Educational strategies to support the inclusion of displaced pupils from Ukraine in Italian schools

Parmigiani, Davide; Spulber, Diana; Ambrosini, Asia; Molinari, Anna; Nicchia, Elisabetta; Pario, Myrna; Pedevilla, Andrea; Sardi, Ilaria; Silvaggio, Chiara

doi:10.1016/j.ijedro.2023.100255

Cited by 3 publications

(4 citation statements)

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“…Some similarities can be drawn with a few works that come close to the research objectives presented here. The work of Parmigiani, Spulber, Ambrosino, Molinari, Nicchia, Pario, Pedevilla, Sardi & Silvaggio [26] on the care of Ukrainian children provides guidelines for their integration in three phases: reception, inclusion, and learning. The implicit coincidences with our research approach are obvious since the activities included in each phase are intercultural, including communicative competencies and the development of academic sub-competencies in the last phase of learning.…”

Section: Discussionmentioning

confidence: 99%

“…Some studies highlight the closeness of multiculturalism and multilingualism [23,24], and some have been found to focus on students from indigenous cultures in relation to internal multiculturalism and the use of technology [25]. Some others target specifically displaced international students, such as Ukrainian children [26].…”

Section: State Of the Artmentioning

confidence: 99%

“…Of these, the systematic reviews focus on teacher training in bilingual competencies to meet the needs of diverse pupils [23,27] and on literary gatherings as a means of overcoming social inequalities [28]. The remaining papers that deal specifically with teacher training are by authors Parmigiani, Spulber, Ambrosino, Molinari, Nicchia, Pario, Pedevilla, Sardi & Silvaggio, as mentioned above [26]. They mainly focus on pedagogical strategies for the integration of Ukrainian students, another on teachers' beliefs about multilingualism within a course on translingualism [29]; one by Calafato [30], focusing on the need to develop the plurilingual competence of non-native teachers; and another dealing specifically with 'Spanish as a second language' for the inclusion of immigrant students [31].…”

Section: State Of the Artmentioning

confidence: 99%

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Perception of Future Spanish Primary Education Teachers on Their Multicultural and Multilingual Competencies and the Sustainability of the Educational System

del-Olmo-Ibáñez,

Medina-Beltrán,

Rovira-Collado

2023

Sustainability

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The objectives of this article are, first, to assess the self-awareness that future primary school teachers have on their role in integrating international students into school and society; second, to determine the importance they give to multiculturalism and multilingualism to develop the communicative competence of their international students. This work is an extension of previous research, started in 2019, with the overall objective of analyzing the sustainability of education systems regarding their current cultural and linguistic diversity. The research question is whether future primary teachers know both assessed aspects. The main problem lies in the initial training in the national language. Its initial design contemplated a context where all students were native speakers. However, the percentage of students with different cultural and linguistic backgrounds has continued to increase. Therefore, communicative competence is crucial for their academic and social inclusion. Through quantitative methodology, the future primary education teachers participated in a survey that addressed these issues. The results demonstrated that training in this aspect makes them aware of their role as mediators and social agents for inclusion. According to the findings, revising initial teacher training in didactics of the language is crucial.

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Section: Discussionmentioning

confidence: 99%

Section: State Of the Artmentioning

confidence: 99%

Section: State Of the Artmentioning

confidence: 99%

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Perception of Future Spanish Primary Education Teachers on Their Multicultural and Multilingual Competencies and the Sustainability of the Educational System

del-Olmo-Ibáñez,

Medina-Beltrán,

Rovira-Collado

2023

Sustainability

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“…balancing assessment strategies in order to promote the development of individual qualities of each student and guarantee the final control in parallel in the host country and in Ukraine (if children are studying in parallel) (Parmigiani et al, 2023).…”

Section: Literature Reviewmentioning

confidence: 99%

Psychological and Pedagogical Aspects of Adaptation of Displaced Ukrainian Children to the Educational Environment of Another Country

Samoilov,

Krupenyna,

Mukhina

et al. 2024

iejee

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The sudden and unexpected war in Ukraine led to a large flow of citizens displaced abroad. Almost half of them are preschool- and school-age children. The peculiarities of their adaptation to the educational environment of another country necessitates the study of the main aspects of adaptation in these conditions. The aim is to identify the psychological and pedagogical aspects of adaptation to the educational environment of another country of school-age refugee children. The research included the use of surveys, questionnaires (Strengths and Difficulties Questionnaire, SDQ), analysis of official information sources. The research found that the studied 203 children relocated to other countries have high rates of adaptation to the educational environment. Their performance indicators improved, high satisfaction with school, teachers, and relationships with classmates was revealed. The SDQ found a low overall level of adjustment difficulties (M=16.3, SD=1.9). The study showed that, in general, displaced Ukrainian children have high rates of adaptation to the educational space of other countries. They are emotionally stable, sociable, moderately hyperactive, have no behavioural disorders, and have high prosocial behaviour. The obtained results can contribute to the development of a programme to support Ukrainian children of immigrants to the educational environment of other countries, which will contribute to their psychological and pedagogical adaptation to it.

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Incorporación educativa de la infancia refugiada ucraniana. Retos y respuestas ante una acogida de emergencia

Andueza-Imirizaldu,

´Lasheras-Ruiz,

Bejarano-Riveros

2024

AIS

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El artículo examina la primera incorporación al sistema educativo de la infancia refugiada ucraniana alojada en el dispositivo abierto en Navarra como respuesta a la situación de emergencia en Ucrania. Se destacan los desafíos enfrentados por los centros educativos y las estrategias exitosas para superarlos, basados en testimonios de 33 personas de la comunidad educativa y agentes clave del contexto de acogida, complementados con fuentes secundarias. El estudio revela los desafíos enfrentados por los centros educativos, como la falta de planificación, barreras lingüísticas, dificultades en la evaluación educativa, escasez de recursos de apoyo o gran rotación estudiantil. Entre las estrategias exitosas se incluyen una buena y proactiva acogida, inmersión lingüística, contratación de profesorado ucraniano y uso de dispositivos para la traducción, adaptaciones pedagógicas que apuestan por la priorización de lo emocional, entre otras. A partir del estudio, se recomienda la implementación de protocolos de acogida para contextos de alta rotación de alumnado refugiado, coordinación anticipada y flexibilidad de recursos para abordar eficazmente estas situaciones y la presencia de la figura profesional del trabajo social para facilitar la integración educativa de la infancia refugiada e inmigrada.

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Educational strategies to support the inclusion of displaced pupils from Ukraine in Italian schools

Cited by 3 publications

References 38 publications

Perception of Future Spanish Primary Education Teachers on Their Multicultural and Multilingual Competencies and the Sustainability of the Educational System

Perception of Future Spanish Primary Education Teachers on Their Multicultural and Multilingual Competencies and the Sustainability of the Educational System

Psychological and Pedagogical Aspects of Adaptation of Displaced Ukrainian Children to the Educational Environment of Another Country

Incorporación educativa de la infancia refugiada ucraniana. Retos y respuestas ante una acogida de emergencia

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