2.2 Chapter 9 education of immigration students in the community  (Page 7/9)

4.1 To integrate ethnic and cultural minorities in the educative system by devaluing normalization and instead respecting difference.

4.2 To develop formation and support for mothers and parents pertaining to ethnic and cultural minorities.

4.3 To develop complementary actions to support the integration of the gypsy pupils.

4.4 To develop complementary actions to support the integration of the immigrant pupils.

Altogether, the plan consisted of 17 objectives and of 69 actions.

Before continuing, it is necessary to notice that the intercultural education is not an educative compensation and that is directed toward particular pupils of social disadvantage, but to the pupils in general. This plan supposes an exclusive platform that assures its application and generalization.

Is it necessary to educate students interculturally? Does it suppose an excessive complexity for the system? Will the reached results be beneficial for the students as well as for society? What does intercultural mean compared to multicultural? Does respect for cultures obtain coexistence adapted within the legal norms of a country?

There are many questions asked by families and professionals at this moment of rapid change and transition toward a new model of society that has appeared in an accelerated form. The argument in favor of intercultural education is derived from the belief that cultures are open, flexible, and ever-changing, even though many interested opinions oppose this and resist those changes. It is easy to see the socio-cultural changes in our country and each one of our independent communities over the past few years. It demonstrates that change is not only possible, but that change in fact is the only secure constant.

Intercultural education surpasses the concept of multiculturalism, which is simply the coexistence between isolated cultures. More so than multiculturalism, intercultural education implies; knowledge of people from different cultures and their approach, respect for them, the search commonality, the right to be different, and democratic values. From the educative point of view, intercultural education is based on the proposed social model: those who live together must be educated together. This makes it necessary to rethink traditionally mono-cultural education, which has been a model that has not proven good results.

Accomplishments in favor of intercultural education in the community of madrid

Advancements in favor of intercultural education in the community of madrid

Examples of some accomplishments during the years in which the Community of Madrid has assumed the educative competitions are the following:

1. Creation of the Traveling Support for Immigrant Student Service (SAI). This service involves the dedication of a variable number of professors who assist pupils throughout the school year who do not know Spanish, and also advise the teaching staff as to how to best attend to their pupils.

2. Compensation for previous inequalities in education, such as for a model of Spanish as a second language which respects other cultures. Ex: There has been an increase in the amount of support professors in schools from 374 to more than 1,500 in the 2004/2005 course year.