Personalized Skills Development for Youth with Mental Disabilities

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[...] The analysis of the productions made within the portfolio framework will provide concrete indicators of the skills acquired. Finally, interviews with families and the educational team will allow us to collect their perceptions on the students' progress and the impact of the project on their personal and social development. 10. BIBLIOGRAPHY - GASCHIGNARD, C. (2024). The life lesson of Olivier Goy, suffering from Charcot's disease. RCF. https://www.rcf.fr/articles/actualite/la-lecon-de-vie-dolivier-goy-atteint-de-la-maladie-de-charcot - DEVE V., GAGNAYRE R., D'IVERNOIS J-F. (March 26, 2009). Patient Education and Health Issues, Vol n°1, 2009. [...]

[...] Project objectivesError: Reference source not found 9. ENVISAGED STRATEGIESError: Reference source not found 9.1 RealizationError: Reference source not found 9.2 CommunicationError: Reference source not found 9.3 EvaluationError: Reference source not found 10. BIBLIOGRAPHYError: Reference source not found 11. ANNEXESPAGEREF _Toc177519163 \h12 Subjects related to skills 1 Example of pedagogical contract Annex 2 Example of portfolio 3 1. INTRODUCTION In order to validate my license, I was asked as a student to design a project within my professional framework. The idea of this project was born from my observations and discussions within the specialized institution where I have been working for more than 8 years. [...]

[...] Project Design - Social Educator Table of Contents Project Design Dossier: 'Horizon' 1. INTRODUCTIONError: Reference source not found 2. PROFESSIONAL CONTEXTError: Reference source not found 3. DESCRIPTION OF THE INITIAL SITUATIONError: Reference source not found 4. PROBLEMSError: Reference source not found 5. HYPOTHESIS OF UNDERSTANDING & THEORETICAL LINKSError: Reference source not found 6. ANALYSIS OF THE INITIAL SITUATIONError: Reference source not found 7. ACTION HYPOTHESISError: Reference source not found 8. TARGET SITUATIONError: Reference source not found 8.1. The purposeError: Reference source not found 8.2. [...]

[...] These young people do not have the maturity of mind to see their abilities. This positive spirit is, in fact, taken up extensively through personalities like Oprah Winfrey2 in America or even Olivier Goy3, carrier of Charcot's disease where, despite his heavy handicap, he manages to continue advancing and making this disease a force that defines him. Without accompaniment from my part and that of my colleagues, students can limit themselves to the strict minimum, or even completely turn away from classes, which compromises their success and their future prospects. [...]

[...] Gardening, in addition to being a calming activity, would develop a sense of responsibility and respect for the environment. This type of activity is also a good catalyst for energy and attention, specifically useful in accompanying students with ADHD. Thirdly, to promote social engagement and cooperation, collective and playful activities would be ideal. Cooperative board games would encourage collaboration and communication to achieve a common goal. Organizing events, such as a party or a show, would involve task delegation, collective decision-making, and coordination of efforts. [...]