Teachers Competencies for Social Inclusion of Migrants and Refugees in Early Childhood Education

Erasmus + project
Seven Countries from Europe

Belgium, Lithuania, Netherlands, Portugal, Spain, Turkey, United Kingdom
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Blended Learning course for pre-service and in-service early childhood educators and primary teachers to improve their ability to promote the inclusion of migrant and refugee children (3 to 8 years old)

KA203 Strategic Partnership for Higher Education under Erasmus+
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Online ISP 1 - BEIN - 22-26/Nov/2021

The general learning goal of the ISP1 is raise students’ awareness about social inclusion and inclusive education of migrant and refugee children in the participating countries through lectures, workshops, visits to schools and working in transnational groups. All participating countries are involved and the teaching/learning activities will be developed in BL format (some activities in virtual environment and some presential in each of the HEIs involved).

Towards Inclusion

By grounding on the examination of participants' previous perspectives, beliefs and attitudes regarding the inclusion of migrant and refugee children, the module seeks to lay the foundation for BE IN course, providing an overview of relevant concepts related with social inclusion and inclusive education, establishing the framework of an holistic based-on rights approach and raising awareness about the pedagogical and organizational challenges refugee and migrant children bring to educational settings.

Module 1

Intercultural Competences

The aim of the module is to develop the knowledge and understanding of intercultural communication theoretical background to develop and improve intercultural sensitivity as a must-have feature for the inclusive teachers working with refugee/migrant children.

Module 2

Chidren's needs and wellbeing

This module is centered around the needs of (refugee) children in order to do well at school: Safety, a stable environment, parents, a good school with well-trained teachers, these are important themes in this module.

Module 3

School family alliance

Families and schools are connected through the child. They may have different expectations and a lot of questions, but they need each other. Working on mutual trust and a warm relation is the starting point.  Reciprocity is crucial.  It requires extra attention from the school and the teachers to get to know the families and to support them in new contexts.

Module 4

Pedagogical approaches (Didactics)

Pedagogical approaches: migrant and refugee children speak multiple languages and will be examined how we develop an effective pedagogy for second language learners. We will be set within the context of Universal Design for Learning (UDL).

Module 5

Learning Environment

This module is designed to discuss and learn about the characteristics of an inclusive, welcoming learning environment, to explore current experiences and to know the features that an inclusive learning environment should have in order to be able to create an and adapt an acceptant space for refugee/migrant students.

Module 6

Inclusive Technologies

Knowing and understanding the theoretical background of inclusive technologies as well as their advantages and disadvantages and recognizing and using the appropriate tools, applications, and other materials for the social inclusion of immigrants/refugees.

Module 7