Promoting Self-Competences and Life Skills of Children Coming from Vulnerable Groups: Research-Based Development of an Inclusive Education Programme


The presented paper combines research and development in the area of cultural diversity and inclusive education. It addresses the improvement of self-competences and life skills of Roma children in Romania by specific teaching and learning programmes. The presented study and programme FACE Families and Children in Education focuses on promoting the pre-existing competences of primary school children through various elements on a didactical, methodological as well as transcultural level. The research element in FACE includes quantitative and qualitative results. The self-concepts of children coming from a vulnerable group were gathered through a pre-post-design using the Tennessee Self-concept Scale: 2. (TSCS:2) before the intervention and after a one-year-trial period. The results show the changes of self-concept in different age groups over the course of the trial year. The qualitative analysis includes the coded and categorised qualitative feedback of teachers and social workers who tested the material. Interpretation of the results was done through traditional content analysis. The paper discusses these results aiming at a useful development and adaptation of teaching material and in-service training programmes. Following this, key factors for the development of teaching and learning programmes such as FACE are addressed. Through an inclusive school development programme as well as joint activities between school and community the perspectives are changed from a deficit-orientation towards a competence-orientation in a multi-ethnic setting. All interpretations and suggestions are made from a transcultural perspective taking into account the specific cultural context of Romania.

Author Information
Wiltrud Weidinger, Zurich University of Teacher Education, Switzerland

Paper Information
Conference: ECE2016
Stream: Bi-cultural, bi-lingual and bi-national education

This paper is part of the ECE2016 Conference Proceedings (View)
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Posted by James Alexander Gordon