WORK IN THE CLASSROOM (TITLE)
TWINS project – New register of needs
Implementation phase – Psychological support
Implementation phase – Linguistic support
NUMBER OF PARTECIPANTS
5 students / 1 psychologist
2 students / 3 teachers
WHO ARE PARTECIPANTS? (STUDENTS, TEACHERS, FAMILY…)
Teachers / Students / Network
Psychologist / Students
Teachers / Students
There was a need for a new questionnaire to clarify the peculiarities of the students/ refugees who participated and changed during the last months, because some of them went to other countries of Europe and some new children come to the program.
During the school year 2018-2019, a thoughtful and serious attempt was made to create an integration section in our school. The creation of the Network helped to the same direction.
Initially we had 7 students within specifications to set up the class, but soon they were 4 and later 3.
The two were refugees from Iraq and the other immigrant from Albania who did not speak Greek at all. Throughout the course of the program, these 3 children were constantly coming to school, as well as the integration classes for language and technology-intensive classes in the daily schedule were working.
TARGET AND ACHIEVED RESULTS
We have succeeded in updating and verifying to some extent the needs of these children, since nothing is self-evident when they come from war zones.
The intervention of the psychologist was important. She could not predict the structure and the plan of the intervention, because it was so many different the problems experienced these children.Only in the classroom could intervene depending on the condition of students.
Relevant language aids to students have provided positive results from the very first lesson. Feature is that students seeking more hours of this kind of intervention.
All children wanted to learn the Greek language quickly and English as well because they had the intention of moving to another European country some time.
HOW THE WORKCLASS IS RELATED TO PROJECT TWINS AND TO INCLUSION TOPIC?
Classroom intervention was designed in accordance with the Program Specifications and the Work Packages.
Reducing exclusion phenomena, both for social reasons and for reasons of misunderstanding of the Greek language, was the goal at first.
We experienced a great deal of difficulty in implementing the program and in general the educations’ plan, when some students had difficulty meeting their basic needs and also recent relatives’ deaths.
On the other hand, however, for these children, these feweducational tools that we offered, were an oasis of their difficulties