Description of Project

Immigrant children have difficulties in integration to host country depending on language problems, cultural differences, lack of a systematical adaptation programs and social exclusion. The integration problem of immigrant children is one of the most important issue in Europe, because if the social integration of these children is not done adequately, they may be exposed to negative experiences such as poverty, exclusion, child labor, early school leaving and early marriage. At this point schools play a key role in the immigrants’ integration issue. Immigrant children are being educated at schools with native students in host countries. However, they have problems in academical tasks and teachers feel themselves unsuccesfull in educating them. Lack of multicultural classroom management skills or negative experiences, teachers can face with burn out problem. Besides, immigrant students have difficulties in social interaction with peers. Most of the informal learning occurs mainly within the peers group setting. The peers groups affect the socialization process in school. Thus, immigrant students don't benefit from peer groups when they can't engage in peer interaction. Similarly, in OECD report it is underlined that schools have critical role in sense of connectedness to host country for immigrant students. If immigrant students achieve to being accepted by peers, sense of connectedness will be achieved easily. However, in the OECD report, it is stated that although each country has its own school practice to enhance the immigrant students' connectedness, they are not at desired level yet. Depending on negative school experiences, immigrant students are face to face with social isolation and school drop out problems.

In this project secondary school students, between age 11 to 15, are chosen as a target group. Because immigrant students between age 11 to 15 are in the most sensitive developmental phase for the establishment of connectedness with host society. An inclusive school setting is necessary to facilitate the sense of connectedness to host country in immigrant students. However, it is stated in OECD reports and other studies (Dusi, et al., 2014; Bendel, 2014) that European countries still don't have an systematical and common school practices for integration of immigrant students. Depending on it, each country have their own practices and there is a debate about their effectivity.

In this project, it is aiming to reveal the effective and ineffective practices of European schools for an inclusive school setting. For this aim firstly the practices of European schools will be investigated under three topics namely "the materials", "the physical environments" and "the teacher skills in multicultural classroom management". Secondly, the effective practices among them will be revealed and collected in a booklet. As a result a booklet called as "Effective school practices for inclusive school settings" will be created. This booklet will be disseminated to policy makers to regulate the schools practices and standardized the school settings for enhancement of immigrant students' integration. In this project participants from Turkey, Germany and Italy cooperate for immigrant's integration.