Erasmus+ Project 2019-1-HU01-KA229-06100 Self-awareness: Embrace Yourself, Embrace the World
REPORTS ON HOW SCHOOL PARTNERS ACHIEVE SOCIAL INCLUSION OF MIGRANTS, CHILDREN OF NON-EU CITIZENSHIP AND SEN STUDENTS Érdi Szakképzési Centrum Százhalombattai Széchenyi István Szakgimnáziuma és Gimnáziuma Hungary
Gaziantep Vehbi Dincerler Fen Lisesi Turkey
Italy
Greece 3RD LYCEUM ALEXANDROUPOLIS EΛΛΗΝΙΚΗ ΔΗΜΟΚΡΑΤΙΑ ΥΠΟΥΡΓΕΙΟ ΠΑΙΔΕΙΑΣ ΕΡΕΥΝΑΣ ΚΑΙ ΘΡΗΣΚΕΥΜΑΤΩΝ ΠΕΡΙΦΕΡΕΙΑΚΗ Δ/ΝΣΗ Π&Δ.ΕΚΠ/ΣΗΣ ΑΝΑΤΟΛΙΚΗΣ ΜΑΚΕΔΟΝΙΑΣ & ΘΡΑΚΗΣ Δ/ΝΣΗ Δ/ΘΜΙΑΣ ΕΚΠ/ΣΗΣ Ν.ΕΒΡΟΥ – 3ο ΓΕΛ ΑΛΕΞ/ΠΟΛΗΣ
Erasmus+ Project 2019-1-HU01-KA229-061009_1 “Self-awareness: Embrace Yourself, Embrace the World”
SEN students in SZISZKI Százhalombatta, Hungary Background information on special needs education in Hungary (two sources) 1. https://ofi.oh.gov.hu/tudastar/iii-resz-country-report/special-needs-education
“Supportive Education Policy Today’s education policy in Hungary identifies integration as a political, social and pedagogical aim. It pays special attention to financing special needs education. The regulatory framework favours the integration of students with special educational needs. The Hungarian Ministry of Education has developed comprehensive integration projects. The amendment to the Act on Public Education of 1993 is intended to enforce the anti-discrimination efforts in the process of education and training and in the activities of all institutions involved. Education of students with special needs is supported by the government’s intentions: according to the above-mentioned law students with special educational needs may attend mainstream schools. Parents are also asked to participate actively in their children’s education.
Categories Special schools and special classes are still dominating, but the number of integrated students increases from year to year. The categories are as follows: Students with special educational needs (according to the last amendment to the Act on Public Education of 2003) are: 1. students with physical disability, sensorial disabilities, mild and moderate mental retardation, speech disability, autism, permanent and severe difficulties in the learning process because of disturbances of their individual development (dyslexia, dysgraphia, hyperactivity etc), multiple disability. 2. Students with learning and behavioural difficulties. 3. Students with disadvantages. Parents of students from category 1 are not free to choose a school; they receive a proposal from the relevant expert committee.”
2. https://www.angloinfo.com/how-to/hungary/family/schooling-education/special-needseducation “There are some schools which cater specifically for children with special needs. While some mainstream schools integrate children with special needs, only a few state schools are wheelchair accessible, for example.�
SEN students in SZISZKI Our school is unfortunately not wheelchair accessible and we cannot take all SEN students but students with certain disadvantages do attend. These students may have social problems, behavioural difficulties or meet learning challenges. They are registered in the school and all teachers pay extra attention to them. It means that they can have one-to-one tutoring outside classes if needed, or disgraphic, dyslexic students are given extra time for doing their tasks and tests. At exams they are allowed to have extra time for completing test papers by law. The project team does as much as it can consciously to involve them into project activities. Their achievement, progress, activities are reported to their form teachers who follow them with extra care. Mainstream students are asked to be patient, helpful with students with disadvantages. Selfawareness is as important or even more important to these students to perform better in school and be competent in other aspects of life. As we do not have SEN students of more difficult cases our school does not employ special needs teachers. However, our school psychologist is available for all students and teachers to help and guide them in all matters. She regularly holds sessions for classes to sensitize them to accepting people with disabilities or people with disadvantages, holds lessons to them about toleration and acceptance.
Erasmus+ Project 2019-1-HU01-KA229-06100 Self-awareness: Embrace Yourself, Embrace the World REPORT ON HOW WE DEAL WITH SEN AND DISADVANTAGED STUDENTS AS SCHOOLS IN TURKEY
While inclusive education was perceived as the education of students with various disabilities, especially together with students without any disabilities in the past, now it does not only define an initiative for children in need of special education, but also considers focusing on other groups who have problems in getting equal and qualified education for targets such as poor, different ethnic and cultural backgrounds, children from rural areas and girls. (UNESCO, 2001). In this sense, inclusive education means not excludÄąng anyone from education processes due to gender, ethnic structure, social class, health, social participation, and success by valuing diversity, and embracing everyone in the system (UNESCO, 2009, Ouane, 2008).
This process covers the changes that need to be made in terms of content, approach, structure, and strategies in the light of a common vision that includes all children of learning age and believing that it is the responsibility of the states to educate all children. In Turkey, the aim is to support teachers' personal and professional development, their intellectual, emotional, and social development, and achieve a social transformation through teachers by using inclusive education practices. The clear purpose of creating an inclusive education culture is to contribute to the development of social justice with a human-centered approach, to ensure that the differences and characteristics of each child are included in education and training activities, to eliminate discrimination against children in schools, to prevent individuals from being forced to
Erasmus+ Project 2019-1-HU01-KA229-06100 Self-awareness: Embrace Yourself, Embrace the World
change and adjust in the classroom, and to contribute to make sure that each child is considered as a valuable individual with his/her own peculiarities. There are three important components of creating this education culture in Turkey: school, family, and society. Family and society lead the school in providing cultural education and learning situations that are not yet fully organized and institutionalized. The family, which is the starting point of the informal education process, has an important function in inclusive education as it is the place where the child first acquires vital information and where the first foundations of social skills such as respect, love, communication, empathy are conveyed. Because children acquire clues of their first knowledge and skills about life by watching and observing their families, families need to show many inclusive behaviours and set an example. A qualified school-family cooperation means being aware of the cultural diversity, feelings, values, and experiences of all stakeholders involved in education.
The facts that approximately 300 thousand inclusive students take part in the education process, 680 thousand Syrian students are studying in schools and approximately 2 out of 5 children are exposed to bullying can be shown as the justification of inclusive education practices introduction in Turkey. In order to create an impact both at national and at international level, the following activity is carried out regarding cooperation among school, family, and society especially in Turkey: -
Establishment of parents’ communities and planning activities
Erasmus+ Project 2019-1-HU01-KA229-06100 Self-awareness: Embrace Yourself, Embrace the World
Besides, Ministry of National education in countrywide, provincial Directorates of National Education in local level and even schools in special level are adding immigration, peer victimisation and psychosocial intervention services to their school counselling service yearly targets and all years make plans about this subject and perform them. In particular Ministry of National education started “Farkındayım Yanındayım”, in English “I Am Aware so I Am With You”, project under control of Research and Development Units. The aim of project is making awareness and empathy understanding to the people who need special requirements. In this direction, they are arranging education strategies and activities for all teachers, students and parents. They firstly gave information about project to all school counsellors and made some activities to support emotional intelligence progress. All schools joined this project in our school environments. Within the scope of Psychosocial Response Services, preventive studies are also planned against post-traumatic negative situations that may occur by displaying the right approach in terms of abuse, natural disaster, migration, suicide, mourning, and terrorism. According to this assumption, the Ministry of National Education provided psychosocial intervention practitioner training to all guidance teachers. In this context, psychoeducational groups are formed in order to ensure social integration of refugee individuals who are involved in the education and training process as a result of migration and contribute to their families' social adaptation skills. All students are provided with the necessary training by giving the necessary preparation to
Erasmus+ Project 2019-1-HU01-KA229-06100 Self-awareness: Embrace Yourself, Embrace the World
the class guide teachers about the accessibility of this service and the studies are carried out within the scope of the class guidance services. On the other hand, all the schools in our country are determined through the existing test and research inventories and the class risk and school risk maps and students in the risk group are identified so that necessary intervention is provided. In particular, individuals who are exposed to bullying and who do not feel safe in school are identified and expert help is given especially through common guidance activities which are carried out to gain empathy skills.
Self-awareness: Embrace Yourself, Embrace the World 2019-1-HU01-KA229-061
How ITT Malafarina achieves social inclusion of migrants, children of non-Eu citizenship and Sen students Italian Regulations In Italy laws regulate the presence of Sen students according to the principle of inclusion. They attend classes and are assisted by supporters on the basis of the degree of deficit. They can be granted regular diploma if they follow the curricula or a simple certificate of attendance related to their state of disability. The full inclusion of students with Special Educational Needs is a goal that the school has pursued for a long time through a structured plan, involving the resources of the territory and internal professional staff according to Legge Quadro n. 104/92, law n. 170/2010, D.M. dated 27/12/2012, and C.M. n. 8 dated 06/03/2013. Definition of SEN A student or young person has special educational needs (SEN) if he or she has learning difficulties or disabilities that make it harder for him or her to learn than most other students and young people of about the same age. Early-year settings, schools, colleges and other organizations can help most students and young people overcome the barriers their difficulties present quickly and easily. So special educational needs could mean that a student or young person has: a)
learning difficulties
b)
social, emotional or mental health difficulties
c)
specific learning difficulty with reading, writing, number work etc
d)
sensory or physical needs communication problems
e)
bad medical or health conditions.
f)
uneasy feelings caused by bullying, problems at home, loss of a loved one, sudden poverty.
These problems may affect the way a student learns directly by forcing him/her to miss or drop out of school, or indirectly by changing his/her behaviour. Students and young people make progress at different rates and have different ways in which they learn best. Teachers take account of this in the way they organize their lessons and teach. Students and young people making slower progress or having particular difficulties in one area may be given extra help or different lessons to help them succeed. Current Situation We have Bes students (uncertified Sen)+ Dsa students ( certified specific learning needs) for a total of 24 complessive individualized sen plans. Then we have 10 disabled students whose learning plans are built according to a Commission's (sanitary, psychologist, social assistant, disabled support teacher, headmaster) report. Furthermore we have 25 foreign students from Europe, Asia, South America and Africa plus other 10 students who have double nationality since one of their parents is foreign.
Self-awareness: Embrace Yourself, Embrace the World 2019-1-HU01-KA229-061 Erasmus+ participation As far we have dealt with disadvantaged students’ inclusion in all our Erasmus+ projects, in particular specific sections have been dedicated in “Bullying Free Minds”, “The Gentle Experience”, “The Future begins Today”, and obviously in “Self-awareness: Embrace Yourself, Embrace the World”. We have included as far as possible disadvantaged students both in activities during the mobilities that took places in our country and abroad. Our aim is to enlarge the number of them for mobilities. Strategies Schools place great importance on identifying special educational needs (SEN) early so that they can help students and young people as quickly as possible. Once it has been decided that a student has SEN, staff working with him/her should take account of the guidance in the Special Educational Needs and Disabilities Code of Practice (2015). The approach may include: a)
an individually-designed learning programme
b)
extra help from a teacher/tutor or learning support assistant
c)
being taught individually or in a small group for regular short periods
d)
drawing up a personal plan, including setting targets for improvement, regular review of it.
Our school aims to design a school system that includes interventions for various types of needs, so that the inclusion process takes place naturally within and outside the school (thus improving the quality of extraschool life too). In the school there is an organizational structure that includes an expert for Sen students and a referent for students coming from foreign countries. Moreover, in collaboration with local authorities, our school uses external figures such as educators, assistants to the person and to communication. In particular in Itt Institute a department of Inclusion assures the application of a peer to peer strategy which has positive effects on all the students. One of the most important purpose is guaranteeing the best environment for all students and mostly for those who, due to diverse backgrounds, start from a disadvantaged situation. This is a multi-dimensional approach aimed at promoting an improvement in the quality of life of all students in difficulty, from the standpoint of reaching autonomy and well-being, in the perspective of the global person's growing, whose basis are not only a project of integration but a much broader, more targeted and articulated plan of inclusion. All the other students are involved in peer to peer methodology. Developing an innovative methodology through an Individual Education Plan is a systematic way to monitor and assess the progress of a student with special needs. An IEP includes a description of the difficulties faced by the student, a plan of action to overcome these difficulties, clear goals for the student to achieve and a time frame, specific activities and actions to help the student achieve the goals. We evaluate the student's progress offering flexible educational pathways in order to help the students to understand their own strengths, talents and self-esteem. A LESSON PLANNING and a continuous MONITORING and a final assessment and evaluation is provided. We adopt a therapeutic approach according to the following aims: Facilitating the entry of pupils into the school and the social system through a continuous connection with the family and the territory;
Self-awareness: Embrace Yourself, Embrace the World 2019-1-HU01-KA229-061 Encouraging inclusion through a daily process that is conveyed through valorization of alternative knowledge and skills; Promoting the development of citizenship skills; Collaborating in the realization of the overall life project of the students, planning common paths of individualization or personalization that make socialization and learning coexist; Promoting communication and collaboration initiatives among schools, families, municipalities, local authorities; Adopting forms of collegial evaluation and assessment adequate to the students' training needs; Monitoring actions at territorial level; Proposing adaptations and sharing improvements; Promoting projects aimed at encouraging inclusion (artistic and musical recreational workshops, gardening, guided tours, educational trips, horseback riding, swimming, etc.)
Covid-19 effects Disadvantaged students struggled more than the others to adapt themselves to current reality, often with less access to learning online platforms. In Italy, on 27th April 2020, the Ministry of Education has sent to all the headmasters a letter in which indications are given on how to manage distance learning for the purpose of integrating students with disabilities, asking the specialized teacher to support the activities of the whole class, in the presence of the pupil with disabilities “not only to facilitate and provide feedback on the contents, to mediate with individualized tools and methodologies the transmission of knowledge, but also to bring the attention of the whole class group to the possibility of creating opportunities for renewed socialization in a shared, albeit virtual, environment". Curricular teachers are called “to intervene directly even in inclusive dedicated educational activities, since they play the role of reference adults of the whole class and contact with them gives the disabled student a first measure of inclusion in its context of belonging”. Furthermore, the support teacher is invited "to bend and recalibrate the IEP, involving the school head and the class council in the choices and informing the families. There is also the possibility to involve assistant educators in the daily work of guaranteeing distance learning, in particular with regard to pupils and students with sensory disabilities, collaboration can take place through sharing systems of digital platforms in use among teachers, so that the assistants themselves can operate on them with the students and the teachers themselves, using the most appropriate communication channel for the various circumstances”. In short ITT Malafarina institute is being acting according a model of inclusion, strictly following what has been emersed by Eurydice - European Commission survey: “How is covid affecting schools in Europe? https://eacea.ec.europa.eu/national-policies/eurydice/content/how-covid-19-affecting-schoolseurope_en?fbclid=IwAR2eIp5RZoxph_0WQll5IxNO0RHT37wDEYnW9rMDQAEQKOqPegnUKDytM8o “While this is an unprecedented crisis that has induced high levels of anxiety, it is also a time where we are all doing things differently and learning from the experience. People’s ability to adapt rapidly to working and educating children at home has been extraordinary, and we should be grateful that we have the technology to assist us. When we have got through this crisis, we will not return to the world as it was. Rather, we are now preparing with our children to face the world as it will be in the future”.
RD
3 LYCEUM ALEXANDROUPOLIS EΛΛΗΝΙΚΗ ΔΗΜΟΚΡΑΤΙΑ ΥΠΟΥΡΓΕΙΟ ΠΑΙΔΕΙΑΣ ΕΡΕΥΝΑΣ ΚΑΙ ΘΡΗΣΚΕΥΜΑΤΩΝ ΠΕΡΙΦΕΡΕΙΑΚΗ Δ/ΝΣΗ Π&Δ.ΕΚΠ/ΣΗΣ ΑΝΑΤΟΛΙΚΗΣ ΜΑΚΕΔΟΝΙΑΣ & ΘΡΑΚΗΣ Δ/ΝΣΗ Δ/ΘΜΙΑΣ ΕΚΠ/ΣΗΣ Ν.ΕΒΡΟΥ – 3ο ΓΕΛ ΑΛΕΞ/ΠΟΛΗΣ
How Greek school partner achieves social inclusion of migrants, children of non-Eu citizenship and Sen students. Erasmus self-awareness: Theatrical performance, «Common Word» Approaching the Other through the art. A way for all the students (disadvantaged and SEN) to understand the common sense of the human experiences
The poster of the
performance
On 14th of February 2020 the first and the second class of our lyceum attended the theatrical performance: “Common word” which was performed by an amateur theatrical group in a central scene in Alexandroupolis. The performance was based on the play of Elli Papadimitriou ”Common word”. Elli Papadimitriou wrote down narrations of anonymous men and women who lived in Εastern Τhrace, in areas of Black Sea and in Asia Minor from where, after they had been persecuted they came as refugees in Greece during the period of 1906-1922. Their narrations describe their fight for survival against all adversities they were confronted with, from the time they were persecuted from their homeland till they arrived in Greece. Although, the writer watches their lives far more, during the second world war, during the Greek civil war (1944-1948) and the dictatorship (19671974). Through the dramatized monologues the students had the opportunity to learn about the turbulent past of our land and to adopt a different aspect of contemporary history. Most of all the pupils with learning difficulties or from other countries who don’t know the Greek language could feel the power of art to touch the heart of the people. Moreover they had the chance to find commons with their own history and to identify with the characters of the play who are confronted with problems such as poverty, social exclusion, nostalgia for their homeland, the fight for liberty and democracy during the second world war and during dictatorship. Through the art of theatre students had the chance to foster sensitivity about refugees and the issue of forced and violent migration, to enhance understanding for disadvantaged people, to understand the meaning and importance of human rights, to learn to respect different identities and cultures and to recognize the value or art, in order to know themselves and gain self confidence.