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I haven't special class but I hope that new migrant students arrive quickly in our schools so they just arrived in our cities (I''m Sicilian and i live near to the biggest CARA in Europe)!

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In my school we only cater for refugee children and children with a background from the eastern European countries (their parents are in the Netherlands to work for a couple of years). We teach them al lot of Dutch as a second language (for over 60% of their time) and other subjects include sport, maths, social science and art. Since the children come from all over the world, the only language we all have in common is Dutch (to a smaller or bigger degree). In all are lessons we talk Dutch to the children and encourage them to do so as well. We prepare the children to go to the different levels of secondary school within appr. 18 months, or children above the age of 16 for middle and higher (vocational) education (MBO/HBO)

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I've seen all three models in different schools in the UK. My teenage daughter goes to school that implements the integration model: newly arrived migrant students are placed in the classes according to their age and attend their lessons with the rest of the children; yet, there is a team of bilingual teachers who deliver additional lessons to help the children with learning English. There are also bilingual teacher assistants who support the children during their "usual" lessons. I think, this model works really well.

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I've seen all three models in different schools in the UK. My teenage daughter goes to school that implements the integration model: newly arrived migrant students are placed in the classes according to their age and attend their lessons with the rest of the children; yet, there is a team of bilingual teachers who deliver additional lessons to help the children with learning English. There are also bilingual teacher assistants who support the children during their "usual" lessons. I think, this model works really well.

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At my school, we have students from different nations but not exactly newly arrived migrant students. They are mainly students that have been in Italy for 1 or 2 or more years, from migranted parents and often they are bornd in Italy.
We also have a lot of students with special needs and everyone is used to helping the way they can. This is true in case of foreign mates as well. T

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At the moment , and my experience is while doing outreach support in our local schools, the schools where I had meet and supported some newly arrived migrants is most Submersion and Integration. When additional support is given this is very much down to the school having the capability and the resources.  The main issue is the language barrier. In some cases , peer support is also used.

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Some years before at our school came some Albanian children that where born and had been studying in Italy and Greece. They had problems in Albanian language , because they new to talk Albanian language , but they had problem with the vocabulary in different subjects. So the first action was for them to learn Albanian language in an expanded way . I also tried so much to help them to be familiar with Math's vocabulary . so did the other teachers .It was not easy but we did. It was nice when my pupils thanked me .

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In our schools we don't have newly arrived migrants. But when we have pupils from other countries, they follow the curriculum and there is a possibility to attend for a limited number of hours each week language lessons.

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In our schools we don't have newly arrived migrants. But when we have pupils from other countries, they follow the curriculum and there is a possibility to attend for a limited number of hours each week language lessons.

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The method used in the school where I teach is Integration, children attend regular lessons and they are also taught Italian during a certain number of hours a week in relation to their level of Knowledege of the Italian language. They are not evaluated until they learn basic Italian.

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At my school we don’t have newly arrived migrants but migrant students that have been living in Italy for some years.To better integrate them we would need support from - the town councils of the villages they come from (most of them don’t live in the town where the school is and get to school by bus every morning) to organise events in their villages and make families meet. This would help the integration of the students but also of their families; - the town council of the town where the school is to organise  events to make the local community know about the work that is being done to integrate migrant students and create cooperation to improve the school action;- associations that work in this sector to get advise on how to enhance the activities at school and outside it; - sports organisation so that to promote sport because of the opportunities it offers to meet, play together, and socialize.

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At my school we don’t have newly arrived migrants but migrant students that have been living in Italy for some years.To better integrate them we would need support from - the town councils of the villages they come from (most of them don’t live in the town where the school is and get to school by bus every morning) to organise events in their villages and make families meet. This would help the integration of the students but also of their families; - the town council of the town where the school is to organise  events to make the local community know about the work that is being done to integrate migrant students and create cooperation to improve the school action;- associations that work in this sector to get advise on how to enhance the activities at school and outside it; - sports organisation so that to promote sport because of the opportunities it offers to meet, play together, and socialize.

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At my school we have students from different nations but not exactly newly arrived migrant students. They are mainly students that have been in Italy for 1 or 2 or more years. Anyway they need help to integrate.The main advantage at my school is that we cater for students from various realities and every student is  used to staying with non-Italian mates  so we may say as a whole the school is open to diversity. We also have a lot of students with special needs and everyone is used to helping the way they can. This is true in case of foreign mates as well.The main disadvantage is that we need more support from stakeholders to be able to organize further activities and create a stronger connection with the community.

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At my school we have students from different nations but not exactly newly arrived migrant students. They are mainly students that have been in Italy for 1 or 2 or more years. Anyway they need help to integrate.The main advantage at my school is that we cater for students from various realities and every student is  used to staying with non-Italian mates  so we may say as a whole the school is open to diversity. We also have a lot of students with special needs and everyone is used to helping the way they can. This is true in case of foreign mates as well.The main disadvantage is that we need more support from stakeholders to be able to organize further activities and create a stronger connection with the community.

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In my area aren`t refugees/migrants, but at national level there are some. The new arrived migrant students have to face many efforts on their own. They can listen the romanian course and stay at school after that to get  the help of their teachers together with their classmates.

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At my school, foreign students are placed now in its class to their age they have. In past years there was a common practice to put them in a smaller class to enable him to learn the language through basic literacy activities, and later it was the jump in the class best suited to the skills possessed. So for example, a 10 year old boy entered before so you learn the language and socialize and then through a small test in the middle or end of the year it was decided which class could access. Today this practice has fallen into disuse,

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not refugees in my school, only foreign pupils from Capo verde  and Ghana and Russia

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not refugees in my school, only foreign pupils from Capo verde  and Ghana and Russia

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In my school there aren't special classes, but it's important for everybody to have the possibility to learn a good way to face the society with powerful skills.

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I am a volunteer teacher in adittional afternoon classes. My children attend school in the morning even though they have language difficalties.

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There are no refugees in my kindergarten, but if there were any they would be included in the groups with the other children.

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In my school, the submersion programme is being applied , since there are no refugees, just immigrant children. Due to the linguistic and cultural diversity, such children are given extra, supplementary if teachers deem it is necessary.

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There isn't any real organization of integrating newly arrived migrant students in our school. My school belongs to the first model 'Submersion'. The 4 sole migrants we have attend classes and regular lessons in the Greek language. There isn't any pecial support for these students. We used to have a teacher for migrant students last school year but this year our Ministry of Education decided it's not necessary afterall. They have to make ends meet by themselves!!

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In my school, we don't have refugges and neither an indegratation program for them. But we have a lot of immigrants with similar problems .

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In my school in Italy students are in the same class with Italian students of the same age. If it isn't possible to have documents about their schooling they go in the class of their age or an year earlier. This is because we think that staying with students of the same age can permit them of sharing interests and that a positive relationship with classmates gives a strong motivation to learn the language. They attend the lessons of the class, but have some classes with teachers of Italian as a second language, and also the contents of the school subject are in a simplified language.

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In my school, there are not any migrant student. Maybe, in the future there will be and in this case, we should learn some words of their mother language to communicate with they. Later, we are going to teach them, the new language.

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In my school newly arrived migrants students they are in classroom with other students but every teacher prepares a personal study plan with simple learning objectives: reading, writing, calculus, school rules, etc.

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In our school there is no migrants, but is increasing the number of children who are born abroad or have gone abroad as small and now their parents returned to their native places. Not all are well aware Bulgarian language education systems are different. And this is a preparation for the topic of this course

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Submersion or Integration...it depends from money!
In my school, the newly arrived migrant students attend lessons in Italian,  in the same class of Italian peers; if the school has financial resources, in the afternoon migrant students can attend course to learn Italian language for free.

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In my country we experiment the "submersion"; newyorchese

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Refugee children are taught in separate classes. Lessons may take place at the hot-spot where they live or regular school buildings are used but lessons for the refugees start in the afternoon when the regular classes are over. I am not sure about the duration of the classes, I think it's 2 hours per day. I believe we are just at the initial stage and there are many more things that we could and should do.

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We don't have immigrant students at my school. The integration model had been applied in another school with migrant pupils (i was a teacher there, years ago. Children's school progress was satisfying plus they were playing all together in the yard during breakes.

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We don't have immigrant students at my school. The integration model had been applied in another school with migrant pupils (i was a teacher there, years ago. Children's school progress was satisfying plus they were playing all together in the yard during breakes.

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n my schools new arrived migrants children are included in the classes, according to there age and course of study. If they aren't able to speak Italian, they partecipate in specific Italian courses, during the school time. We also have a collaboration with two universities in Rome: many students who are attending the Faculties of Oriental Languages and Civilisations come to our school to assist foreign children: they stay in the classroom near them and help them to understand indications and explanations, to make their work, to study,  they prepare specific exercises with the supervision of the teachers. They do a really useful job, and foreign children love them, because they feel themselves looked after and considered, and they can improve Italian language and learn in a shorter time.

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The Integration model is used in my school in Italy to integrate newly arrived migrant students. Students from 10 to 14 years old attend my school. When a newly arrived migrant student arrives in my school, we have a welcome protocol (called PA):

1.      The student is inscribed to the new school through bilingual documents.

2.      Welcome Commission encounters parents of the new student and the new student himself to know his background. A Cultural and Linguistic Mediator can be present at this meeting, but we have some issue to have a mediator, then we often use a student of the school who comes from the same country and who can speak both languages (Italian and foreign languages). The “bilingual” student explains school activities and school rules to the newly arrived migrant student.

3.      A class welcomes the newly arrived migrant student. The student is enrolled in regular class (the same class he would have been enrolled in had he been born in Italy) and in regular lessons, but he also have additional lessons with a teacher specialized in teaching Italian as L2 and with other foreign students.

4.      Additional lessons are about 8 hours per week (1 or 2 hours every day) for each student. Students of the same linguistic competence attend the same additional lessons. Students from the same country can sometimes attend the same additional lessons, because they often have similar issues. Additional lessons are about Italian language, but also about other subjects (Mathematics, English, Natural science…)
5.        Teachers write a Personalized Didactical Plan (called PDP) for every newly arrived migrant student if he is in Italy from less than three years.

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In our school we have Interim/transition class for immigrants. Students have 20 lessons of lithuanian language per week. After year they can study in standard class.

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in Italy newly arrived students are immediately integrated in my school with students of the same age, sometimes they are even older, because it is a vocational school. if there is money there are courses of italian L2. the advantage is multiculturalism.

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In my Italian high school we adopt the Submersion and Inclusion methods. The first one is the most followed one, even though it is very difficult for a newly arrived students who doesn't know the vehivular language to interact in the class. Where possible, there are therefore supporting inclusion activities (extracurricular). 

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In my Italian high school we adopt the Submersion and Inclusion methods. The first one is the most followed one, even though it is very difficult for a newly arrived students who doesn't know the vehivular language to interact in the class. Where possible, there are therefore supporting inclusion activities (extracurricular). 

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In my school, integration model is the used to organize newly arrived migrants. But it is not possible to give them many extra hours of Spanish because there aren't enough teachers to do it. Moreover, not all my colleagues agree with the idea of having these students who don't know Spanish in their classes, so it is a hard work to get successful results.

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accept them , do different lessons

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In my school there are new arrived students.They go to the reguler lessons. They have many problems about communication, understanding lessons.  they can't express their ideas and feelings. Teachers dont know how solution of the problems. We need to new ideas and innovative models. That video is very useful for this way.

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In my school there are new arrived students.They go to the reguler lessons. They have many problems about communication, understanding lessons.  they can't express their ideas and feelings. Teachers dont know how solution of the problems. We need to new ideas and innovative models. That video is very useful for this way.

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In Turkey, we usually use the submersion model; because in our schools there are few refugee students; so it is hard to create a new classroom. However I think even this is really important for the students, because they make friends and have a social environment.

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In my school new arrived students go in regular classes with the contemporaries. Sometime the school can find a teacher to start a special course in the same class to help them with the language and some other basic skills.

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Rhodes despite being an island nearby the turkish coasts, it does not give shelter to refugees. So the schools here do not apply any of the models mentioned in the video.

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In my school there exosta spacial courses for new arrivals migantii, but I think all teachers would endeavor to be as correct verbal communication

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I have not experience any of these models of school intergration since in my country there haven't been any official educational regulations concerning migrants.
However, personally I would support the application of the intergration or the parallel model giving the chance to migrants to adjust themselves in additional or seperate classes first and then attend higher classes.

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Eexisting systems of education in  Croatia are still not very responsive to the needs of every child, systems and societies are quite homogenous and unhabituated to diversity in every sense, and which, because of this reason often tend to promote discriminatory practices towards children and students belonging to the ‘Other’ group, thereby perpetuating social exclusion and poverty

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In Greece they try to establish a parallel model of education for the refugee children. Although this is not always without objections from local communities (not so much from educators though). Immigrant children also enroll in schools following an submertion and/or immersion model. This affects mainly those children whose families arrived not as asylum seekers but for work related financial reasons.

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In my school we have some migrants pupils for many years now.We don't have a special programm forthem.They join the normal class and techers try to work special language activties with them so they can learn the greek language and join the school subjexts in a better way.

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in my school we have sons of migrants but no re

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We have various models of integration: from separate classes so called preparational 1 year classes after which students can join the normal class to inclusion versions.

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An organized system hasn't been yet applied in greek schools although the problem of refugees teaming up in unproportonate numbers seems to become insurmountable by now. Nevertheless, refugees are thought separatey from other indigenous populations and there are volyntary teachers who offer their help. In public shcools if there are such cases, integration is used as a means to overcome the problem.

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I think in Italy we have a mixture of Integration and Submersion. In fact, we are supposed to follow the integration model, but the financial and personal resources are quite poor, and the passage to the submersion model is almost natural. And it does not work that well.

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I think in Italy we have a mixture of Integration and Submersion. In fact, we are supposed to follow the integration model, but the financial and personal resources are quite poor, and the passage to the submersion model is almost natural. And it does not work that well.

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There are no newly arrived migrant students in my school yet. As far as I know, the Parallel model is applied to kids living in migrant camps. However, the Intergration model seems more effective.

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There are no newly arrived migrant students in my school yet. As far as I know, the Parallel model is applied to kids living in migrant camps. However, the Intergration model seems more effective.

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The model used in my country is that of integration, since young students attend lessons on the Greek language apart from the regular lessons they have along with the rest of the students. This might help them feel part of the school, but does not help them overcome their difficulties easily or quickly, nor does it work with older students that have to join secondary classes.

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In Greece, this year migrant students form hotspots come in the public schools and attend the lessons with the other students. They can also attend additional lessons after the school time but this is not especially planned for migrant students. The point is the migrant students to feel that they are part of the school community as well as the other students are

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In Greece, this year migrant students form hotspots come in the public schools and attend the lessons with the other students. They can also attend additional lessons after the school time but this is not especially planned for migrant students. The point is the migrant students to feel that they are part of the school community as well as the other students are

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We do not have newly arrived students.

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In Italy the students are integrated into classes of their age. In special cases, to help the language delay, they are entered in previous classes to that of origin. In some schools there is the figure of the cultural mediator. Often some teachers are joined to the class teacher to facilitate the insertion

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In Italy, in primary and secondary school, migrant students are “integrated” in classes with other students of the same age or younger of one/two years and then they learn italian at school, with specialized teacher for few hours a week, during regular lessons, outside the classes and alone or with other foreign students.

I think that even if we speak of integration this is not integration!!!

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In my school they work in the classroom and sometimes they work individually with one teacher.

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We don't have newly arrived mirants.

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At my school, refugee pupils receive most of the books from the school itself or directly from the teachers. They usually attend all classes, but teachers set specific targets for them. If they have only recently arrived, they attend, in particular, those lessons where little language knowledge is required (Physical Education, Music or Art) or they partecipate in other projects (school choirs for example). To improve their Italian they, of course, attend courses of Italian as second language.

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We have a group of teachers who works on integrating problem and European citizenship. Children could study in small group to learn Italian

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The issue is a complex one depending on the tolerance of the local society. I think that if the migrants attend separate classes from the rest of the local students feel more isolated and unwanted. The best practice is the integration model, in which they attend regular classes but they have extra support. However, the lack of funding ends up in following the submersion model which is slower in the true intagration of migrants into the local society.

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In Greece, the parallel system is used for the refugee children that came from Syria, Afganistan etc.. They are tought the greek language, mathematics, english, arts, computer science and phusical education. 

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In Greece, the parallel system is used for the refugee children that came from Syria, Afganistan etc.. They are tought the greek language, mathematics, english, arts, computer science and phusical education. 

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In my school there is a submersion model. New migrant are inserted with childrem of the same age and they follow the same lessons. Often, classroom's teachers stay with them in separate place for some hours to help them national languages. Often these migrants don't know any words of local languages.

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In my school there are not refugees, but there are foreign children who are quickly placed in the class of their age. For a few hours of the week are followed by a teacher of a different organization to better learn the Italian language.

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Here in Turkey, refugee pupils are integrated in the classes directly, in some cities there are additional classes to teach them the target language

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In Greece there are 22.000 refugee children . The system adopted is the parallel. For the children aged 4-7 there are nursery schools inside the camps . Children aged from 7-15 are hosted in the schools of the bordering municipalities with the camps the stay. The children attend school 2-6 am and are taught Greek language, English language, Maths and computers. For the unaccompanied children aged 14-18 they are able to attend the technical education.

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In my school, we have Syrian refugees starting classes from K to 5th grade. they started with a 2 and 3- month period at a class called " Francisation" where they learned french language and routines of the school, after this period they are integrated in a regular class but they still have support during the day with the help of tutors.

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In my school, we have Syrian refugees starting classes from K to 5th grade. they started with a 2 and 3- month period at a class called " Francisation" where they learned french language and routines of the school, after this period they are integrated in a regular class but they still have support during the day with the help of tutors.

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In my school, unfortunately, there is no organization addressed to this skill

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in my school when he gets a foreign student you tend to add immediately to class to do that fully integrate with their colleagues and ensure they learn from their customs and traditions and our language

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I teach in a primary school in a provincial town, in the center Italia.In my school there are few migrant students.These children are placed in clasroom.Some  lessons The pupils take place in other classrooms, with a small group of children who have the same needs educativi.I have been stimulated by this corse. I planned ,for 10 year old pupils ,group activities to "immigration awareness".Sorry my English

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I teach in a primary school in a provincial town, in the center Italia.In my school there are few migrant students.These children are placed in clasroom.Some  lessons The pupils take place in other classrooms, with a small group of children who have the same needs educativi.I have been stimulated by this corse. I planned ,for 10 year old pupils ,group activities to "immigration awareness".Sorry my English

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At my school, the integration model is the second, the one called "integration." This model allows foreign students to get in touch with Italian students, with whom they can share interests and passions. The downside is the fact that immigrants are struggling a lot to follow the lessons and often remain for hours sitting in their desk, without interacting with anyone ever.

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My school hasn't yet received refugee students but as far as i know in other schools they follow parallel classes in the evenings. This model doesn't promote integration.

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My school hasn't yet received refugee students but as far as i know in other schools they follow parallel classes in the evenings. This model doesn't promote integration.

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The newly arrived migrant students have for a couple o years Greek language lessons separately from the other children with regard to primary education. This program is called Zone of Educational Priority (Ζώνη Εκπαιδευτικής Προτεραιότηταςin Greek) and includes not only newly arrived migrant students but also Romani children. This does not happen in secondary education. There is not such a program. The pupils attend all lessons to the normal class (in secondary education) but they are not accessed in Greek language subjects (contemporary Greek language and ancient Greek language) for the first two years. There are some intercultural schools but only in some regions in Greece (in Western Greece there is no intercultural school)

The teachers do their best in the context of hidden curriculum to integrate the newly arrived migrant students in both primary and secondary education.

There are other structures (under construction) for the refugees.

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Sevastiani Patra
in my school there are no refugees but mostly here in public schools where there are few refugees submersion is more likely because there are no other ways. so refugees participate in the classroom along with greek students. of course this is not the best solution because Greek parents are opposed and protest, teachers are not qualified for such situations and students from both sides are having problems.

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Most Italian schools, especially those with a large number of migrants or foreign students, set literacy classes. Italian or foreign languages teachers give extra Italian lessons focusing on grammar, communicative functions or reading comprehension skills. As far as I know, the CPIAs (Centers for adult education) spread in all Italy, organise free Italian classes for foreign adults who want to learn Italian or get a Licenza Media.

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At the moment I don't have any refugee in my school but I think that if this happens, we should be prepared enough to give an opportunity to learn being part of our community

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At my school, we haven't migrant students, but I think the challenges for a school that has such students is  big. I think  a good way to help them is to welcome and integrate them at a typical classroom , but also to support them with additional lessons in order to have a quicker progress.

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In the primary school in which I'm working newely immigrant students are in the classes with other students. There is a group of teacher that meet the child and try to understand his/her language level and decide for the age class or the previous class to help the pupil in the language. there is a special course to improve Italian made by some teacher of the school (I'm doing this course actually). Sometimes there is a mother tongue person for the first weeks of school to help the child in understanding the new language.

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In my school there is a combination and submersion that is immigrants are put in normal classes but they also attend parallel classes in the host language in Greek and Science.

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In my school there are not newly arrived migrant students so far.

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In my school we don't work with refugees so we don't run a programm. Although, I know that in my country the intergration of young refugees is achieved by two ways. In the first occasion, teachers go to the hot-spots where the children leave and teach them there. In the second occasion, the young refugees go to schools from 2-6 pm and meet the local people for two hours where they get interfered in several activities altogether.

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Although there are a lot of refugees in Chios,they don't attend classes at schools.Only NGOs have created some optional classes next to the refugee camps.The government has just appointed a teacher to be responsible for organising some classes for refugees inside their camps.

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In my school, we use the integration model. At the beginning of the school year, we write a personal school plan for students with special education needs linked to their economic, social and linguistic situation.

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In France the students are integrated in classes together with other students preferably of the same age, then they follow specific courses of French as a second language, extra courses at the evening, for example

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We are trying to do our best. So: the main model is subemersion, but we have a teacher with special education (me), responsible for all of them. In collaboration with other teachers we work out a different timetable for each newly arrived student, so that he/she avoids more teorethical lessons for the first months and follow with his/her classmates gym hours, drowing, tecnical lessons and, of course, italian. Then we have just a few hours in a year of L2 in the afternoon. The school is also promoting special projects with european founds, but till now not one was granted .-( We hope in the Erasmus Project this year!

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I don't know how is the situation of refugee students in my country. In the school in which I worked last year,  foreign students were admitted to normal courses according to their ages and mostly to their knowledge of the Italian language. They attended school with other italian students but the school organized addictional courses to help them with the language and with their homework.  

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I don't know how is the situation of refugee students in my country. In the school in which I worked last year,  foreign students were admitted to normal courses according to their ages and mostly to their knowledge of the Italian language. They attended school with other italian students but the school organized addictional courses to help them with the language and with their homework.  

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In my school there is substantial a submersion model.

We haven’t any refugees, so when we have foreign students we put them in the classes and they have to attend Italian and other subjects lessons. I work in Primary school so It’s more simple to integrate low numbers of students. Sometimes we use few hours of a  person who helps immigrants with integration into society  in order to communicate with family and share habbits and social behaviour.

The mediator can help also the classroom to know and share ideas.

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At the beginning of the school year we were following the submersion model due to lack of personnel. Now we are folowing an integration model. Refugee students attend classes along with the other students but they also have additional classes of Greek. The advantage is that they interract with the rest of the children and this promotes their social integration. On the other hand there are organisational problems, concerning the programme. For example they often miss the English class as at this hour they attend the extra Greek lesson.

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At the beginning of the school year we were following the submersion model due to lack of personnel. Now we are folowing an integration model. Refugee students attend classes along with the other students but they also have additional classes of Greek. The advantage is that they interract with the rest of the children and this promotes their social integration. On the other hand there are organisational problems, concerning the programme. For example they often miss the English class as at this hour they attend the extra Greek lesson.

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In my country refugee children are tought using the paraller method. They attend their classes in the regular schools to greek students but they have different teachers and different methods.

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We prepare a individual education plan and make a special training with language.

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EVGENIA CRETE          In my country there are many newly arived migrants.They need to feel safe, accepted and be part of the school community!!! They try hard to communicate with other pupils....Actually I have an experience last august when I took part to a youth exchange project as a leader in Florence. There, with my students we met  7 refugees. We played energizer games to know better each other. We talked about our dreams, our fears!!! Games made them express their feelings, their joy of life. It was a great experience for me and especially for them!!!! 

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EVGENIA CRETE          In my country there are many newly arived migrants.They need to feel safe, accepted and be part of the school community!!! They try hard to communicate with other pupils....Actually I have an experience last august when I took part to a youth exchange project as a leader in Florence. There, with my students we met  7 refugees. We played energizer games to know better each other. We talked about our dreams, our fears!!! Games made them express their feelings, their joy of life. It was a great experience for me and especially for them!!!! 

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In my experience, newly arrived migrant or refugee students aren't attending our schools. We're in a preliminary stage of this process. Still dealing with basic issues: food, accomodation, health... In Italian school system, there is not such a thing as "special" or "parallel" classes (nor cultural mediators nor, as far as I know, a normative framework for NAM students). We were a one-culture country for centuries. We have to rethink ourselves to face this emergency in a proper way. Migrant students from EU countries are assigned to normal classes on an age basis, they speak or not Italian. And they learn fast. But: we have to build up an entirely new multicultural approach, because language is not the main problem here.

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In my experience, newly arrived migrant or refugee students aren't attending our schools. We're in a preliminary stage of this process. Still dealing with basic issues: food, accomodation, health... In Italian school system, there is not such a thing as "special" or "parallel" classes (nor cultural mediators nor, as far as I know, a normative framework for NAM students). We were a one-culture country for centuries. We have to rethink ourselves to face this emergency in a proper way. Migrant students from EU countries are assigned to normal classes on an age basis, they speak or not Italian. And they learn fast. But: we have to build up an entirely new multicultural approach, because language is not the main problem here.

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We have not organise integration yet.

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In my school there are only children of migrants born in Italy

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In our school migrant students boys are placed directly in the mainstream classroom, but in some moments are picked up by a cultural mediator who shall teach the language.

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Most of the immigrant children attend first an one year long preparatory class where they learn Finnish language and theoretical subjects. In gymnastic, music and similar subjects they are integrated with Finnish children of the same age group as their own. After one year they start to study in a regular Finnish class.

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In my school the integration of newly arrived foreign students follows the full immersion method. The children attend the classes together with italian students, usually they have a supporting teacher who helps them to understand the tasks and in this way also teaches the language, step by step. The parents also usually are keen to participate in the integration process by welcoming the students in their children groups, encouraging them to stay together.

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In my city, Viterbo ( central part of Italy)  school organization model is submersion, only if school has internal resources can support migrants students and satisfy their needs.
In my opinion this method has no advantage, neither for students nor for teachers.
In classroom teachers have to face  different type of students with different needs, ( e.g. native language students with learning disease), in this way for teachers is hard to face both migrant and native language students needs.
Lack of specialized staff and lack of  additional financial reflects on  foreign students,  that have problems to complete schooling successfully.

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In my city, Viterbo ( central part of Italy)  school organization model is submersion, only if school has internal resources can support migrants students and satisfy their needs.
In my opinion this method has no advantage, neither for students nor for teachers.
In classroom teachers have to face  different type of students with different needs, ( e.g. native language students with learning disease), in this way for teachers is hard to face both migrant and native language students needs.
Lack of specialized staff and lack of  additional financial reflects on  foreign students,  that have problems to complete schooling successfully.

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In my school the method followed is similar to Integratio. Students attend classes and regular lessons with the other classmates but there are also afternoon activities thought only for these students where they learn the basis of the Language and where they can implement their skills and competences.They follow also an online programme which help them with the Learning of the Language in a communicative context. There are some Teachers who help them reach the objectives designed for them. In Italy there is a financial support for schools which have a high numbers of newly arrived migrant students.