This project has been funded with support from the European Commission.
This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Towards the Recognition of
Non-discrimination Principles at School
-
Case Studies
60 case studies identified through Europe focusing on intercultural issues, integration, non-discrimination values and human rights at school
-
Best Practices
12 best practices have been identified throughout Europe on intercultural competences and human rights at school
-
Reports
6 reports presenting the main findings related to the survey on human rights and intercultural issues carried out in the partners' countries
-
Factual Background
Guidelines on the challenges encountered by secondary school teachers in managing multicultural classes
-
Teachers in a Multicultural Environment
Guidelines on improving teachers’ skills in dealing with multicultural environments
-
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.
-
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
-
Training Activity
The training activity 'Expert in Multicultural School Environment' was organised in Siena (IT)
-
Press Review
The I Have Rights project partnership made contacts with web sites focusing on the fields of education
Partnership
-
Contractual Partners
From this section it is possible to access to a description of each contractual partner of the I Have Rights project.
-
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.
-
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.
Learning from Each Other
TEACHER INFORMATION
Name of the teacherJūratė Lastauskienė
Email:Subject taught:Lithuanian language
Years of experience:18
SCHOOL INFORMATION
Name of the School:Klaipeda Gedminai progymnasium
School Typology:Lower Secondary School
Country:Lithuania
City:Klaipeda
Web site:CASE STUDY
Background and Context:Klaipeda Gedminai progymnasium is located in a port city. 888 students study in this school and 17 students who came from foreign countries. It is mainly children of mixed marriages (Lithuanian and foreign citizens).
Factual Description:A girl from Italy came to the second grade this academic year. She could speak Lithuanian a little but vocabulary was inadequate and it was difficult to communicate with classmates. During the lessons, I noticed that the most difficult for the girl is to grasp the meaning of words, when she does not know how the things are called. This was especially seen during the World cognitive lessons (talking about Lithuanian history and nature - what is unique in our country). In addition, the girl could hardly understand Lithuanian folklore (tales, riddles, proverbs), their positive values, because it is a unique creation that reflects nation’s consciousness.
Activities carried out:There is an additional individual lesson to learn Lithuanian language, and through these lessons, I focus on reading and discussing Lithuanian fairy tales, as well as cognitive texts about Lithuanian history and nature. I use the following methods: linguistic games, interviews, creating picture stories.
It is glad that her classmates, knowing that the girl needs help, both during breaks and during the lessons demonstrate how to pronounce certain sounds, explain the meaning of the words, shows how an unknown thing looks like.
During our class meetings, we all together discussed the acceptable norms of behavior in our school; we created the class rules, which would be acceptable to all – including the students who come from different cultural background.
It is glad that her classmates, knowing that the girl needs help, both during breaks and during the lessons demonstrate how to pronounce certain sounds, explain the meaning of the words, shows how an unknown thing looks like.
During our class meetings, we all together discussed the acceptable norms of behavior in our school; we created the class rules, which would be acceptable to all – including the students who come from different cultural background.
Assessment and lesson learnt:The girl feels fine and comfortable in the classroom and in the school too, it is much easier to communicate with classmates and teachers. It does not seem that cultural or linguistic differences would have a negative influence. The fact that the student is very active and good-natured had a significant impact to her successful integration. Her mother is very interested in the girl's well-being and achievements at school.
I am glad that other class children are changing - they are more tolerant, respectful and understand that we can be different, but this is not a fault.
I am glad that other class children are changing - they are more tolerant, respectful and understand that we can be different, but this is not a fault.
Description of the Case Study in National Language: