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"The painful fact for a refugee or a foreigner is that you will be always looking for a place to belong to, and you will never find it again you will become a foreigner everywhere you go, slowly you will change and do not fit anywhere. and there will always be a black hole. black hole."

Task: Have a look at the picture and the text attached. Please use the Etherpad to describe in a few sentences what you can see. What does the creator express with it? And how does this statement relate with inclusion?

Module 1 - Inclusive Refugee Education-365days | yopad.eu

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Children, Violence, and Trauma – Interventions in Schools

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Task: Please watch the clip and collect your first ideas by answering the following question in the Etherpad (Module 1 - Inclusive Refugee Education-365days | yopad.eu):

How can pedagogical practices such as relationship building, classroom management, and learning environments be designed to be trauma-sensitive, and what are the limits? (Zimmermann, 2017; translated by LKM)

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Children, Violence, and Trauma—Interventions in Schools

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https://projects.au.dk/itire

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Inklusive Schule und Vielfalt 3.3 Migration

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OECD (2019). Refugee Education: Integration Models and Practices in OECD.

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Task: After reading the definition of Mental Health (WHO, 2014), answer the following question in Flinga - Modules 3 & 4:
What comes to your mind when reading the WHO definition?

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We are pleased that you are joining our digital professional training program.

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Please read Section 1 "Background" to gain an overview on the topic of Mental Health.

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Task: Please watch the clip and collect your first ideas by answering the following question in the Etherpad (Module 4 – Trauma-365days | yopad.eu):

How can you as a teacher deal with traumatised students? What pedagogical practices can be implemented?

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Childhood Trauma and the Brain | UK Trauma Council

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***Please have a look below and find detailed information on Box A, B & C***
Box A) What is the ITIRE project about?
Under the section " A) Erasmus+ Project ITIRE", you will find all the important information about the project.
Box B) What are the goals of the ITIRE TTP?
Under the section "B) Goals of the TTP", we will show you the purpose and importance of the ITIRE (pre-service) teacher training programme.
Box C & Modul X) How do I work with the Padlet to absolve the TTP?
Under the section "C) Starting with the Pre-service Teacher Training Programme" and "Modul X: Topic", you will find a detailed introduction on how to use the TTP.

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ITIRE = Improving Teacher Education to Improve Refugee Education

funded by the EU
runs from 2019 to 2022

6 Work Packages
1) Literature Review presents the state of the art on the topic of Refugee Education for each country in Europe
2) Data Bank of Good Practices Examples (GP)
3) Self-assessment tool
4) Designing the TTP
5) Implementation of the TTP
6) Refugee Education Toolkit

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Only one out of five teachers is prepared to anticipate and resolve intercultural conflicts or to familiarize themselves with psychological treatment and referral options for students in need (April et al., 2018).

This programme should go beyond fixed categories based on marginality (e.g. due to refugee status, vulnerability, or assumed trauma) to foster an appreciation of refugee children’s informal and situated learning practices. Teachers should engage with refugees and their families to identify the "funds of knowledge" to be used to improve teaching practices (Kaukko & Wilkinson, 2018; Moll et al., 1992).

RE training programmes should adopt holistic and student‐centred pedagogical approaches – including the theory and practice of teaching in diverse classrooms, bringing in other languages and cultures, and using differentiated instructional strategies – to help develop specific, tailored strategies for working with refugee students (Arnot & Pinson, 2005; Taylor & Sidhu, 2012).

The training design and implementation is based on a common framework in terms of overall knowledge, skills, and competence. PST and IST should aspire to achieve adequate professional expertise in the field of RE. Additionally, the programme acknowledges the significance of contextual factors – refugee education policies and practices – in ensuring that the training activities will be effective and sustainable.

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All modules provide a selection that includes an opening input, references, and (inter)national good practices examples as well as the final part with a self-evaluation of your learning processes (practices).
Module 1 is an overview on the project topic of (inclusive) refugee education.
Module 2 deals with trauma-sensitive learning environments (TSLE)
Module 3 deepens your knowledge by focusing on mental health issues.
Module 4 deepens your knowledge by focusing on trauma in general.
Module 5 is an external workshop with teachers and researchers from Austria, Denmark, Iceland, Norway, and the UK.

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ZIB 2: Journalistin Erkurt über Schule und Migrationshintergrund (26.8.2020)

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Zentrum polis - Politik Lernen in der Schule - Folge 5: Alltagsrassismus erkennen und diskutieren (politik-lernen.at)

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Zentrum polis - Politik Lernen in der Schule

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Wie kann politisches und rassismuskritisches Lernen heute aussehen? Was tun bei rassistischen Zwischenfällen im Klassenzimmer? Und vor allem, wo liegen die eigenen blinden Flecken, was versteckten Alltagsrassismus betrifft?

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Task: Please read the paper and then reflect on what students who have faced displacement need in school.

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You can find all federal state reports here.

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‎barrierefrei aufgerollt: Driss Mareoudi zum Thema Flucht auf Apple Podcasts

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‎Sendung barrierefrei aufgerollt, Folge Driss Mareoudi zum Thema Flucht – 30. Jan. 2020

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International Good Practice: Slovenia (English)

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International Good Practice: Slovenia (English)

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David Zimmermann (2017)

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Please find further information here.

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Understanding Trauma: Learning Brain vs Survival Brain

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ResilientEducator.com: Helping New & Veteran Teachers

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Resources to help you get back in the teaching groove

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TFAll_Transforming Teaching Through Understanding Trauma_2020.pdf (inee.org)

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Teacher Wellbeing | INEE

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In response to worsening humanitarian crises, many of which have been compounded by COVID-19, there is a growing and urgent need to prioritize and respond to human wellbeing through education. While approaches to wellbeing through education are often centered around the needs of children and youth, teacher wellbeing is vitally important. Teachers in crisis-affected contexts work in complex education environments, often with minimal support, where they take on a multitude of roles and non-traditional responsibilities to address diverse student and community needs (Kirk & Winthrop, 2013; Mendenhall et al., 2018).

Armed conflicts contribute to the destruction of the infrastructure and resources needed to maintain safe and functional schools. The displacement that results from these conflicts often produces a sudden influx of children and youth and acute teacher shortages. The adversity experienced by both teachers and students in such settings brings tension, anxiety, and feelings of severe insecurity into their everyday lives, thereby disrupting learning progress and impeding education's promise ( Winthrop & Kirk, 2008).

Defining Teacher Wellbeing

INEE's Landscape Review (Falk et al., 2019) uses a socio-ecological framework to define teacher wellbeing as context-specific across the individual, school, community, national/regional and international levels. Wellbeing encompasses how teachers feel and function in their jobs; and includes teachers' affections, attitudes, and evaluations of their work (Schleicher, 2018; Collie et al., 2015). Thus, resources used to support teacher wellbeing must be contextualized, ideally through a participatory process that places teachers at the center.

Tools & Resources to Support Teacher Wellbeing

Through the work of the collaboratives on Teachers in Crisis Contexts (TiCC) and Psychosocial Support and Social and Emotional Learning (PSS-SEL), INEE has made significant contributions to teacher wellbeing in emergency settings. INEE now seeks to develop a Teacher Wellbeing Toolkit to support EiE actors to meet the specific needs of teachers in their local contexts,

This first output of the Teacher Wellbeing Toolkit comprises a tools & resources mapping and a gap analysis report, building on the existing body of work by collecting existing resources, tools, and policy or advocacy documents that address teacher wellbeing in emergency settings. INEE has mapped these materials across its socio-ecological model of teacher wellbeing to identify gaps in the availability of materials at the individual, school, and community levels, and in national, regional, and international policy environments.
The below collection of resources was curated under the Teacher Wellbeing Toolkit Project, with support from the Teacher Wellbeing Reference Group, and selected from among the Teacher Wellbeing Tools & Resources Mapping lead by Sophia D'Angelo, Samaya Mansour and Lisa Walker.

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In response to worsening humanitarian crises, many of which have been compounded by COVID-19, there is a growing and urgent need to prioritize and respond to human wellbeing through education. While approaches to wellbeing through education are often centered around the needs of children and youth, teacher wellbeing is vitally important.

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Alysia Ferguson Garcia remembers the day two years ago that ended in her making a call to Child Protective Services. One of her students walked into drama class with what Garcia thought of as a "bad attitude" and refused to participate in a script reading.

"I don't care if you've had a bad day," Garcia remembers saying in frustration. "You still have to do some work."

In the middle of class, the student offered an explanation for her behavior: Her mom's boyfriend had been sexually abusing her. After the shock passed, the incident provided an opportunity for the class-and Garcia-to provide the student with comfort, and to cry.

When Garcia first started teaching, she wasn't expecting the stories her students would share of physical and sexual abuse, hunger, violence, and suicide. The stories seemed to haunt her all the way home, she says, recalling nightmares and sleepless nights spent worrying about her students. They also dredged up deep-seated memories of her own experiences with abuse.

"When you're learning to be a teacher, you think it's just about lesson plans, curriculum, and seating charts," said Garcia. "I was blindsided by the emotional aspect of teaching-I didn't know how to handle it. I was hurt by my students' pain, and it was hard for me to leave that behind when I went home."

The Real Costs of Trauma

Data shows that more than half of all U.S. children have experienced some kind of trauma in the form of abuse, neglect, violence, or challenging household circumstances-and 35 percent of children have experienced more than one type of traumatic event, according to the Centers for Disease Control and Prevention (CDC). These adverse childhood experiences (ACEs) can have impacts that extend far beyond childhood, including higher risks for alcoholism, liver disease, suicide, and other health problems later in life.

Trauma in children often manifests outwardly, affecting kids' relationships and interactions. In schools, the signs of trauma may be seen in a student acting out in class, or they could be more subtle-like failure to make eye contact or repeatedly tapping a foot. (To learn more about how trauma impacts students, read " Brains in Pain Cannot Learn! ")

For teachers, who are directly exposed to a large number of young people with trauma in their work, a secondary type of trauma, known as vicarious trauma, is a big risk. Sometimes called the "cost of caring," vicarious trauma can result from "hearing [people's] trauma stories and becom[ing] witnesses to the pain, fear, and terror that trauma survivors have endured," according to the American Counseling Association.

"Being a teacher is a stressful enough job, but teachers are now responsible for a lot more things than just providing education," says LeAnn Keck, a manager at Trauma Smart, an organization that partners with schools and early childhood programs to help children and the adults in their lives navigate trauma. "It seems like teachers have in some ways become case workers. They get to know about their students' lives and the needs of their families, and with that can come secondary trauma."

When you're learning to be a teacher, you think it's just about lesson plans, curriculum, and seating charts. I was blindsided by the emotional aspect of teaching-I didn't know how to handle it.

Vicarious trauma affects teachers' brains in much the same way that it affects their students': The brain emits a fear response, releasing excessive cortisol and adrenaline that can increase heart rate, blood pressure, and respiration, and release a flood of emotions. This biological response can manifest in mental and physical symptoms such as anger and headaches, or workplace behaviors like missing meetings, lateness, or avoiding certain students, say experts.

Yet many teachers are never explicitly taught how to help students who have experienced trauma, let alone address the toll it takes on their own health and personal lives. We reached out to trauma-informed experts and educators around the country to get their recommendations for in-the-moment coping strategies and preventative measures to help teachers process vicarious trauma. We share their tips below.

Talking it Out

Garcia, now a teacher of eight years, says she's found that confiding in others-either a therapist, her boyfriend, or colleagues-helps her process students' trauma and her own emotions.

Connecting with colleagues to talk through and process experiences can be invaluable for teachers coping with secondary trauma, according to Micere Keels, an associate professor at the University of Chicago and founder of the TREP Project, a trauma-informed curriculum for urban teachers.

"Reducing professional isolation is critical," said Keels. "It allows educators to see that others are struggling with the same issues, prevents the feeling that one's struggles are due to incompetence, and makes one aware of alternative strategies for working with students exhibiting challenging behavior."

It doesn't serve anybody to pretend that we're teacher-bots with no emotions, which I think sometimes teachers feel like they have to be.

Finding a wellness-accountability buddy-a peer who agrees to support and keep you accountable to your wellness goals-or using a professional learning community as a space to check in with other teachers are also ways to get that support, offers Alex Shevrin, a former school leader and teacher at Centerpoint School, a trauma-informed high school in Vermont that institutes school-wide practices aimed at addressing students' underlying emotional needs.

At Centerpoint, time for a monthly wellness group-where teachers, administrators, and social workers support each other on their personal wellness goals like exercising and creating work-life balance-is built into the professional development schedule. Staff also use in-service time to focus on taking care of their health together, by hiking, biking, going to the gym, or even learning to knit.

"If I had one wish for every school in the country, it would be that they made time for teachers to really sit down and talk about how they're feeling in the work," said Shevrin. "It doesn't serve anybody to pretend that we're teacher-bots with no emotions, which I think sometimes teachers feel like they have to be."

Building Coping Strategies

Students affected by trauma can have combative personalities and learn which buttons to press to upset you in class, says Garcia. When a student acts out in class, Garcia takes a few deep breaths, drinks coffee, or goes to a different part of the classroom to help another student.

"If I get upset, it never goes anywhere," Garcia said. "When you try to have a battle in class, you automatically lose as the teacher."

That's a good approach, says Keck, who suggests developing proactive coping strategies to address stressful situations in advance. A strategy may be counting to five, visualizing a calming place, or responding with an opposite action-like talking to a student quietly when you want to yell. Waiting until you're actually in a stressful situation means you're likely to overreact or to say or do something unhelpful.

Keck also recommends mapping out your school day and taking note of the times of day you feel most stressed, and then integrating scheduled coping strategies into your daily routine. If you feel stressed when students start to lose focus midday, for example, guide your students in a quick group stretch and some deep breathing to shift energy before getting back to work.

"Look at your schedule. If you see a stressful pattern, don't wait for it to happen. Don't wait to feel overwhelmed and stressed," urges Keck.

The important part is customizing the strategy to meet your needs.

Garcia applies this strategy when she's at home. She knows that after she puts her daughter to sleep, the worry for her students creeps in-so she makes sure to take time for things she enjoys, like watching movies and playing video games.

While many teachers say they don't have time for self-care, experts insist that it's necessary to develop long-term self-care practices-and stick to them-to build up your overall well-being and resilience. These self-care activities could be going for a walk, reading, watching a movie, practicing mindfulness, or talking with a friend-whatever invigorates you.
©Shutterstock.com/Dudarev Mikhail
Establishing Coming Home Rituals

It can be hard to leave work at work, but to address vicarious trauma, teachers need to create clear boundaries between work and home life. Part of that can be developing a ritual or routine that signifies the end of a work day, either before you head home, on the way home, or at home.

"For me, sometimes it's just as simple as turning off my work phone before I go into my house," Shevrin says. "I hear the sound of my phone turning off and then I know that I'm home."

After an emotionally difficult day, many teachers will write about their experiences before they leave, or sit down with a colleague to help process it, Keck told us.

Others organize their desk or create a to-do list for the next workday so they can let go of worry before heading home. While driving home, teachers listen to audiobooks, call a friend, or sit in silence to decompress. A ritual could even be as simple as changing clothes or taking a bath once you get home.

For Garcia, it's about putting her daughter's needs first and making the most of the time she has with her.

"It's very easy to get overwhelmed and let the job consume you. But teaching is about balance," she said. "When I come home, I try to just focus on my kid so she gets as much of me as she can. It's not always easy, but I've learned to put my life and my daughter's life first."

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When Students Are Traumatized, Teachers Are Too

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Trauma in students' lives takes an emotional and physical toll on teachers as well. Experts weigh in on the best ways to cope.

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gibt mehrere Video -> Link zu Kanal

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International Good Practice: Norway (English with German subtitles)

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International Good Practice: Norway (English with German subtitles)

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Alfred und sein Schatten – eine kurze Geschichte über Gefühle

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International Good Practice: Turkey (English)

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International Good Practice: Turkey (English)

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Following this link
Flinga - Modules 3 & 4,
you will be able to access a collaborative document. Your task is to add your own thoughts and insights from this module to the questions in the document. You can participate by choosing "Text" in the box in the top right-hand corner and entering your answer in the box "message". Your comments/answers will remain anonymous. You can also add new branches to the organigram by using the pen (bottom left-hand corner).

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Collaborative platform with integrated, engaging, pedagogical activities

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Educator-Resilience-Trauma-Informed-Self-Care-Self-Assessment.pdf (inee.org)

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Good practice – Schools of Sanctuary.pdf

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Good practice - Schools of Sanctuary.pdf

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International Good Practice: Myanmar (English)

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International Good Practice: Myanmar (English)

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Teacher Stories: Ja Aung - N Hkawng Pa IDP Camp, Myanmar | INEE

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This story was collected as part of Teachers in Crisis Contexts (TiCC) Event Series to ensure that the voices and experiences of teachers working in crisis and displacement permeate all aspects of the event. For more stories, click here.
Teaching Primary School in N Hkawng Pa IDP Camp, Kachin State, Myanmar

Name: Ja Aung

Role: Teacher

School: N Hkawng Middle School

Location: N Hkawng Pa IDP Camp, Kachin State, Myanmar
What do you enjoy most about being a teacher?
Here are some good practices based on my experiences that I would like to share.

Making teaching and learning aids out of the materials around the camp, e.g. using small stone/ stick to count.

Letting the children lead in small things they can in the classroom with proper guidance...e.g. group work in the class, or cleaning/ arranging chairs/ hanging what they draw on the wall, etc. This can help children to increase their self-confidence, to be responsible, to help one another.

Another good practice from my previous school was that our head teacher and peer teachers support to improve my teaching. I always made my lesson plans ahead and submit to our head teacher. Our head teacher gave some comments and suggested for improvement. Sometimes, my peer teacher gave comments/advice too. Their comments and advice helped me to improve my teaching. But in most schools in remote area, head teachers need to teach too, so I am not sure whether they can give time to do those coaching. It requires not just time, but passion and skill.

Another good practice I introduced at my previous school was- singing and dancing at the last period on every Friday for KG to Standard 2. The kids were very happy and enjoyed a lot. I believe this boosts their well-being.

What are the biggest challenges you face as a teacher?

The biggest challenge that I face as a teacher is communication. As the schools where I teach are in the border areas between China and Myanmar, students speak different Kachin dialects and accents, not just the common Kachin language, Jinghpaw. How I adjusted was I tried to listen to them attentively and learned the language from children and other teachers.

In addition to this, the high inflation rate and huge different value of currency between Kyats and Yuan is also a big challenge for us serving as a teacher. We receive the small amount of stipend in Kyats, yet we have to spend it in Yuan to buy the food in the areas where we are serving. Without the generous support from the community, particularly the parents, simple/decent daily meals are not sure.

Sometimes, I wonder why I chose this path; to work as a volunteer teacher, especially whenever I face disobedience from some students and security concerns.

For me, I am lucky that I received 9-month teacher training organized by JRS and DCE Myitkyina and it indeed helps me a lot. Nonetheless, I found that the teachers who did not receive any teacher training or trained for short term such as one week faced many challenges, as they did not get a chance to learn skills for teaching such as elements of pedagogy, school/classroom management.

What type of support would you need to work better every day as a teacher?

Support from the parents, head teachers and students are the most crucial every day as a teacher. Cooperation, respect and sharing among volunteer teachers are also undoubtedly needed.

What would you like the rest of the world to know about your life and/or work as a teacher?

When I first served as a volunteer teacher, I was just 19 (I joined TTC program when I was 18) and I did not know much about life at that time. But the very first year of voluntary service in Hpum Lum Yang IDP camp allowed me to grow more and start to be aware - to think about the lives of IDPs in the camp, and the education of the IDP children in those areas. It stimulates my willingness serving for the education in those remote/conflicted affected areas grow more and I decided to continue my service in next academic year (2019-2020).

What changes to programs/policies would you like to see?

For me, I want both governments (national and local) to use the same curriculum and it would be great if the national government recognizes the education in the NGCAs.

It would be good if there will be ongoing teacher training program for all teachers.

The responsible authorities in the area we work should take responsibility for security of the teachers.

Stipends for volunteer teachers need to be reviewed and increased based on the most basic needs to survive according to the context they are being assigned.

To address the teachers' shortage nationwide and to promote mother-tongue based multi-lingual education and to promote peace in our country, the Myanmar government should develop a policy and pathway for community teachers who received training and who served for years to become government recognized/certified teachers and can work in government schools as a career.

Lastly, but not the least, to stop civil war! Education disruption, psychological effects, negative coping and risks to drug abuse and human trafficking, etc. are all consequences of the war.

What are some of the topics/skills that you wish to learn in a professional development program?

Child psychology

Subject teaching methods - I would like to be skillful in the subject that I am teaching such as Maths and Science. For example, in Science, we do not have labs where the students can experience hands-on exercises such as the laboratory experiments.

Study/visit to explore/observe how teachers in other areas/countries are teaching in emergency or protracted or post-conflict areas.

The views expressed in this blog are the author's own.

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Teacher Stories: Ja Aung - N Hkawng Pa IDP Camp, Myanmar

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This story was collected as part of Teachers in Crisis Contexts (TiCC) Event Series to ensure that the voices and experiences of teachers working in crisis and displacement permeate all aspects of the event. For more stories, click here.

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Please read the references. They built the basis for the subsequent work with the good practices. This section also provides an overview on the current state of the art regarding the module topic.

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Please get familiar with the Good Practices on the national level. These GP highlight ambitious projects in Austria.
https://projects.au.dk/itire/tools/bank-of-good-practices

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Please get familiar with the selected Good Practices on an international level. These GP highlight ambitious projects in Europe and beyond. https://projects.au.dk/itire/tools/bank-of-good-practices

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Good Practice – IoE – initial teacher education.pdf

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International Good Practice: UK (English)

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International Good Practice: UK (English)

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Good Practice - IoE - initial teacher education.pdf

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International Good Practice: Lebanon (English)

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International Good Practice: Lebanon (English)

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Teacher Stories: Rana and Amena - Anjar, Bekaa Valley, Lebanon | INEE

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This story was collected as part of Teachers in Crisis Contexts (TiCC) Event Series to ensure that the voices and experiences of teachers working in crisis and displacement permeate all aspects of the event. For more stories, click here.
Teaching in Crisis

Names: Amena and Rana

Role: Teachers

Location: Anjar, Bekaa Valley, Lebanon

Amena's Story

After being displaced from Syria to the Beqaa Valley in Lebanon, Amena continued her work as an educator. She has been working as a teacher in crisis since 2014. "We always face many challenges in our work with children. Especially in this profession. We find a lot of differences among the students we teach and deal with. They are coming from very different backgrounds [in Syria]. Even here, with the refugee situation...the crisis... there has been a lot of changes for these students. Many were forced to live in informal tent settlements where there is a deficiency in resources. This creates an environment where it is difficult to learn and teach. Even access to transportation can be an issue."

"There is a challenge we can discuss when it comes to the well-being and living of the teacher [in a crisis situation]. The teacher can make a student's life easier...but the teacher has to feel well enough so he/she can come to class and exude positivity amongst his/her students when interacting with them. Even to just make students feel safe. Because, of course, if as a teacher you feel safe, and you have someone supporting you and empowering you in your skills, of course this all is reflected onto the students in the classroom."

Rana's Story

"You, as a Syrian teacher let's say, you are vulnerable to the Crisis. You are living like these students. Maybe you are living in the camps, or maybe you are living in relatively difficult conditions. So you need to have worked on yourself, you need to be acclimated to the situation," says Rana. Rana was able to turn national and personal tragedies into a professional triumph through her work with Sonbola since the beginning of the Syrian Education Crisis. Rana started at Sonbola as a teacher and after proving her dedication to education, rose to become a coordinator of the Elementary Education program at Sonbola. She shares her experiences as a "Teacher in Crisis".

Rana tells us that she has developed into a completely new educator since her first years of teaching: "I have completely rethought my approach to teaching itself, thanks to the training I received in pedagogy, as well as feedback from classroom observations that have been a part of the Sonbola experience. Teaching in a classroom filled with children who have faced trauma and war is very different than teaching in a regular public school."

"I was lucky to be exposed to trainings through Sonbola. Many teachers who work in this context do not have this opportunity. One of the things I learned was that teachers need to find ways to help students feel safe and trust him/her. You also have to be committed to learning many different teaching strategies and tailor your approach to each child's needs. Even the idea that learning isn't just memorization and regurgitation of subject matter was something new to me. It's not an easy task."

"We have to forget the old ways of teaching."
The views expressed in this blog are the author's own.

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Teacher Stories: Rana and Amena - Anjar, Bekaa Valley, Lebanon

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This story was collected as part of Teachers in Crisis Contexts (TiCC) Event Series to ensure that the voices and experiences of teachers working in crisis and displacement permeate all aspects of the event. For more stories, click here.

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Getting Started With Trauma-Informed Practices

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Trauma Informed Teaching | Dr. Meredith Fox | TEDxFieldstoneDriveED

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The ITIRE Self-assessment tool is used to review one's practices and is designed for in-service teachers. Therefore, the following exercise is a hypothetical one. However, please position yourself from the perspective of a future in-service teacher and complete the questions to the best of your ability based on your acquired knowledge of Inclusive Refugee Education. The results are for self-review purposes only and will not be stored anywhere or used for any other purpose.

Link to the Self-assessment tool.

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Please read the following case studies and answer the following questions in the Etherpad (Module 2 - TSLE-365days | yopad.eu).

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Following this link
Flinga - Modules 3 & 4,
you will be able to access a collaborative document. Your task is to add your own thoughts and insights from this module to the questions in the document. You can participate by choosing "Text" in the box in the top right-hand corner and entering your answer in the box "message". Your comments/answers will remain anonymous. You can also add new branches to the organigram by using the pen (bottom left-hand corner).

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Collaborative platform with integrated, engaging, pedagogical activities

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Michelle Proyer is a tenure track professor at the University of Vienna, Centre for Teacher Education and national manager for the project,

Seyda Subasi
Singh is a post-doc researcher at the University of Vienna, Department of Education and an associated member of the Viennese project team.

Lisa-Katharina Möhlen is a project assistant at the University of Vienna, Centre for Teacher Education and responsible for operative measures.

Elvira Seitinger is a project assistant at the University of Vienna, Centre for Teacher Education and responsible for operative measures.

Fabio Dovigo is a professor at Aarhus University in Denmark and initiated the ITIRE project. He manages the international project group.

If you have any questions, please do not hesitate to contact us (lisa-katharina.moehlen@univie.ac.at) :)

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10 June 2022, 14:00-17:00 (CEST)

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ITIRE Training Course evaluation - Google Formular

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Ahmed, a shy 11-year old from Iraq, does not find access to his classmates. He is an attentive listener in class, but does not contribute to discussions voluntarily. Classmates with the same mother-tongue, Arabic, who had at first tried to get in touch with Ahmed, eventually gave up on approaching him. He attends a German class after school, acquires the new language quickly and is outstandingly studious. Especially striking is Ahmed’s artistic talent, which comes out in art class. His teacher offers Ahmed to take drawing paper and charcoal home. In exchange, Ahmed brings a portrait drawing as a present to school. Appreciative, the teacher wants to lay his hand on Ahmend’s shoulder, but Ahmed tremors anxiously and ducks away in a quick turn.

1) Why does Ahmed turn away anxiously?
2) Which behaviour patterns does Ahmed show and which of them can be used by the school as a resource for stabilization?
3) What can I do as a teacher in such situations?

Link to Etherpad: Module 2 - TSLE-365days | yopad.eu

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"Everyone hits anyway in Afghanistan. So, the parents, the teachers, the police and the older brothers hit the little children in the family. I know, in Austria it is forbidden. I think that if I am beaten, it's okay anyway. It's normal, parents must hit the children, otherwise they don't learn what's right and what's wrong. But if I did something and my mother doesn't talk to me anymore, I don't think that's good. What I don't understand why my father hits my mother. She is always very good. She cooks and she washes our clothes, she gets the water from the river, my sisters too. They do everything. Then why is my father angry? For example, he takes a branch from the tree, and then he hits my mother. I want to hit my father when he does that."

Nasrat, 22, Afghanistan, 16 years old at the time of his asylum application in Austria; father died while Nasrat was on the flight.

1) What do you notice about Nasrat's linguistic expression?
2) What do we learn about his parents?

3) Which risk factors do you find in the quote?

4) What solution or explanation did Nasrat find for himself to cope with the violent experiences?

5) What would Nasrat need for his further development?

Link to Etherpad: Module 2 - TSLE-365days | yopad.eu

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Alisic, E. (2012). Teachers' Perspectives on Providing Support to Children After Trauma: A Qualitative Study. In School Psychology Quarterly 27(1), 51-59. DOI: 10.1037/a0028590

Biewer, G., Proyer, M., & Kremsner, G. (2019). Inklusive Schule und Vielfalt. Kohlhammer. Inklusive Schule Band 1

Glazzard, J., & Bostwick, R. (2018). Positive Mental Health: A Whole School Approach. Critical Publishing.

Grelland Rokholt, E., Schultz, J.-H., & Langballe, A. (2016). Negotiating a new day: parents' contributions to supporting students' school functioning after exposure to trauma. In Psychology Research and Behavior Management 16, 81-93. http://dx.doi.org/10.2147/PRBM.S97229

Gormeza, V., Kılıçb, H. N., & Orengu, A. C., et al. (2017). Evaluation of a school-based, teacher-delivered psychological intervention group program for trauma-affected Syrian refugee children in Istanbul, Turkey. In Psychiatry and Clinical Psychopharmacology 27(2), 125-131. https://doi.org/10.1080/24750573.2017.1304748

Kremsner, G., Proyer, M., & Biewer, G. (2020). Inklusion von Lehrkräften nach der Flucht. Über universitäre Ausbildung zum beruflichen Wiedereinstieg. Verlag Julius Klinkhardt.

Krenn-Maritz, P. (2019). Evaluationsstudie "Kräfte stärken – Trauma bewältigen" (Teaching Recovery Techniques). Wien: Fonds Gesundes Österreich.

NCTSN (The National Child Traumatic Stress Network) (2018). Creating, Supporting, and Sustaining Trauma-Informed Schools: A System Framework. Retrieved from nctsi-creating-supporting-sustaining-trauma-informed-schools-a-systems-framework.pdf (samhsa.gov)

OECD (2019). Refugee Education: Integration Models and Practices in OECD.

Perry, D., & Daniels, M. L. (2016). Implementing Trauma – Informed Practices in the School Settings: A Pilot Study. In School Mental Health 8, 177-188. DOI 10.1007/s12310-016-9182-3

Sirin, S. R., & Rogers-Sirin, L. (2015). The Educational and Mental Health Needs of Syrian Refugee Children. Washington, DC: Migration Policy Institute.

UNHCR (2020). AUFBRECHEN ANKOMMEN BLEIBEN Bildungsmaterial zu Flucht und Asyl. Ab 12 Jahren. Wien: UNHCR Österreich/ÖIF.

UNHCR (2020). Flucht und Trauma im Kontext Schule. Handbuch für Pädagog*innen. Wien: UNHCR Österreich.

UNHCR (2021). Willkommen in unserer Klasse. Wien: UNHCR Österreich.

Zimmermann, D. (2017). Traumatisierte Kinder und Jugendliche im Unterricht. Ein Praxisleitfaden für Lehrerinnen und Lehrer. Weinheim: Beltz.

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Resources for teaching German as a second language (German)

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Resources for teaching German as a second language (German)

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Here you will find a list of useful resources for teaching German as a second language. The following links are useful for teachers who already teach German as a second language as well as teachers who are unfamiliar with the subject.

Free downloads for German as a second language schoolbooks oriented towards Ukrainians:
https://www.mildenberger-verlag.de/page.php?modul=GoShopping&op=show_rubrik&cid=1379

Link to a series of webinars for teaching German as a second language with a focus towards Ukrainian students:
https://www.mildenberger-verlag.de/page.php?modul=GoShopping&op=show_rubrik&cid=1063&mtm_medium=radio-extern&mtm_source=pointoflistening&mtm_campaign=radio-pointoflistening/2022/04/ukraine-hilfe

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Auf dieser Seite finden Sie ukrainische Schulbücher, die dem ukrainischen Lehrplan entsprechen.
Die Schulbücher wurden vom führenden ukrainischen Schulbuchverlag RANOK als kostenfreie Downloads zur Verfügung gestellt: Sie können heruntergeladen, digital verwendet und auch ausgedruckt werden.
Für folgende Fächer haben wir eine Auswahl passender Titel für die Grundschuleund Sekundarstufe zusammengestellt (die Zahlenangaben zu den Fächern entsprechenden den Klassenstufen):

Zu einigen Bänden (Deutsch 1-4, Englisch 1-4) stehen auch die Audiodateien als kostenfreie Downloads zur Verfügung.
Gerne können Sie den Link zu dieser Seite auch an Kolleginnen und Kollegen weiterleiten, die Unterrichtsmaterialien für ukrainische Kinder benötigen.

Deutsch/DaZ

Mathematik

Englisch

Ukrainisch

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Der Mildenberger Verlag ist ein Schulbuchverlag mit motivierendem Lernmaterial für Kinder und Lehrer in der Grundschule und Sekundarstufe I.

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Education in emergencies (English, French, Spanish)

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Education in emergencies (English, French, Spanish)

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Familiarize yourself with "Education in emergencies". Then reflect on what information can be useful for teaching Ukrainian students

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Emergencies caused by armed conflict and instability, disasters and hazards, pandemics and the effects of global climate change, disrupt education and leave millions of children and youth out of school worldwide. In countries and regions affected by emergencies and protracted crises, young people suffer the loss not just of homes and loved ones but of access to education and a safe learning environment, impacting their futures and that of the wider society.

Access to learning opportunities during crises is life-saving and life-sustaining. UNESCO works to ensure that inclusive and equitable quality education remains a priority in humanitarian response and recovery assistance for migrants, refugees, internally displaced people, returnees and host communities. Part of that work is in Disaster Risk Reduction in Education which prepares schools and education authorities to face hazards, mitigate their impacts and build system resilience.

What you need to know about education in emergencies

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Access to learning opportunities during crises is life-saving and life-sustaining. UNESCO works to ensure that inclusive and equitable quality education remains a priority in humanitarian response and recovery assistance for migrants, refugees, internally displaced people, returnees and host communities.

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The Ukraine-Russia War and children: What do we say, and how do we say it? 

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The Ukraine-Russia War and children: What do we say, and how do we say it? 

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Lolita AA. 2022. "The Ukraine-Russia War and children: What do we say, and how do we say it?" Pediatr Ann. 51(5), p.172-174. https://uaccess.univie.ac.at/login?url=https://www.proquest.com/scholarly-journals/ukraine-russia-war-children-what-do-we-say-how/docview/2664760119/se-2?accountid=14682. doi: https://doi.org/10.3928/19382359-20220411-01.

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The Ukraine-Russia War and Children - What Do We Say, and How Do We Say It

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Read "The Ukraine-Russia War and children: What do we say and how do we say it?" and consider the following questions:

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Read "The Ukraine-Russia War and children: What do we say and how do we say it?" and consider the following questions:

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Which four steps are recommended when talking to children about the Ukraine-Russia War? How could you implement these in your classroom setting?

How can you reassure children of their safety in your classroom?

Would you generally discuss the topic of refugees/immigrants in your classroom? Have a look at the list of suggested books and pick one that you find interesting. Why did you choose this specific book?

Consider the questions above and comment with your answers/insights/additional information in the Yopad below:
https://yopad.eu/p/ITIRE_-_Module_5_discussion-365days

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The Ukraine Crisis: Refugees Push Limits of Schools

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The Ukraine Crisis: Refugees Push Limits of Schools

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Ojewska N, Lovett I. 2022. "The ukraine crisis: Refugees push limits of schools in poland". Wall Street Journal. Available from: https://uaccess.univie.ac.at/login?url=https://www-proquest-com.uaccess.univie.ac.at/newspapers/ukraine-crisis-refugees-push-limits-schools/docview/2654978942/se-2?accountid=14682.

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The Ukraine Crisis - Refugees Push Limits Of Schools in Poland

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Read "The Ukraine Crisis: Refugees Push Limits of Schools" and consider the following questions:

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Read "The Ukraine Crisis: Refugees Push Limits of Schools" and consider the following questions:

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What are the essential limits in this crisis?

Why is it so difficult for schools to plan ahead?

Which issues might arise in the next school year?

Consider the questions above and comment with your answers/insights/additional information in the Yopad below:
https://yopad.eu/p/ITIRE_-_Module_5_discussion-365days

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Social Reception and Inclusion of Refugees From Ukraine

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Social Reception and Inclusion of Refugees From Ukraine

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Isański, J., Marek, N., Michalski, M. A., Sereda, V., & Vakhitova, H. 2022. Social Reception and Inclusion of Refugees From Ukraine.

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Social Reception and Inclusion of Refugees From Ukraine

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Read Chapters 4&5 of "Social Reception and Inclusion of Refugees from Ukraine" and consider the following questions:

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Read Chapters 4&5 of "Social Reception and Inclusion of Refugees from Ukraine" and consider the following questions:

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What are the most pressing needs of refugees? How can schools help in regard to those needs?

What are some concerns? Can schools address any of them?

How was the general social reception of refugees in the study in Poland? Do you think the situation is similar in your country? If yes/no, why do you think that is?

Consider the questions above and comment with your answers/insights/additional information in the Yopad below:
https://yopad.eu/p/ITIRE_-_Module_5_discussion-365days

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International collaboration for addressing mental health crisis among child and adolescent refugees during the Russia-Ukraine war

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International collaboration for addressing mental health crisis among child and adolescent refugees during the Russia-Ukraine war

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(optional text on the importance of international collaboration)

Hong Cai, Wei Bai, Yi Zheng, Ling Zhang, Teris Cheung, Zhaohui Su, Todd Jackson, Yu-Tao Xiang. 2022. "International collaboration for addressing mental health crisis among child and adolescent refugees during the Russia-Ukraine war". Asian Journal of Psychiatry 72. https://doi.org/10.1016/j.ajp.2022.103109.

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International collaboration for addressing mental health crisis among child and adolescent refugees during the Russia-Ukraine war

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Helpful State Organizations – Assistance/Sources of Information

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Helpful State Organizations – Assistance/Sources of Information

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UNHCR (English, German, Russian, Ukrainian)

https://help.unhcr.org/austria/information-for-ukrainian-nationals/help-in-austria/

State of Austria (English and German)

https://www.oesterreich.gv.at/en/themen/gesundheit_und_notfaelle/Informationen-f%C3%BCr-ukrainische-Staatsangeh%C3%B6rige.html#Bildung

Bundesagentur für Betreuungs- und Unterstützungsleistungen (German and English)
https://www.bbu.gv.at/ukraine

Bildungsdirektion Wien (German and Ukrainian)
https://www.bildung-wien.gv.at/service/Krieg-in-der-Ukraine.html
--> Fachbereich Inklusion, Diversität und Sonderpädagogik (FIDS) (German)

https://www.bildung-wien.gv.at/ueber-uns/Fachbereich-Inklusion--Diversit-t-und-Sonderp-dagogik--FIDS-.html

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Buddy-Programm des Integrationsfonds (German and Ukrainian)
https://www.integrationsfonds.at/buddy-programm

Let's play
http://letsplayvienna.org/about/

Mobiles Interventionsteam (German)
https://www.caritas-wien.at/hilfe-angebote/asyl-integration/beratung-fuer-asylwerberinnen/psychosoziale-angebote/mit-mobiles-interventionsteam

Nightingale Schüler*innen Mentoring (German)

https://gemeinsam.kinderfreunde.at/projekte/nightingale-schuelerinnen-mentoring

Projekt "Mama lernt Deutsch" (German)
https://www.stationwien.org/projekte/mama-lernt-deutsch.html

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https://bimm.at/wp-content/uploads/2022/05/linklisteukraine.pdf

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A list of emergency and immediate online resources for students and parents on how to continue schooling in a situation of war-related crises.

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Consider all the articles you have read, think about the different materials that were provided, and examine your own practices...
How could you implement some of the ideas/materials in an inclusive activity in your own classroom?

Share your ideas in the link below, so that every participant benefits from a collection of possible activities:
https://yopad.eu/p/Collection_of_activities-365days