Stuðningur við nemendur

3.9. Flóttafólk, farandfólk og Rómafólk

Multilingual classrooms are a growing reality in EU countries: more and more schoolchildren have a mother tongue different from the main language of instruction in school and need additional linguistic support. Teaching needs to adapt to various ways of strengthening language proficiency of immigrant learners with different linguistic backgrounds. In multilingual schools and classrooms, students may speak one language at home and another at school; some or all of the students are learning the language of instruction.

Sýna meira

Bjargráð ( Leitaðu í öllum úrræðum )

Athugaðu að í augnablikinu er innihaldið á vefsíðunum eingöngu í boði á ensku.

Evaluation environment for fostering intercultural mentoring tools and practices at school (E-EVALINTO)

E-EVALINTO miðar að því að efla jafningjaráðgjöf til að draga úr brottfalli farandnemenda úr námi og að viðurkenna gildi þvermenningarlegra samskipta, auk þess að þróa upplýsinga- og samskiptatækniramma til að meta, stjórna og þróa verkefni fyrir þvermenningarlegar aðstæður. Þetta verkefni er styrkt af Erasmus+ og einblínir á ákvarðanaferli og auðkenningu mismunandi mynstra í kringumstæðum sem greindar eru.

Svæði: Skólastjórnun; Stuðningur við nemendur

Undirsvið: Skólamenning og -andi; Samstarf innan menntakerfa; Velferð nemenda; Þátttaka nemanda í skólalífi; Starfsfræðsla og stuðningur; Námskrá og námskeiðir; Nám og mat; Eftirlit með nemendum í áhættuhóp; 3.9. Flóttafólk, farandfólk og Rómafólk

Tungumál: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; GA; HR; HU; IS; IT; LT; LV; MK; MT; NL; NO; PL; PT; RO; SK; SL; SR; SV; TR

Land: Kýpur; Pólland; Spánn; Írland; Ítalía

Guide for Roma School Mediators

The 'Guide for Roma school mediators/assistants', prepared by the Council of Europe, is aimed primarily at all categories of staff from the Roma community working to improve schooling conditions for Roma children. It is intended to provide staff with wide ranging tools and practical guidelines that can be adapted to different contexts. The guide considers the profiles of school mediators and assistants and their role in facilitating relations between the school and the Roma community(ies), between teachers and other school staff and parents of Roma children. The guides content is therefore designed to help improve the work of Roma school mediators and assistants and reduce the impact of any undesirable effects by providing structured day-to-day activity and highlighting aspects of mediation that are often not used in practice.

Svæði: Stuðningur við nemendur; Þátttaka foreldra

Undirsvið: 3.9. Flóttafólk, farandfólk og Rómafólk; Samskipti og upplýsingar

Tungumál: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT; RO; SK; SL; SV

Land: Albanía; Austurríki; Belgía; Bretland; Búlgaría; Danmörk; Eistland; Finnland; Frakkland; Grikkland; Holland; Króatía; Kýpur; Lettland; Litháen; Lúxemborg; Malta; Noregur; Norður-Makedónía; Portúgal; Pólland; Rúmenía; Serbía; Slóvakía; Slóvenía; Spánn; Svíþjóð; Tyrkland; Tékkland; Ungverjaland; Írland; Ísland; Ítalía; Þýskaland

INCLUD-ED Book on Successful Educational Actions

This monograph analyses and describes successful educational actions with a specific focus on vulnerable groups. Concrete data that shows success in school performance is provided, as well as on children, teachers and families accounts of the impact of this success. Alongside, there is an analysis of the relationship between these childrens educational performance with their inclusion or exclusion from different areas of society. This monograph provides actions for success identified through the INCLUD-ED project, thus providing both, contrasted data and solid theoretical background and development. Some examples of these actions are interactive groups, extension of the learning time, homework clubs, tutored libraries, family and community educative participation, family education, or dialogic literary gatherings. All these actions have been defined as successful educational actions, which mean that they lead to both efficiency and equity. Finally, recommendations for policy and practice are included and discussed.

Svæði: Stuðningur við nemendur; Þátttaka foreldra

Undirsvið: 3.9. Flóttafólk, farandfólk og Rómafólk; Markviss stuðningur - Illa settur félagslegur og hagrænn bakgrunnur; Þátttaka foreldra í skólastjórnun; Svæði fyrir foreldra og þátttaka í fræðslustarfi

Tungumál: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT; RO; SK; SL; SV

Land: Albanía; Austurríki; Belgía; Bretland; Búlgaría; Danmörk; Eistland; Finnland; Frakkland; Grikkland; Holland; Króatía; Kýpur; Lettland; Litháen; Lúxemborg; Malta; Noregur; Norður-Makedónía; Portúgal; Pólland; Rúmenía; Serbía; Slóvakía; Slóvenía; Spánn; Svíþjóð; Tyrkland; Tékkland; Ungverjaland; Írland; Ísland; Ítalía; Þýskaland

INCLUD-ED Interactive Groups

Interactive Groups is one of the Successful Educational Actions (SEAs) identified in the research project INCLUD-ED. INCLUD-ED analysed educational strategies that contribute to overcoming inequalities and promote social cohesion, and those generating social exclusion, particularly focusing on vulnerable and marginalised groups. Interactive Groups are used to improve the education of children and youth in different contexts. They consist of grouping students in a class into small heterogeneous groups, each of them supported by an adult. Each of these groups is organised around four or five students, in a heterogeneous way regarding ability level, gender, culture, language and ethnicity. This example provides an understanding of IG and the results of their practice.

Svæði: Kennarar; Stuðningur við nemendur; Þátttaka foreldra

Undirsvið: Kunnátta og starfshæfni kennara; Nám og mat; 3.9. Flóttafólk, farandfólk og Rómafólk; Markviss stuðningur - Illa settur félagslegur og hagrænn bakgrunnur; Svæði fyrir foreldra og þátttaka í fræðslustarfi

Tungumál: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT; RO; SK; SL; SV

Land: Albanía; Austurríki; Belgía; Bretland; Búlgaría; Danmörk; Eistland; Finnland; Frakkland; Grikkland; Holland; Króatía; Kýpur; Lettland; Litháen; Lúxemborg; Malta; Noregur; Norður-Makedónía; Portúgal; Pólland; Rúmenía; Serbía; Slóvakía; Slóvenía; Spánn; Svíþjóð; Tyrkland; Tékkland; Ungverjaland; Írland; Ísland; Ítalía; Þýskaland

INCLUDE-ED Dialogic Literary Gatherings

Dialogic Literary Gatherings (DLG) is one of the Successful Educational Actions (SEAs) identified in the research project INCLUD-ED. DLG are used to improve education of children and youth in different contexts around the world. DLG is a dialogic reading activity based on two principles: reading a classical literature book (as Romeo and Juliet, the Odyssey, Don Quixote) and then sharing meanings, interpretations and reflections with the dialogic learning methodology. It can involve children and their family members. This example provides an understanding of DLG and the results of their practice.

Svæði: Stuðningur við nemendur; Þátttaka foreldra

Undirsvið: 3.9. Flóttafólk, farandfólk og Rómafólk; Markviss stuðningur - Illa settur félagslegur og hagrænn bakgrunnur; Svæði fyrir foreldra og þátttaka í fræðslustarfi; Fjölskyldunám

Tungumál: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT; RO; SK; SL; SV

Land: Albanía; Austurríki; Belgía; Bretland; Búlgaría; Danmörk; Eistland; Finnland; Frakkland; Grikkland; Holland; Króatía; Kýpur; Lettland; Litháen; Lúxemborg; Malta; Noregur; Norður-Makedónía; Portúgal; Pólland; Rúmenía; Serbía; Slóvakía; Slóvenía; Spánn; Svíþjóð; Tyrkland; Tékkland; Ungverjaland; Írland; Ísland; Ítalía; Þýskaland

Multi-Interdisciplinary teams for early school leaving prevention

This paper seeks to examine evidence regarding the potential for multidisciplinary and interdisciplinary teams to play a key role in the prevention of early school leaving. As part of developing a strategy for such multi/interdisciplinary teams, an important focus is on necessary and supportive conditions for their effectiveness, rather than a deterministic assumption of their inevitable effectiveness. The report highlights the need to provide strong strategic guidance to the teams on important issues to be engaged in by the teams such as mental health support, alternatives to suspension, marginalized families outreach, teacher conflict resolution and diversity training skills, bullying prevention skills, positive school climate promotion, engagement with parenting skills and a focus on children?s language development etc.

Svæði: Stuðningur við nemendur; Þátttaka hagsmunaaðila

Undirsvið: Velferð nemenda; Starfsfræðsla og stuðningur; 3.9. Flóttafólk, farandfólk og Rómafólk; Markviss stuðningur - Illa settur félagslegur og hagrænn bakgrunnur; Fjölfagleg teymi

Tungumál: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT; RO; SK; SL; SV

Land: Albanía; Austurríki; Belgía; Bretland; Búlgaría; Danmörk; Eistland; Finnland; Frakkland; Grikkland; Holland; Króatía; Kýpur; Lettland; Litháen; Lúxemborg; Malta; Noregur; Norður-Makedónía; Portúgal; Pólland; Rúmenía; Serbía; Slóvakía; Slóvenía; Spánn; Svíþjóð; Tyrkland; Tékkland; Ungverjaland; Írland; Ísland; Ítalía; Þýskaland

Rescur Surfing the Waves – Seiglunámskrá

Rescur Surfing the Waves var þriggja ára símenntunarverkefni Comenius-áætlunarinnar sem þróaði seiglunámskrá fyrir frum- og grunnskólamenntun í Evrópu með þvermenningarlegu og fjölþjóðlegu samstarfi.

Svæði: Stuðningur við nemendur; Þátttaka foreldra

Undirsvið: Velferð nemenda; Þátttaka nemanda í skólalífi; Námskrá og námskeiðir; Nám og mat; Eftirlit með nemendum í áhættuhóp; 3.9. Flóttafólk, farandfólk og Rómafólk; Markviss stuðningur - Illa settur félagslegur og hagrænn bakgrunnur; Samskipti og upplýsingar; Fjölskyldunám

Tungumál: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; GA; HR; HU; IS; IT; LT; LV; MK; MT; NL; NO; PL; PT; RO; SK; SL; SR; SV; TR

Land: Búlgaría; Grikkland; Króatía; Litháen; Malta; Portúgal; Svíþjóð; Tyrkland; Írland; Ítalía

Together Towards Inclusion - Toolkit for Diversity

Primary education in Ireland faces the challenge and opportunity of integrating increasing numbers of pupils whose mother tongue is neither English nor Irish. Apart from preparing a curriculum for English as a second language and appropriate teaching material, there is a recognition of the need to provide support not just for English language teaching, but for the development of an inclusive ethos across the curriculum. This toolkit has four sections. The first, Getting ready, addresses the preliminary issues that any school must deal with if it is to be genuinely welcoming and inclusive. The second section, Early days, is concerned with the first steps towards the integration of pupils from other countries, cultures and ethnicities; inevitably the focus is very much on language and the need to develop classroom communication and a classroom environment capable of responding to new linguistic and cultural challenges. The third and fourth sections, Moving onand What next?, respond to the fact that inclusiveness is a never-ending process.

Svæði: Stuðningur við nemendur

Undirgreinar: 3.9. Flóttafólk, farandfólk og Rómafólk

Tungumál: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; LT; LV; MT; NL; PL; PT; RO; SK; SL; SV

Land: Írland

Sýna næstu _ x niðurstöður