Вопросы этнополитики. 2019; : 113-121
Основные направления политики интеграции детей-иммигрантов из третьих стран в сфере школьного образования: инструменты и практики стран ЕС
https://doi.org/10.28995/2658-7041-2019-3-113-121Аннотация
Статья посвящена анализу политики интеграции детей-иммигрантов, прибывших из третьих стран, в систему школьного образования государств Европейского союза. Выявлены центральные проблемы, с которыми сталкиваются дети с миграционным бэкграундом, основные направления политики интеграции в систему школьного образования, а также приведены некоторые инклюзивные образовательные инструменты и практики.
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Title in english. 2019; : 113-121
Key policies for integrating third-country immigrant children into school: EU tools and practices
https://doi.org/10.28995/2658-7041-2019-3-113-121Abstract
The normative guarantee of the right of immigrant children to education is part of the policy of integration of immigrants in the EU countries. But this does not always mean ensuring free and equal access to adapted school education at the level of nation-states. Immigrant children are faced with specific problems related both directly to access to the institution of formal school education and those that arise in the learning process. These problems negatively affect the educational results of such students, the process of their inclusion in the new society and pose a potential risk of their marginalization.
In the EU countries education tools are actively used and attempts are being made to adapt the entire school system to the needs of a modern multicultural society. These tools and practices are aimed at overcoming social, linguistic, ethnocultural barriers to obtaining a quality education for children with a migratory background, they can increase the effectiveness of their social integration and improve their socio-economic opportunities in the future.
References
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