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Immigrant students are registered in schools in the neighborhoods they live in, and they begin to receive education in classes determined by age group. Language courses are organized at the weekend for students with language differences.

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In my country refugee comes from Ukraine .They are enrolled in schools and they recive language support education.

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The measures developed in Portugal focus particularly on supporting the learning of the Portuguese language, as an object of study and as a language of schooling, by offering the subject of Portuguese
Non-Mother Tongue, and the integration of the children is done practically immediately, intermediated by the municipalities.
It is up to schools to decide the measures
learning and inclusion to be mobilized, namely the subjects to be studied, according to the knowledge of the
the specific situation of each student and the profile of the teachers, namely in terms of foreign language proficiency, in order to facilitate communication with the students.
students.

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In my country, newcomer students are integrated into classes and schools. They study school subjects with the help of translation teachers.

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İn my country refugee students attend the type of school closest to their place of residence.They receive education in the classrooms with the integration method.Language support education and public education centers provide education.

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Newcomers are helped to socialize with students, but they often find it very difficult to adjust and we are not trained to work with them. We work hard to help them.

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In my country evening schools have been established for new students.
In areas where there is a good number of natural classes, there are international students who got first places in my school.

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Immigrant students are enrolled in schools in the neighborhoods they live in, and they begin to receive education in classes determined by age group. Language courses are organized at the weekend for students with language differences.

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Migrant students who have just come to our school are taken to the mainstreaming class and their Turkish language skills are improved.
The advantages related to the way our school organizes integration are foreign language education/difficulties, compatibility problems between students.

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The main difficulty for us is that we teach in a very rural area: the pupils are isolated in classes that are dozens of kilometres away. This means that they cannot be helped for more than one hour (and sometimes not at all) per week by a specialised teacher.

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I haven't worked with migrant students in my school, I try to understand the integration and advantages/challanges.

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Integration of migrants (Cristina Murcia, España)

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Integration of migrants (Cristina Murcia, España)

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Following the classification developed by Wolfgang Oelzant, in the case of my region in Spain, the integration of migrants is carried out following a model similar to "integration". The new students attend class together with the rest of the students, but for a few hours a week, they are attended separately by a Spanish teacher (what is known as a "temporary language adaptation classroom"). When they acquire sufficient proficiency in Spanish, they attend their classes normally. The main advantage of our model is that we have personal resources that are exclusively responsible for serving migrant students. However, the difficulty is that these resources are not always sufficient and the adaptation process of migrant students is slow.

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We are still learning how to. So, I would like to share some information about experiences that we get to know. In some cases, schools fully integrate children and youth in classes, sometimes guiving some time to particular classes to learn the language. In other cases, we did observe schools designing personal plans, having in mind the needs and the wills of each child or young person - some what to integrate the new school and what to learn the language so they can have sucess in school; others what to have conditions to continue to have their country school, using the internet, and at same time learn the language of the new country.

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The catalan model as has explained Edward is the integration. We have a special class called AULA ACOLLIDA, (Welcoming classroom) where students make some hours there of catalan and we help also in other subjects and we do things of integration. The rest of the hours they go with the ordinay class, in subjects like maths, music, plastic, etc. So then they relation at the same time with the rest of the students and they have the basics to speak with them.
The problem is that is an external ressource and we don't have in all the schools or sometimes when we have just the "middle" classroom students are arriving and the classroom is full of students that we can not attend well.
Also they have strict conditions. Europeans and south americans only can stay 18 months and sometimes it's not enough and for them this classroom and this space is really important and a place where they feel sure and happy.

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In our school all the newcomers attend classes in Greek for the first 2 sessions in a special classroom with a teacher who teaches the basics in greek language. For the rest of the school day they attend classes according to their age and they are taught all the school objects of the curriculum along with their classmates in Greek, plus the foreign languages (English and French or German)

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In the first years when refugees came, a separate school was built for them, and then it was closed. For the last 2 years, they have been directly accepted to the school and they have been teaching together in the classrooms.

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Refugee migration in our country had been so fast and so much that the authorities did not had the opportunity to provide education opportunities on integration and language learning issues before refugee children started formal education.

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In my school migrant students have been immediately integrated in classes, having some periods during the day in separate classes to learn the language. Unfortunately, the lack of teachers limits the in-class or out-class support that can be given to these students, which means, many times, it is the class teacher who ends up trying to address most challenges on his/her own. As mentioned in the video, an integration model requires resources and it won’t work well without them. On the other hand, it seems to me it is one of the best solutions, since it stimulates immediate integration and proximity.

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We currently do not have refugee or migrant students at our school. We had one student in the past years and unfortunately I do not remember that a special study was conducted for the integration and education of this student. He was studying with other students in regular classrooms with regular cirricula and was expected to deal with it.

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Bearing in mind that these children and young people will certainly not have any command of the Portuguese language, mechanisms are made available that respond to the effective needs of students in the field of Portuguese language learning, and that also allow them, from the outset, to maintain a systematic contact with the educational community, in particular with the class. In a first phase of integration, only the attendance of teaching activities that the school deems appropriate for the particular case is allowed, without, however, allowing a complete disconnection from the group/class. Thus, schools will be able to decide on a case-by-case basis which subjects to attend, depending on their knowledge of specific situations, as well as the teachers' profile, namely in terms of mastering foreign languages ​​that facilitate communication with students.
- Integration into the school environment progressively, according to the sociolinguistic diagnosis. This takes place progressively in the Portuguese education system, often, at an early stage, in the subjects that the School deems appropriate.
− Strengthening the learning of Portuguese as a non-mother tongue and its
development as a vehicle of knowledge for the other subjects of the curriculum;

− Monitoring by a multidisciplinary team at the School, made up of specialized teachers/technicians, psychologists, social workers and non-teaching staff.

In the case of Ukrainian students, there is still another way to support integration, as some Ukrainian schools offer their displaced students the possibility of attending the Ukrainian education system in the form of distance learning. The student's presence at school is mandatory during the online sessions provided by the Ukrainian school. Students attend Portuguese Non-Mother Language activities.

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About 20% of all pupils in Greek schools are second generation immigrants from Albania and Pakistan. They come to school with a good level of communicative competence in Greek so they are received with the INTEGRATION rationale.
Over the past few years we have been receiving all the more refugee pupils from Syria and Afghanistan who attend regular classes in Math, Science, English, P.E. and ICT for 20 hours a week. While the regular classes learn Ancient Greek, Literature, History etc, the refugee pupils are learning intensive Greek for 15 hours a week at school. They have the same break times as the other pupils. I find this INTERIM/TRANSITION system quite promising provided that the teachers in the regular classes can teach inclusively using translanguaging, visualisation, blended learning and CLIL.

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The most common groups of migrants, who come for political or economical problems in their countries are integrated in regular classes and have support in the host language. I think this is the most suitable model because it enables a quicker pupils' integration. This year, with the war refugees we have a new kind of organisation: as pupils have online school in their own language all morning, they are integrated in classes only to learn portuguese, english, citizenship and physical education, in the afternoon. Besides the learning, it stimulates integration in our culture.

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Students study in the same classes. I think being in the same class is a faster process for them to learn the language. Because when they are in different classes, this time their adaptation is prolonged and they feel excluded. We provide students with compulsory education materials to be used at school to support them.

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The main model used in my school and in most of Catalunya is Integration. The students receive special support to learn the language outside of the classroom. Some of the learners receive this special support for two or three years, if I'm not mistaken.
This system seems to be working pretty well. Nevertheless, I've been reading very interesting things about the Parallel model, as done in some areas of the United States.
Unfortunately, not all the immigration realities are similar to the one in the States, where in certain areas all the immigrants are of the same origin and use the same mother tongue. In my area, we can have many different newcomers with various nationalities and languages. This makes the Parallel strategy unfeasible in most of our schools and high-schools.

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In our VET schools we mostly have transition classes for the first year. This means, that the emphasis is on German language and in addition general subjects like maths, English language, science etc. I see this path quite critical, because it does not offer a chance to integrate these students with migration background into the social community of our school. Preferably a mixture of both approaches would be the best solution: special courses in German language and a part time integration in our regular classes...

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We have few refugee pupils. We put them in our existing classes. Their mothertongue is the same as our pupils', they sometimes use strange words. They do the same as the other pupils, that is easier for the teachers. They do not have all the course materials, we have to supply them with extra copies (longer preparation time). Other pupils are mostly friendly with them, some hurt them. We have small conflicts in class. We talk a lot about different cultures, acceptance, tolerance in class.