Erasmus+ projekt Similar in differences – integration of refugee children into the life of the School. Project code 2022-1- HR01-KA122-SCH-000074218

Principal Klaudija Kovač and teachers Zorica Novokmet, Jadranka Šimunović Katunar and Sanda Ivanović stayed from November 22. – 25.11. 2022 in Spain. They visited the school “Colegio Publico La Gaviota” in Torrejón de Ardoz Madrid. The visit was organized as part of the Erasmus+ project “Similar in differences – integration of refugee children into school life”

The integration of refugee children into school systems represents a great challenge for all European countries, and recently also for the school in Lipik. At the Lipik school, unaccompanied refugee students and children from Afghanistan and children from Ukraine are educated.

Ravnateljica Klaudija Kovač i učiteljice Zorica Novokmet, Jadranka Šimunović Katunar i Sanda Ivanović boravile su od 22.11. – 25.12. 2022. godine  u Španjolskoj. Posjetile su  školu „Colegio Publico La Gaviota”  u Torrejón de Ardoz Madrid. Posjet je organiziran u sklopu Erasmus+ projekta „Slični u različitostima – integriranje djece izbjeglica u život škole”  

Integracija djece izbjeglica u školske sustave predstavlja veliki izazov za sve europske zemlje, a od nedavno i za lipičku školu. U školi Lipik školuju se učenici i djeca izbjeglice iz Afganistana bez pratnje roditelja i djeca iz Ukrajine.

The teacher’s tasks during the mobility were: getting to know the Spanish educational system, observing the work of refugee children and children with autism, monitoring and recording the teacher’s work methods and the use of teaching aids and aids in working with children with reduced opportunities.
      Mobility participants adopted new methods of care for refugee children and children with autism. The pedagogical-didactic planning process was adopted. Language skills have improved. New professional expressions have been adopted. New knowledge was acquired in the creation of pedagogical documentation and the cooperation of teachers and professional associates. The mobility participants’ self-confidence and flexibility in accepting new work methods was raised.
       In their free time, they got to know the beauty of the Spanish capital, the gastronomy and culture of the host country. New acquaintances were made and the possibility of further cooperation in new projects related to robotics and artificial intelligence was achieved.

  Zadaće učitelja tijekom mobilnosti bile su: upoznati španjolski odgojno-obrazovni sustav, promatranje rada djece izbjeglica i djece s autizmom, praćenje i bilježenje metoda rada učitelja i korištenja nastavnih sredstava i pomagala u radu s djecom sa smanjenim mogućnostima.

      Sudionici mobilnosti usvojili su nove metode skrbi za djecu izbjeglice i djecu s autizmom. Usvojen je proces pedagoško-didaktičkog planiranja. Poboljšano je znanje jezika. Usvojeni su novi stručni izrazi. Usvojena su nova znanja u izradi pedagoške dokumentacije i suradnje učitelja i stručnih suradnika. Podignuto je  samopouzdanja učesnika mobilnosti i fleksibilnost u prihvaćanju novih metoda rada. 

      U slobodno vrijeme upoznali su ljepote španjolske prijestolnice, gastronomiju i kulturu zemlje domaćina. Ostvarena su nova poznanstva i mogućnost daljnje suradnje u novim projektima vezanim za robotiku i umjetnu inteligenciju.