Implementarea proiectului am urmarit sa obtinem atingerea urmatoarelor obiective: O 1: Dezvoltarea de abilitati pentru 12 profesori resursă cu scopul de a actualiza metodele de gestionare a situațiilor speciale ale elevilor vulnerabili din clasele a IX-a in perioada 2021 – 2025.) Profesorii au deveni o resursa care sa asigure consultanta profesorilor diriginti in vederea integrarii in scoala a elevilor debutanti proveniti din mediul rural sau cu oportunitati scazute). O 2: Reducerea cu 10% a riscului de abandon scolar pana la 1 ianuarie 2023; organizarea la debutul anului scolar a unei echipe de welcomming care sa creeze o atmosfera prietenoasa si incluziva a CEA, precum si prezentarea clara a oportunitatilor de dezvoltare individuala a fost parte a unei strategii care O 3: Dobandirea, de catre profesorii diriginti a unor noi metode si mijloace de identificare si gestionare a situatiilor speciale ale elevilor vulnerabili; O 4: Achizitionarea de tehnici de adaptare a curriculum-ului la disciplina Consiliere si orientare la clasele incluzive cu cel putin 5-6 ore pe an scolar dedicate activitatilor incluzive;
The Administrative Economic College Iasi wants to become an inclusive school that creates an environment of psycho-social development for all students regardless of their background and offer the opportunity to have a balanced background in terms of inclusion. In the needs analysis of our school, we reported the risks of exclusion to which some of the students of the college are subject: students from rural areas (60% of the school population), of which many commuters (1/3 of the students of the high school), students oriented to school following a lottery (50%), students with a vulnerable background (140 students with social scholarships), or with learning difficulties, and for the school year 2022 -2023 we included 18 Roma students in the study groups. Because of this, the risk of dropping out is high (more than 1500 absences/class/semester) and is manifested by transfer requests, unexplained absences, maladjustment, tardiness, anxiety, frustration, lack of cooperation, attention or motivation. These behaviours have been misinterpreted because the conservative teachers lacked competence and pedagogical skills to better approach aspects of a better inclusion of vulnerable students.