons, indicating how focused or confident he felt.

Parent-School Communication Logs

  • Purpose: Maintain consistent communication on emotional state, homework routines, and daily challenges.
  • Example: Informal exchanges during pick-up or digital notes through the school-family communication platform.
Subjects involved

Student
I wish I were more confident in speaking up during group work.

I prefer activities where I can use my hands or build things rather than competitive games. Sometimes I am proud of what I do, especially when I manage to build something creative.

Teachers

  • "Giuseppe has a gentle attitude with adults and is improving in how he interacts with peers. However, his attention shifts rapidly, and he often needs adult presence nearby to stay on task. He becomes visibly anxious when he feels he's falling behind or being observed too closely."
  • "Giuseppe is responsive during oral discussions, especially when the topic interests him. He struggles with writing, but he compensates well through verbal contributions and creative ideas. I work to reduce pressure and always give him the chance to express himself in ways that feel safe."
  • "He shows major difficulty in maintaining attention and following procedures. He often doesn’t complete tasks unless guided step by step. I think his cognitive profile requires highly structured strategies and I believe a more specific support framework is needed for mathematical reasoning."
  • "Giuseppe is expressive and imaginative. He enjoys working with color, form, and movement, and often channels his energy into creative tasks. In the art room, he seems more focused and calm. I try to highlight his abilities to boost his confidence."
  • "He enjoys movement and benefits from physical activity, although sometimes his impulsiveness leads to distractions or off-task behavior. When the game rules are clear and roles are assigned, he participates with enthusiasm and shows excellent coordination."
  • "He struggles with written assignments and often forgets homework. He’s more confident in speaking activities, especially in informal settings. Consistency and repetition help, but he needs constant reminders and positive reinforcement to stay engaged."

School leaders
"Giuseppe requires a calm, predictable environment. We’ve noticed that when he’s supported with the right tools and structure, his participation improves significantly. His difficulties are not due to lack of ability, but to how his emotional and attentional needs intersect with academic demands."

Parents
"He gets frustrated easily, especially when he thinks he can’t do something well. At home, we try to support him with tools and breaks, but sometimes he resists studying altogether. He’s very sensitive and gets discouraged quickly, so we try to celebrate even small achievements."