Our school 'Lisa-Tetzner-Schule' is located in Neukölln, where refugees and immigrants live extensively. This situation causes more than 50% of the students in our school to be refugees and immigrants. Linguistic difficulties are encountered in the language that is supposed to be spoken by refugee and immigrant students in host countries. It is not possible to apply welcome classes in our school which is a practice performed in our region. We prepared the 'PAPER CAICQUE' project with schools from Turkey, Greece, Italy and France who have similar problems to integrate refugee and immigrant students into their education systems and to increase their adaptation to society. We aim to create a project process that is designed in such a way that gives refugee and immigrant students in our project partner schools the opportunity to introduce their own culture which is one of the most important points in the project. This process also applies support programs for learning the language of the host countries and working to solve their problems off-school hours for the integration to our societies. The project will ensure that partner schools are able to provide assistance to refugee and immigrant students at all times, as most of the practices during the project process will continue without the need for an extra funding after the project ends. Some of the practices referred are; With OPEN DOOR practice, refugee students who have difficulties in solving their problems will be provided with support service twice a week by the counseling teacher and psychologists / pedagogues in our partner schools. With PEER LEARNING practice, we aim to support the academic successes, to shorten the target language learning period, and to establish solidarity among the students instead of the rivalry. With LIVING WITH MY SCHOOL practice, the main purpose is to provide a 6-hour support service in a week aside from class hours to ensure that refugee students learn the language of their host country in a short period of time. With LIVING CULTURES practice, we aim to organize a festival where our refugee students will introduce their culture in the context of dancing, food and traditions. With FREE DAIS practice, we aim to create a democratic society awareness by giving a dais to the students in our project partner schools and giving them a chance to talk from this platform to their friends and teachers about any topic determined by the student at the appointed times. Two LTT activities will be carried out in the project process to increase the teacher competences. We plan these activities for teachers to acquire competences to; - plan training and learning processes of children who have experienced trauma, - know how the education / learning process of refugee and immigrant students should be planned, - teach in difficult conditions, - create a democratic, multicultural and inclusive education approach in our project partner schools, - gain the skills of creating a inclusive and democratic learning environment. We plan to organize a LTT activity for the students which enables the mutual tolerance between students, recognition of the cultures and raises awareness in society and among other students about refugee and immigrant students. The effectiveness of integration will increase when the staff who enhance their competences through LTT activities exchange their new knowledge and experiences with their colleagues in the project partner schools. During the project process, three management meetings will be held, including the opening meeting, the midterm meeting and the final meeting. Three staff from each school will attend these meetings. During the project period, 3 LTT activities were scheduled to take place. 2 of the LTT activities will be for teachers and 1 for students. Number of staff and students to participate in project meetings in total; A) In LTT activities; 48 teachers, 24 students and 8 accompanying persons B) Transnational meeting; 36 staff With 'PAPER CAICQUE' project, we will integrate our refugee and immigrant students into the education systems of the project partner schools and improve their adaptation to our societies in line with ERASMUS + program’s purpose which supports to solve the problems by cooperating with different cultures experiencing the same problem. We believe that the practicable outputs of the project will inspire other schools and cultures with the same problem.
With 'PAPER CAICQUE' project, we aimed to support the integration of our refugee and immigrant students into the education systems of the project partner schools from Turkey, Greece, Italy and France who have similar problems to integrate refugee and immigrant students into their education systems, to increase their adaptation to society and to learn from each other. We created a project process that was designed in such a way that it gave refugee and immigrant students in our project partner schools the opportunity to introduce their own culture which is one of the most important points in the project. This process also applied support programs for learning the language of the host countries and working to solve their problems off-school hours for the integration to our societies. The project ensured that partner schools are able to provide assistance to refugee and immigrant students at all times, as most of the practices during the project process will continue without the need for an extra funding after the project ends. Some of the practices referred are; With OPEN DOOR practice, refugee students who have difficulties in solving their problems were provided with support service twice a week by the counseling teacher and psychologists / pedagogues in our partner schools. With PEER LEARNING practice, we aimed to support the academic successes, to shorten the target language learning period, and to establish solidarity among the students instead of the rivalry. With LIVING WITH MY SCHOOL practice, the main purpose was to provide a 6-hour support service in a week aside from class hours to ensure that refugee students learn the language of their host country in a short period of time. With LIVING CULTURES practice, we organized a festival where our refugee students had the opportunity to introduce their culture in the context of dancing, food and traditions. With FREE DAIS practice, we aimed to create a democratic society awareness by giving a dais to the students in our project partner schools and giving them a chance to talk from this platform to their friends and teachers about any topic determined by the student at the appointed times. Two LTT activities were carried out in the project process to increase the teacher competences. We planned these activities for teachers to acquire competences to; - plan training and learning processes of children who have experienced trauma, - know how the education / learning process of refugee and immigrant students should be planned, - teach in difficult conditions, - create a democratic, multicultural and inclusive education approach in our project partner schools, - gain the skills of creating a inclusive and democratic learning environment. We organized a LTT activity for the students which enabled the mutual tolerance between students, recognition of the cultures and raised awareness in society and among other students about refugee and immigrant students. The effectiveness of integration increased when the staff who enhanced their competences through LTT activities exchanged their new knowledge and experiences with their colleagues in the project partner schools. During the project process, three management meetings were held, including the opening meeting, the midterm meeting and the final meeting. Three staff from each school attended these meetings. During the project period, 3 LTT activities were scheduled to take place. 2 of the LTT activities were for teachers and 1 for students. Number of staff and students to participate in project meetings in total; A) In LTT activities; 48 teachers, 24 students and 8 accompanying persons B) Transnational meeting; 36 staff