Compensatory education and work with migrants and refugees

the voice of compensatory teachers in primary education

Abstract

Migration flows are present in society and, consequently, at schools. Thus, there is a need to study the conditions of access and permanence of students in educational institutions on the international scene. This work can contribute to educational policies for migrants and refugees, given the efforts and proposals of the United Nations Educational, Scientific and Cultural Organization (UNESCO), the European Commission for the Integration of Refugees and Migrants in Education and Training Systems and its “Integration and  Inclusion Action Plan 2021-2027”, The activities of the Ministry of Education and Vocational Training and the work of teachers guided by the Organic Law no. 3/2020 of December 29th which modifies the Organic Law on Education no. 2/2006 of May 3rd. This study reports a bibliographical-documentary and field research on educational public policies and references addressing Spanish educational legislation, teachers’ role and compensatory education as a commitment to inclusive education for migrants and refugees. As current policies, we go over reception activities and evaluation of educational needs and leveling, plans and programs for linguistic and social adaptation, educational guidance actions, continuing teacher’s training, family and school feedbacks, social assistance networking and information and communication technologies. In this context, advancing educational policies is of paramount importance for safeguarding educational and social rights violated by rising social inequalities. More studies on different migratory realities, different educational systems, teacher’s role and contemporary problems stemming from different individual needs are also critical to have a more inclusive education for migrants and refugees.