Educational Support for Foreign Pupils with Adaptive Difficulties Because of Cultural Differences – Some Practical Solutions

Article Polish OPEN
Smoter, Katarzyna (2016)
  • Publisher: Edukacja Elementarna w Teorii i Praktyce
  • Journal: Elementary Education in Theory and Practice (issn: 2353-7787, eissn: 1896-2327)
  • Related identifiers: doi: 10.14632/eetp.2016.11.42.51
  • Subject: Education | foreign pupils; support; good practices; cultural differences; multicultural school | pedagogika | uczniowie cudzoziemscy; wspomaganie; „dobre praktyki”; różnice kulturowe; szkoła wielokulturowa

The rise of migration is a reason why a particularly important thing is the inclusion of national, ethnic, religious and linguistic minorities. According to statistics, in Poland there is a growing number of people coming from other countries; the number of foreign students is constantly increasing. We must take action to take account of the different knowledge, skills and competence of these pupils. Schools in Poland are conducting various activities concerning the educational process. The most important thing is also the preparation of class communities and schools to adopt “Others”. This “Move for Inclusion” should be implemented at all levels of education, with the particular emphasis on the early period of primary school and secondary school. The issue in this article are activities which support the student with the difficulties of adaptive binding because of cultural differences in school. An important factor is also the identification of the offer of “good practices” contained in publications about multicultural society, including useful tips on working in schools. The crucial aspect is the recognition of the competence necessary to adopt an open attitude towards “the Other” and postulated rules relating to communication among multicultural as well as preventing social discrimination. In this regard, it may be helpful to recognize the offer of NGOs: lectures, workshops and training courses. They are a tool to facilitate the peaceful development of special competencies to being-with the “Other”.
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