If we need to separate the process of inclusion into levels, then we could see three distinct ones:

(1) a first level of welcoming (especially in the case of refugee minors) - where no specific tools or strategies are envisaged and where the few foreign minors are integrated on the basis of the will and sensitiveness of the single teacher

(2) a second compensatory phase - where further numerous foreign students are integrated through diverse tools and devices (cultural mediators, welcoming protocols, intensive language courses, assessment systems, valuing previous cultural and linguistic competences, etc.) for compensating their curricular and linguistic lacks. The main challenge however now is to move towards the third step

(3) the phase of inclusion for a school now composed of more and more multicultural classes. CULPEER aims at reaching this third step.

The benefits for all children are:

  • Development of individual strengths and gifts, with high and appropriate expectations for each child.
  • Working on individual goals while participating in the life of the classroom with other students their own age.
  • Involvement of their parents in their education and in the activities of their local schools.
  • Fostering of a school culture of respect and belonging. Inclusive education provides opportunities to learn about and accept individual differences, lessening the impact of harassment and bullying.
  • Development of friendships with a wide variety of other children, each with their own individual needs and abilities.
  • Positively impacts both at their school and community to appreciate diversity and inclusion on a broader level.

A world map where students from all over the world gather, share and thrive together.

Last modified: Thursday, 12 July 2018, 4:20 PM