Inclusive education refers to theories of education and development, which refuse labelling and classifications of individuals and are based on the rights of vulnerable and marginalized persons (Biewer 2017, 204). Furthermore they advocate for their participation in all life areas and for structural changes of regular institutions to meet the requirements and needs of all users (ibid.). Children with a forced migration background fulfil all these criteria. They are vulnerable at a high degree, and their rights often are not respected by the education system of the countries, which give them shelter (Hart 2014).

In the year 2015 Europe was a main destination for displaced persons, especially from the Middle East, as a result of war, overwhelming violence and diminishing livelihood in the neighbourhood countries (FMR 2016). Austria was a main destination of displaced persons and in relation to the population the rate of applications for asylum was lower than in Sweden, but higher than in Germany (Expertenrat für Integration 2016). The number of children and youths rose at the end of 2015 and the first months of 2016. The new and unexpected situation produced severe challenges for the education system, especially in Vienna, the main destination of forced migrants in Austria.

The inclusion of primary and secondary school students and unaccompanied youths with forced migration background, including experiences of violence and traumata, is a challenge at the institutional as well as at the individual level (UNHCR Österreich 2016; Dursun/Sauer 2016). The large number of children in compulsory school age with a forced migration background, which arrived in late 2015 and in the first months of 2016 in Austria within a few months claimed for fast and temporary solutions. Due to Austrian legislation and different to other countries, every child at the age of 6 to 14 who lives in Austria has to receive instruction. Though the school administration of Vienna promotes an inclusive way of education in regular schools, neighbourhood schools of large habitations for refugees felt not capable to include them all. In this situation the school administration of Vienna established temporary school classes in refugee habitations, in spite of the inclusive approach to the school system of the Vienna City government and the school administration. Though Vienna had experience in refugee education in the time of the Post-Yugoslavian wars in the 1990ties, the current situation could not build up on previous knowledge.

The contribution describes and analyses the emergence of new educational structures through the lenses of 25 University students, who were part of this new structures during 2 semesters. They worked in the emerging structures from the beginning, in a double position as supporters and researchers.

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