The specific objectives of this project were aimed at meeting the needs detected in our center after analyzing the reality we had. These goals were also linked to the Europe 2020 goals: - Exercise the inclusion of all the students of the center, regardless of their mother tongue or origin. - Develop inclusion strategies for the center's immigrant students. - Develop the social competence of the center's immigrant students, encouraging their participation in the daily life of the center. - Develop an exchange of experiences and knowledge with the teaching staff of international centers. - Develop cooperative work with international centers in such a way that joint actions are planned in relation to the inclusion of the students object of the project. - Improve the teaching experience of our teaching staff by observing other systems and attending specialized courses on the subject. - Improve the teaching and learning process of the entire educational community of IES Vecindario, with the inclusion of new methodologies to be introduced in the classroom, specifically gamification. - Develop tolerance and equality through inclusion activities. - Create an inclusion committee among the students for the development of inclusion dynamics in the different groups of the center. One of the priorities of these objectives was the inclusion of foreign students in the Spanish educational system as well as participation in the Canarian culture, thereby achieving equity for all students in the center to prevent early school leaving and improve educational quality.
The opening of borders in Europe has made it easier for many families to emigrate from one country to another in search of better life opportunities. The IES Vecindario has experienced an internationalization of the center as a result of this mobility, finding ourselves with a multiculturalism, which today translates into the presence of 17 nationalities in the center. It was for this reason that we decided to include comprehensiveness as an educational principle within our Educational Project, assuming that all people should receive an education that would act as a compensatory mechanism for inequalities of social and economic origin. And in terms of educational intentions, we prioritized being able to respond to the cultural, intellectual and social diversity presented by the students, providing an adequate response to their individual profile, designing compensatory objectives and generating expectations of success in the system. For this reason, a need was raised in the institution, since the immigrants who arrived at the center were not included in those principles or in those intentions in a general way. The only resource we had was the language support of two or three hours a week, which at no time guaranteed success in our educational system. On the other hand, our teachers lacked strategies and skills to help these specific students to face a school day autonomously and successfully. This lack of resources was considered essential in the center since more and more students arrived without basic knowledge of the Spanish language. It was not only an obstacle for the students who could be frustrated in their desire to progress in the system, but also for the teachers, who saw that their efforts to help him did not bear the desired results. This fact also hindered the normal development of the classes in the groups where these students were, since on many occasions the pace had to be slowed down in order to attend to this diversity in terms of understanding in the mother tongue. In addition, these students stated that in a certain way they were not included in the daily life of the center, since most of the time it was difficult for them to integrate into the conversations and even into the playful activities. For all these reasons, seeking new methodologies and learning new strategies was an essential objective within our educational project, offering them the same opportunities as the rest of the school community. After this analysis of reality, the teaching staff decided that it would be interesting for the teaching staff to attend gamification courses where they could learn about different learning techniques because it would help these students to learn in a playful way as well as observation in other European centers to acquire new methodologies. that would help to bring about a greater educational rapprochement between teachers and international students without command of the Spanish language.