What age groups do you intend to let think, talk and discuss about the languages they speak, their own identity, their „class identity“?

We discovered the need for an intercultural education, ie a debate that allows one hand to learn about different cultures, identifying and removing the prejudices that there prevent the meeting, the other to better understand, in comparing the cultures, values, and the salient aspects of our.
But the sudden impact with people, languages, different cultures also had another merit: made us
reflect on the great theme of diversity, which before had been only confined to the aspects of disability or deviance.
We discovered that diversity with respect to foreigners, in the physical or in the language. in religion or habits, it was not the only one present in the class. Next to the ethnic and cultural diversity and often even before it existed others, such as gender diversity or that of generation, including those who are more wealthy and those who are poorer or between those who are religious and who is not, and so Street. Each of these differences correspond to very specific cultural traits. which are crucial for the definition of individual identity and give rise to conflicts and intercultural incidents, but also to exchanges and dialogues, just as in the encounter-clash between people of different nationalities or ethnic groups. Intercultural education then it is not only appeared as a theme to be addressed when the presence of foreigners in the classroom or in the company undertakes to find some ways to cope with difficulties and tensions that can be generated, but instead as a large valid educational purpose in each case and that the school, agent educator par excellence, must ask yourself to train young people who are able to live in a peaceful and democratic towards any kind of diversity.

According to Carvalho (2002:70),
"To think about the school's educational responses is to think about its responsibility to process of learning for all students, respecting them in their multiple differences. "

My questions:
a) The cultural diversity present in the classroom will not itself be a factor of enrichment in the overall development of the child?
b) In the public school is it possible to perceive  the existence of diversity?

c) Can a diversity and flexibility of the curriculum be good
Solutions for better inclusion of these children?
d) Will the teacher's attitude, practice and training be facilitating factors or even conditioners to the integration of these students?

I am an advocate of group work and cooperative learning. Teamwork cancels distances cultural and prejudices. The students are eager to work together to a common objective and more willing to recognize the abilities of others.
It's important to play attention to the effects of the group.
the Group threatens to cancel the personal identity and/or not to allow every member to express themselves.
In Italy, expecially in the North, there are few school that have the spaces necessary to do group experience.

I could not participate to the webinar because I was attending another class. I saw the video and really all the ideas are wonderful and very helpful. 

Ofcourse it is a difficult process when refugees are involved because they are traumatised and have to solve a lot of everyday problems before they can begin to feel free. So it is of great importance to ensure that every pupil feels secure with their personality in their learning environment. It is only this way that we can built strong communities for the future.