Needs analysis

Needs analysis – Work Package 3

The needs analysis, at the beginning of the project, is the part of the work useful to identify the inclusion needs in the school and, on the basis of this, a proposal of training.

  •  What’re the are the main issues of inclusion in your school? At this moment, who does in the school take care about inclusion issues?

Classroom intervention was designed in accordance with the Program Specifications and the Work Packages.
Reducing exclusion phenomena, both for social reasons and for reasons of misunderstanding of the Greek  language, was the goal at first.

According to the Greek educational system, responsible for exclusion is the director of the school, as is the case with both the two schools participating in the program.

In both cases the reasons for the exclusion of our pupils from the learning environment were anti-social behaviors and the inability to understand the Greek language by immigrants or refugees

Halkis’ School:

The lack of sociability and the sense of exclusion that all our students feel (because of the very small population on the island and the very small school) was also a matter of analysis and determination of the steps and the practices for its elimination.

2nd Lyceum of Kos Island:

We experienced a great deal of difficulty in implementing the program and in general the educations’ plan, when some students had difficulty meeting their basic needs and also recent relatives’ deaths.

On the other hand, however, for these children, these few educational tools that we offered, were an oasis of their difficulties

  •  In which way the school will implement the network? Who are the members involved?

 Our individual objectives – as schools – were to create a program to facilitate pupils to integrate in school and the wider society and to provide counseling and psychological support to pupils, teachers, parents as well and improving family – school – society relationships.

To implement the project, a school group (Network) was set up in each school, which controlled and accordingly directed the actions according to the main objectives. At the Halkis’ School, this group consists of school principal, six teachers, a psychologist, representative of the Association of parents, representative of the School Committee and a student’s representative.

In the 2nd Lyceum of Kos this group consists of the school principal, two teachers, a psychologist, representatives of the School Committee, a representative of the Ministry for Refugee Education and a representative of the Center for Learning Disabilities in Kos.

  • Are there some training needs expressed by the school?

Educational material was searched for students who have the Greek language as a foreign language. It has been searched for relevant editions of the Greek Ministry of Education so that they can be used to teach Greek to immigrants (Halkis’ school) and refugees (Kos’ school).

During the recording of needs in our two schools, the problem of students’ behavior towards their classmates emerged, which is far from being defined as cooperative and solidarity. At the same time, refugees’ living conditions created an individual profile for students who face difficulty to integrate into the school’s social environment.

Working with a psychologist was required in both cases

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