1. Schools should avoid orienting students to segregated tracks, particularly those from disadvantaged groups (migrants, ethnic minorities, students from families with low socioeconomic status, etc). Instead inclusion actions have to be implemented for all students to help them achieve in regular classrooms and schools (heterogeneous grouping with reallocation of resources, extending the learning time, etc.).
2. Schools with diverse student body can implement a number of inclusion actions that have proved to be successful. Regarding classroom arrangements, research highlights heterogeneous ability grouping with reallocated resources and/or volunteers, and inclusive split classes with mixed- ability students.
3. Research has identified that Interactive Groups is a very successful way of heterogeneous grouping. In interactive groups, heterogeneous classrooms are organized in small and heterogeneous groups of students who collaborate to solve short tasks with the support of various teachers, family and community volunteers.
4. The same resources used in streaming can be reallocated and used in inclusion modes of grouping students. This way, all students receive the necessary support in the regular classroom or during the extension of the learning time, and separation by abilities is avoided.
5. To increase the learning opportunities and raise the achievement of all students, schools, particularly those with a high percentage of disadvantaged students, need to extend the learning time.
6. Schools need to create the conditions and develop ways of involvement of families and other community members, placing particular emphasis in raising the participation of family and community members from vulnerable groups (migrants, cultural minorities, and students with disabilities).
7. Schools should develop mechanisms for the participation of families and communities in decision-making and evaluation processes, and in educational activities.
8. Schools should involve female relatives and other women from the community in different activities of the school in order to help schools overcome gender inequalities.
9. Schools should offer activities of family education to raise all students’ achievement. Families should participate in the decisions about those activities. When this happens, family education programs impact even more upon students’ achievement
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