Socio-Educational Strategies for Inclusion of Immigrant Students at Schools
Immigration is sometimes described as a stressful life event since it involves exchanging one life model for another, which impacts various aspects of a person's development. This study proposes socio-educational strategies that promote school inclusion of immigrant school-aged students. The st...
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| Tipo de documento: | artigo |
| Estado: | Versão publicada |
| Data de publicação: | 2020 |
| País: | Costa Rica |
| Recursos: | Universidad de Costa Rica |
| Repositório: | Portal de Revistas UCR |
| Idioma: | espanhol |
| OAI Identifier: | oai:portal.ucr.ac.cr:article/41372 |
| Acesso em linha: | https://revistas.ucr.ac.cr/index.php/educacion/article/view/41372 |
| Access Level: | Acceso aberto |
| Palavra-chave: | Immigrant Students Focus Interdisciplinary Team Educational Community Socio-Educational Strategies Estudiantes inmigrantes Orientación Equipo interdisciplinario Comunidad educativa Estrategias socioeducativas |
| Resumo: | Immigration is sometimes described as a stressful life event since it involves exchanging one life model for another, which impacts various aspects of a person's development. This study proposes socio-educational strategies that promote school inclusion of immigrant school-aged students. The study methodology includes analysis of articles stemming from diverse bibliographical sources. Among the most significant findings, the approach to inclusion is emphasized as a process in which all students participate and are taught equally. The school must also be responsible for addressing cultural diversity, learning features, skills and student needs. The premise of inclusion lies in the need to modify educational systems to respond to the entire student body and eliminate all types of exclusion. It can be concluded that an educational system that promotes participation and equitable learning requires teamwork from everyone at the school, particularly now that more students from different countries are enrolled, which adds new forms of linguistic expression and coexistence (Montalvo and Bravo, 2012). This creates a scenario that challenges pedagogical quality and requires training the faculty to welcome students and other strategies that enhance learning for all students and allow immigrant students to better adapt. |
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