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Towards the Recognition of
Non-discrimination Principles at School
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Case Studies
60 case studies identified through Europe focusing on intercultural issues, integration, non-discrimination values and human rights at school
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Best Practices
12 best practices have been identified throughout Europe on intercultural competences and human rights at school
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Reports
6 reports presenting the main findings related to the survey on human rights and intercultural issues carried out in the partners' countries
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Factual Background
Guidelines on the challenges encountered by secondary school teachers in managing multicultural classes
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Teachers in a Multicultural Environment
Guidelines on improving teachers’ skills in dealing with multicultural environments
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Teachers for an Inclusive School
Guidelines on the acquisition of intercultural competences based on understanding human rights and non-discrimination values
Global Citizenship Education Multiculturalism and Social Inclusion in Europe
The publication focuses on the Integration of Immigrant Students at School.Events
The I Have Rights project has been promoted trough conferences and articles.
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Conferences
The I Have Rights project was presented in a number of events in order to report about the activities carried out and the results achieved
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Training Activity
The training activity 'Expert in Multicultural School Environment' was organised in Siena (IT)
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Press Review
The I Have Rights project partnership made contacts with web sites focusing on the fields of education
Partnership
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Contractual Partners
From this section it is possible to access to a description of each contractual partner of the I Have Rights project.
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Schools
From this section it is possible to access to the information about the schools involved in the I Have Rights Project in the 6 European countries involved.
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Associated Partners
As a result of the exploitation activity a number of associated partners officially joined the project in order to contribute to the improvement of the project impact on their target groups and to ensure the project sustainability by continuing using the project deliverables in the next years.
This section of the I Have Rights portal provides administrative information for the project contractual partners and for the European Commission and it is password protected.
Case Studies
Homepage > CaseStudies > Case Studies
60 case studies have been identified. The case studies focus on intercultural issues, integration, non-discrimination values and human rights at school.
The successful integration of young refugees
TEACHER INFORMATION
Name of the teacherCaroline Rivoalem
Country:France
Subject taught:History & Geography
SCHOOL INFORMATION
Name of the School:Saint-Joseph-La-Salle
School Typology:Lower Secondary School, Upper Secondary School, Vocational School
Country:France
City:Lorient
Web site:CASE STUDY
Background and Context:Saint-Joseph-La-Salle is a Catholic secondary and higher education school located in Lorient, in Brittany. It is attended by 2000 students and is part of a network of 1500 schools.
There are 44 different nationalities among the students, as well as about 60 students enrolled in SEGPA classes (General and Vocational Adapted Learning Sections). From time to time, unaccompanied minors come to study in the vocational school as well.
The school sees international openness as something important: students can participate in international exchanges and travel to Europe and other continents.
There are 44 different nationalities among the students, as well as about 60 students enrolled in SEGPA classes (General and Vocational Adapted Learning Sections). From time to time, unaccompanied minors come to study in the vocational school as well.
The school sees international openness as something important: students can participate in international exchanges and travel to Europe and other continents.
Factual Description:The school was contacted during the autumn of 2015 by a former student's parent who had taken action to bring to France a Syrian family fleeing the war. This person asked the school whether the children of the family could attend its courses, which the direction immediately accepted.
During the whole year, the school made efforts to help the students become integrated and able to pursue the regular French school curriculum.
Their main difficulties came from the fact that they had lost their bearings, that they knew very little French and that they only practiced the language at school.
During the whole year, the school made efforts to help the students become integrated and able to pursue the regular French school curriculum.
Their main difficulties came from the fact that they had lost their bearings, that they knew very little French and that they only practiced the language at school.
Activities carried out:Their teacher Mrs. Rivolaem adjusted her teaching methods:
- Several hours of individual help in French and schoolwork methodology
- Adapted tests: for example, the Syrian students were given one question to answer instead of six
- Allowing the students to always carry a French dictionary with them
The staff also had to work with the young Syrians' classmates:
- Explaining to the other students the reality of the situation: the new students had fled a true war, different from video games and fiction
- Telling them not to ask them too many questions at once
As the three new students still had trouble fitting in, the school decided to help by working on the school year's topic: "An Encounter, a Turning Point." They organized a meeting between the French students, and their Syrian classmates and their mother. The Syrian family was able to introduce themselves and tell their story.
- Several hours of individual help in French and schoolwork methodology
- Adapted tests: for example, the Syrian students were given one question to answer instead of six
- Allowing the students to always carry a French dictionary with them
The staff also had to work with the young Syrians' classmates:
- Explaining to the other students the reality of the situation: the new students had fled a true war, different from video games and fiction
- Telling them not to ask them too many questions at once
As the three new students still had trouble fitting in, the school decided to help by working on the school year's topic: "An Encounter, a Turning Point." They organized a meeting between the French students, and their Syrian classmates and their mother. The Syrian family was able to introduce themselves and tell their story.
Assessment and lesson learnt:Solidarity played a major part in the students' integration. For example, the youngest child is given learning support by volunteering high school students. The activities are varied: reviewing material, reading, dictation... The oldest one is helped by his classmates, who at the same time have changed the way they view refugees. They are conscious that they are not "dangerous."
At the end of the year, the teachers made the decision to have the young Syrians repeat a year, in order for them to strenghten their knowledge; however, the three students have made progress, are showing a lot of determination and are feeling better at school.
At the end of the year, the teachers made the decision to have the young Syrians repeat a year, in order for them to strenghten their knowledge; however, the three students have made progress, are showing a lot of determination and are feeling better at school.
Description of the Case Study in National Language: