Kaloko ensures that each person is evaluated according to their personal characteristics while respecting the fundamental values ​​of merit, impartiality, accessibility, justice, representativeness and transparency.

We group together the measures taken to prevent the appearance, aggravation or extension of a danger, risk, accident, disease or more.

Understanding the problem and transforming it in stages, based on planning and reasoning, is the process of solving the problem.

Specify the objectives to be pursued and the skills to be developed and put in place effective means of helping him. The student is therefore at the heart of his intervention plan. The intervention plan is a confidential document that will only be shared with the stakeholders who were present at the meeting and those who are concerned by the means to be put in place.

The intervention plan addresses several spheres of development, namely academic, behavioral, psychological, social, motor, pedagogical, orthopedagogical, speech therapy and family.

An approach by which we identify the needs and limitations that the person encounters and which prevent them from achieving certain goals. In addition, specific needs are named, services and appropriate intervention are planned and organized.

We know the importance of working in collaboration with different specialists, resulting in a team made up of members with varied skills, but complementary for our client.

Anyone who has difficulty performing their day-to-day activities can use the services of an occupational therapist. Nurses assume responsibility for a range of nursing care according to the biopsychosocial needs of people entrusted to them.

Social workers are trained to know the functioning and problems of society, but also human behavior. Their strength lies in knowing how to analyze complicated social situations and build appropriate assistance programs.

Our group interventions depend on the general objective of the person to develop interpersonal dynamics of support and mutual assistance by allowing the experience to be shared with others.

Our counselor team is first of all an intermediary who encourages communication between family members, which promotes mutual assistance. This encourages the family to take responsibility for themselves by finding ways to reduce the symptoms of the problem.

The indirect supports are numerous and varied, they occupy an important part of the working time and of the job definition of the specialized educators. The support is in general the most adapted and the most effective insofar as it does not try to solve a priori the problem of informality of most activities.

Kaloko provides resources for understanding and taking action when faced with a new task, whether it be school, daily or professional. Provides knowledge and know-how through experience in a real context.

Our clients must benefit from continuity in service delivery and equality in quality, evenings and days, and weekends and weekdays.

We need to be consistent and ensure both the defense of human rights and the continuous improvement of the quality of the services offered. Vulnerable people and those in difficult situations, as well as their loved ones, need our team.

Language takes many forms. It can be oral, but also gestural, written, pictorial, drawn, in the form of pictograms or photos. We have the ability to help find a way to get their messages across.

To promote the set of skills in the person which allow to perceive and understand the messages communicated by others, to choose a response and to emit appropriately by verbal and / or non-verbal means.

The independence of a person is the acquisition of his autonomy. We are aiming for his ability, so the person has to have gone through a certain amount of learning. This autonomy is quite easy to understand because it is visible. If possible, the person will be able to carry out this or that act of daily life on his own.

The assessment includes different tools to better understand the vulnerabilities of the person in various life contexts. Observation tools for people with special needs make it possible to follow their development and recognize their needs.

We must also observe its difficulties and put in place the tools and means necessary to continue its journey. The more precise the criteria used and in relation to the person's experience, the more the observation will make it possible to visualize their progress.

In these tools, we compare the person with himself. It is also necessary, from the outset, to clearly identify the objectives in order to arrive at a fair and effective evaluation, both of the process and of the process.

Working with different types of clienteles from various backgrounds, our approaches have a particular conception of the person, which guides our actions as a specialized educator.

We have a set of means and methods implemented to actively participate in an activity that can take very diverse forms. Setting up free activities, guided, in small or large groups, waiting, routine or transition and thematic days.

Our activities are presented here as technical learning, as a means of expression. It involves individual issues as well as collective issues. The educator can initiate, share or let the experience live, without forgetting that it requires our vigilance as to the objectives.