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.

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.

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

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

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. 

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