Half way

We are halfway through the implementation of the “Quality and Inclusion through Education” project. What have we achieved so far?

Halfway through the project implementation period, we have more than 800 children in the main target group (of the 913 targeted until the end of the project). Of these, more than 500 are students with special educational needs and almost 300 are at risk of dropping out. With some we have achieved what we set out to do: they are already more attracted to school, they do their lessons more carefully, they have learned what they need to do to be admired and respected, they have plans for the future. We still have to work with others, but surely, until the end of the activities carried out by the remedial education teachers, psychologists and speech therapists, we will succeed in everything we set out to do.

Here’s what our education experts say:   “A good part of the students keep up with the demands of the school curriculum, but another part of them permanently lose ground in the accumulation of knowledge. Some students lose their rhythm starting with the primary grades, and by the 8th grade the differences are accentuated. The organization of remedial activities has a significant impact on school life, with the objective of changing the attitude towards each child who may have, at a given moment, learning difficulties. It is necessary for the students to be supported in the assisted performance of homework, in school recovery activities and improvement of learning difficulties, as well as in plastic education activities, fun games, extracurricular activities with an educational purpose. Such activities – individual or by group – I am looking for a change in the attitude of teachers, parents, students and representatives of public institutions towards disadvantaged communities and groups. Students who participate in remedial education activities get better grades, have increased self-esteem, can help themselves in the different learning situations they encounter daily, become autonomous, conditions in which the risk of dropping out of school decreases. In addition, a good part of these students live in disorganized and poor families, they are not supervised and helped in solving school tasks. Remedial education must take into account the educational needs of each child, namely: learning to read and write, mathematical calculation, forming a positive self-image, organization and effective involvement in activities, personalized support.”

Laura Cobzariu – remedial education teacher

“At the Romanian School Center for Inclusive Education, where there are students with disabilities, support activities are carried out in a different framework than the formal one. With the help of varied, attractive and suitable didactic materials and means for the child with special educational requirements, provided through this project, students are helped to improve both their ability to learn and adapt to the educational environment, but also the life skills necessary for social integration. Halfway through the project, progress can already be felt in terms of communication, awareness of emotional states and the formation of adaptive behaviors in relation to the environment. The students became more cooperative, more active and more available to work in groups, together with other colleagues.”

Simona Magdalena Dudău – remedial education teacher

“At the Secondary School in Tămășeni commune, the activities carried out with children with special educational requirements are of real use. Here children feel at ease, communicate a lot with each other, work in groups, cooperate and express themselves naturally. They have more self-confidence, are braver, help each other and support each other. Regarding the children at risk of dropping out of school, I can say that, through the remedial activities, some of them recovered a lot of the subject: they write, read, count, tell stories. Their class performance has improved, they have fewer absences, they are more interested in coming to school. And we continue to encourage and support them.”

Cristina Antochi – remedial education teacher

“During the remedial activities at the Adjudeni Vocational School, we found that a large part of the beneficiaries live in single-parent families as a result of the departure of one of the parents abroad, they are not supervised or helped in solving school tasks. Remedial education takes into account the educational needs of each child: age, the pleasure of communicating and moving. Activities are based on play, movement, interaction with other colleagues, free discussions. Depending on the individual learning style of each student, informative materials appropriate to their understanding are used: boards with images for language development, computer programs through which they see beyond their usual living environment. The joy with which they participate in the activities is a proof of job well done. In my opinion, the beneficiaries of this project have improved their ability to memorize, socialize, and learn.”

Lucretia Bancu – remedial education teacher

“At the Romanian School Center for Inclusive Education, where there are students with disabilities, support activities are carried out in a different framework than the formal one. With the help of varied, attractive and suitable didactic materials and means for the child with special educational requirements, provided through this project, students are helped to improve both their ability to learn and adapt to the educational environment, but also the life skills necessary for social integration. Halfway through the project, progress can already be felt in terms of communication, awareness of emotional states and the formation of adaptive behaviors in relation to the environment. The students became more cooperative, more active and more available to work in groups, together with other colleagues.”. Simona Magdalena Dudău – remedial education teacher