These activities was oriented both for data collection, which have been organized qualitatively and quantitatively, and have lead to the production of a School Inclusion Map for each school, as well as for strengthening and increasing the skills of the Network’s intervention components.

Specific Objectives

– increasing and consolidating of knowledges of the contest;

– increasing of knowledges about schools issues about inclusion;

– increasing the collaboration and the empowerment of the people involved in the “Network”;

– increasing the competence to work in synergy with all local social actors.

As first, School and Network Professionals (coordinated by psychologists) arranged 3 focus groups within the School System centered on the issue of integration / discrimination to find keywords and ideas on these topics. This first qualitative survey has given the opportunity to create a first conceptual map on the theme of school integration and the perception that it has in that particular school.

At the end of that research, meetings have been organized within the Network (whose members were deal with the dissemination of the work done by reference groups – parents, teachers, etc.). This data have been used by the intervention network to identify the topics to center the formations for teachers and local network.

 

 

 

 

Main issues of inclusion in the school and strategy to face it.

What’re the main issues of inclusion in the school?

At this moment, who does in the school take care about inclusion issues?

Portugal – D. Carlos I School

 

In order to face to problematic situations with some students, mainly from the 2nd and 3rd cycle from Elementary School D. Carlos I, several services were created, with the purpose of facing those challenges.

One of the first services created was G.A.M.A. – Student Support Office and Student Mediation, following other existing cabinets in the school for many years. 

Afterwards, according to the Health Education Programme, a prevention panel with experts related to psychoactive substances consumption was created. This group was enlarged, in May 2015/16, in order to report students who, presenting disturbing behaviours, could be helped through health services, namely in the psychology or psychiatry areas.

The various support services that were created in D. Carlos I school cluster, namely GAMA, SPO (Psychological Support Cabinet), SPA Group and “Crescer Saudável” Project, collected several data about students.

Little by little we came to the conclusion that overcoming problems would only be possible with the interrelation between several support groups, and from January 2017, a STUDENT SUPPORT NETWORK was created fostering interaction between the management and, GAMA, SPO (Psychological Support Cabinet) and Crescer Saudável project. The existence of this NETWORK allowed a more consistent and complete synthesis about each student, a more in-depth overview of each single case and work better in inclusion.

In January 2017, a NETWORK was built under the name of REDE, that embodied and formalized what in reality had been happening and that consisted in a share of information between the management and the teachers who were part of these services. For a more extensive overcoming of these issues a connection was fostered between the next stage and the Class Directors Coordination in this NETWORK.

Generally, we can consider five inclusion problem categories:

  • Absenteeism due to an illness
  • Considerable lack of motivation and self-esteem
  • Agitation and disturbance
  • Psychiatric cases
  • Consumption of psychoactive substances

Greek – Halkis’ School and 2nd Lyceum of Kos Island

According to the Greek educational system, responsible for exclusion issues is the director of the school.

Reducing exclusion phenomena, both for social reasons and for reasons of misunderstanding of the Greek language, was the first issue identified.

In both School the reasons for the exclusion of our pupils from the learning environment were anti-social behaviors and the inability to understand the Greek language by immigrants or refugees.

Halkis’ School

The lack of sociability and the sense of exclusion that all our students feel (because of the very small population on the island and the very small school) was also a matter of analysis and determination of the steps and the practices for its elimination.

2nd Lyceum of Kos Island

We experienced a great deal of difficulty in implementing the program and in general the educations’ plan, because some students had difficulty meeting their basic needs and some of them recently experienced relatives’ deaths. On the other hand, however, for these children, these few educational tools that we offered, were an oasis of their difficulties.

 

Italy – I.C. Strenta Tongiorgi

When we speak about inclusion, the main issues of the school are related to the following categories:

  • Children with learning disabilities
  • Children with physical or psychological disabilities
  • Foreign students or ROMA students
  • Students with behavioral problems

The School takes care about this kind of students in two ways:

  1. Internal commissions (teacher groups) who spend some hours discussing on school strategies about specific problems:
    1. Intercultural commission
    2. Disability commission
    3. Avatar Project commission (Avatar is an epidemiological study of some health school indicators)
  2. External associations who give support for student’s activities, for examples, afternoon homework help.

Furthermore, there is, once a week, only for students who require it, psychological support.

At this moment, there are no spaces for all these groups to meet each other, so the inclusion strategies are not cohesive. 

Romania – Technological Highschool Vasile Cocea

The main topics encountered by the school Technological Highschool Vasile Cocea from Moldovita, after the need analize were:

  1. CES students (children with specific needs/ children that are without families, which are living in 2 orphanages near the school -one in Radauti and one in Solca- / children which are integrated in school daily programme.
  2. Children after a EU migration period (together with parents and coming back to Romania)/ children that are Romanian citizens but do not know any Romanian language in written or even in spoken (they were leaving for the last 10, years in Italy, Spain, Portugal, etc)
  3. Interethnic integration- in Romania there are many ethnic groups
  4. Poverty children, children coming from families without any income, or only with natural benefits from their garden or surroundings (children that are declared as Children with CES because in this way they can benefit from financial help from the Romanian Government program).

London – Polish Saturday schools

There are three main problems observed at school:

  • exposure to youth gang involvement, child sexual exploitation, drugs
  • disturbing behaviour of Polish students caused by anxiety and high level of stress among Polish families caused by their immigration status, Brexit, increasing level of hate crimes in the UK
  • not enough parental competence – 131 Polish children were taken away from their partners for fostering  according to Polish Ministry of Foreign Affairs at the period of January to August 2017

What needs do we want to meet?

  • Not enough knowledge of child development
  • Low awareness of importance of culture background in raising child
  • Not sufficient community involvement of Polish families
  • Anxiety among Polish families
  • Different parental styles and its incongruity to British culture

What do we try to achieve?

  • Better understanding of raising child in multicultural environment
  • Increasing  parenting skills and strategies
  • Managing child’s behaviour more confidently
  • Developing closer parent-child relationship
  • Improving understanding of the child development process
  • Reducing stress levels in Polish families

Increase awareness about youth gang involvement