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[...] A continuous evaluation to ensure regular follow-ups allows for measuring the progress of the students and adjusting the activities according to their needs. A collaborative environment so that the project also involves families, teachers, and other professionals, ensuring a comprehensive support for the students. As we can see, the Horizon project reinforces self-esteem, by stimulating intrinsic motivation and creating an ideal framework by its flexibility, aiming to transform their perception of themselves. In this way, children can project themselves into a reassuring and promising future. 5. [...]
[...] -For the student: To commit to actively participating in activities, making efforts to progress, and sharing feelings during evaluations. -For the educator: Ensure a supportive and tailored accompaniment, provide regular feedback, and adjust activities according to individual needs. This contract reflects the project's philosophy: a participatory and responsible approach, where each student is an actor of their own development. 8. Project Evaluation The evaluation of the Horizon project is based on a hybrid methodological approach, combining qualitative and quantitative analyses, to measure its impact on young people in terms of personal valorization, social engagement, and inclusive pedagogy. [...]
[...] Anticipates others' needs spontaneously in an autonomous manner. Ex. : A lent an utensil to a colleague without him asking. Disposition to offer help spontaneously Does not offer help or only reacts on insistent request. Offers partial help with frequent encouragement. Offers help correctly with some necessary adjustments. Offers help spontaneously and appropriately. Ex. : I explained a step of the recipe to a colleague in difficulty. Collaboration and mutual aid in a shared task Shows difficulties in collaborating or getting involved in a common task. [...]
[...] The main objective of this specialized school is to provide a pedagogical and educational framework that meets the unique needs of each student, while facilitating their social and academic integration. Reduced class sizes and individualized attention allow to compensate for the gaps of a traditional school system often unsuitable for these profiles. The institution aims not only to accompany young people in their learning, but also to promote their personal fulfillment and to strengthen their autonomy. 5.2. Student Profile: Specific Disorders (ADHD, ASD, Oppositional Defiant Disorder, etc.) and their Impact on Education As we have already mentioned earlier, the students of the institution "The Poplars" present a diversity of psychiatric diagnoses, including:" -ADHD (Attention Deficit Hyperactivity Disorder): These students encounter difficulties with concentration, impulsivity, and hyperactivity, which affects their ability to follow lessons continuously. [...]
[...] This is a real handicap, the inability to turn towards training or professional integration projects, which generally stems from several factors that I have already listed above (low self-esteem, traditional educational environment, family contexts that weigh heavily, etc.). 6. Theoretical frameworks and hypotheses 6.1. Self-Determination Theory (Deci & Ryan, 1985): Motivation, Autonomy, and Personal Development 6.1.1 The role of motivation Deci & Ryan (1985) explain that motivation is at the heart of self-determination theory, which distinguishes two main types of motivation: intrinsic and extrinsic. [...]
