Denna litteraturstudie har genomförts med syftet att redogöra för hur den svenska grundskolan har arbetat med att inkludera romska barn. Fokus har legat på de problem som funnits, sett ur majoritetssamhällets perspektiv, hur arbetet skett för att komma tillrätta med problemen samt vad detta arbete har gett för resultat. Studien söker vidare svar på hur detta arbete har tagits emot i de romska grupperna. Inledningsvis ges en kort överblick över romernas historia med betoning på Sverige och sedan presenteras studiens resultat som svarar på frågorna: – Vilka problem har det enligt majoritetssamhället funnits i samband med romska barns inkludering i den svenska grundskolan? – Vilka metoder har förespråkats som lösningar på dessa problem? – Har det gått att se något resultat av metoderna som använts? – Hur beskrivs mottagandet av de olika metoderna i de romska grupperna? Resultatet presenteras kronologiskt uppdelat i tidsperioderna 1930-1956, 195 -1980, 1980-2000 samt Efter år 2000. För varje tidsperiod redovisas resultatet under fyra rubriker som svarar mot de fyra frågorna ovan. Avslutningsvis förs en diskussion om litteraturstudiens resultat, vilket sätts i relation till den franske sociologen Jean-Pierre Liégeois tankar om skolans betydelse för de romska grupperna.

An integral part of neuropsychological assessment is the measurement of sensory-motor performance. Many studies have been conducted on the effectiveness of neuropsychological batteries to assess neurological impairment, however examination of only the sensory-motor portion of those measures has been limited. Investigations of tests of sensory and motor functions have often limited their analysis to single tests. The present study assessed the ability of the Dean-Woodcock Sensory Motor Battery (DWSMB), part of a new neuropsychological measure, the Dean-Woodcock Neuropsychological Battery (DWNB), to distinguish between normal subjects and neurologically impaired individuals as diagnosed by a neurologist. Scores from the subtests of the DWSMB from an existing data set for 250 normal and 250 neurologically impaired individuals were randomly assigned to two equal groups to allow for cross validation. Results indicated that the DWSMB was able to correctly identify 92.8% of the cases, identifying 94.4% of the normal population and 91.2% of the neurologically impaired subjects. An additional discriminant analysis was conducted to establish the accuracy of the DWSMB to identify individual diagnoses within neurologically impaired and normal subjects. The DWSMB correctly identified the following cases: 44.9% cardio-vascular accidents, 66.7% multiple sclerosis, 40% seizures, 42% traumatic brain injuries, 62.7% dementia, and 54.5% Parkinson's disease. Results indicated the usefulness of the DWSMB in identifying neurological damage and specific diagnoses in a relatively quick assessment. The utility of the DWSMB and the use of standardized administration procedures, behavioral information for evaluation, and measures of subcortical functions was discussed in light of future research. The potential use of the DWSMB in clinical and educational settings was also considered. / Department of Educational Psychology

This study addresses the significance of residential integration for racial groups. It questions the meaning of multiculturalism and further the meaning of residential integration as a term used by scholars in association to multi-ethnic and multi-cultural communities. There are various viewpoints and assumptions among scholars that racial segregation is a social problem and therefore it can be solved through residential integration of racial minorities. This study will argue that there are disconnections of the assumed link between racial segregation and poverty. It also argues that residential integration, as a tool to provide equality and socio-economic resources for racial minorities is not a solution to the complexities of past racial discrimination. This study concludes, that residential integration fails to address the assumed goals of intermixing different racial groups because social, political and economic advantages cannot be accomplished merely through physical integration. / Department of Urban Planning

The purpose of this study was to find out what some young adults who have grown up in Husby themselves for perception of the area, what do they think they brought with them of their childhood there, and find out what they think others do not live in Husby has view of the area. In our study we also tried to find out what the young adults raised in Husby think about the media's influence on public perception of the area Husby, and what they think about the neighborhood's future. The main results that we believe we have come up with is that the media seems to have a big role in the creation of our beliefs. The respondents indicate that they think the media portrays an unfair picture of the suburb and its inhabitants. We believe it is very important that people meet to avoid the categories "us" and "them" to be formed. We have also seen that the boys stamp as suburban guys have both advantages and disadvantage depending on context. Several of the guys expressing a frustration that they sometimes needs to take responsibility for the actions of others just because of their appearance or the area they live in. They also tell that they mostly have negative reactions when they say that they come from Husby. Sometimes they feel that they are not beeing seen for the person they are. Some positive things they have brought with them from their childhood in Husby is the multicultural mix and they have learned to meet people from different cultures. Other benefits they have brought with them is the love and the community that childhood was marked by. There are different opinions about Husby's future in our interviews. Everyone likes the area but many of the interviewees say that they do not want to live there in the future when they start families. because they want their children to grow up in a more integrated setting than what they think Husby is today.

Integration är en diskussion som är högt på agendan i Sverige. Mitt syfte har med denna uppsats varit att ta reda på hur ensamkommande flyktingbarn får chans att integreras i Bromölla kommun. Mina frågeställningar har varit: I vilken grad har integrationsmålen uppnåtts? Hur kan implementeringsresultatet förklaras? På vilka sätt skulle man kunna utveckla verksamheten till det bättre i Bromölla?   Jag har valt att använda mig av implementeringsteori och har mätt hur integrationsmålen implementerats i verkligheten. Implementeringsteorin jag har valt att använda är ”uppifrån och ner”. Kvalitativ fallstudie har varit min metod. Jag har inte kunnat generalisera, men jag har fått en överblickssyn som jag har kunnat jämföra med tidigare forskning. Min uppsats tar reda på om integrationsmålen har implementerats på ett tillfredsställande sätt för ensamkommande flyktingbarn som kommer till Bromölla kommun. Jag intervjuar flyktingbarn, gode män, före detta personal på HVB-boendet, socialsekreterare och överförmyndare. De får ge sin personliga bild av mottagandet i kommunen.   Jag kommer fram till att det finns brister i mottagandet av ensamkommande flyktingbarn som kommer till Bromölla. Det råder en samstämmighet bland mina respondenter angående rådande brister och vad man skulle kunna göra för förbättringar. Med mina kvalitativa intervjuer kan jag inte generalisera, men utifrån materialet jag fått fram ter det sig så.

This paper examines three important and interrelated concepts pertinent to the provision of high quality health care namely care transitions, integration and leadership. The population focus is seniors over the age of sixty-five living within the geographical boundary who access care and services across the continuum. The examination illustrates some of the current challenges, opportunities, barriers and gaps identified in the literature and to draw out pertinent evidence to support future practices. Nurse leaders are well positioned to make a significant contribution to patient-centered care and integration by drawing together the strands of the management of care systems, cross-boundary working and thinking and the effective allocation of resources. / Graduate / 5069

This research outlines studies about the relationship between social integration process of Japanese immigrants in Sweden and how social media assists in this process. The purpose of this research includes: To find out the reasons of migration to Sweden for six Japanese immigrants, any difficulties that they faced at the beginning of their immigration process and/or any positive qualities that they found in living in Sweden, whether they have accessed social media since they have moved in, if they do so, how the social media has been used and also, whether the social media has had a role to play in contributing to help their social integration process. In addition, it has been considered whether the participants have plans to return to Japan. In Sweden, there is relatively small Japanese migrant population. This social science research paper is the first in Sweden which explores the immigration process of Japanese migrants into Sweden. This research will help to deepen the understanding of Japanese migrants’ experiences and contributes in assisting the social services community as well as other migrants.

No description available.

This thesis examines immigration’s political effects in Europe over the past several decades. In many countries, immigrants are not integrating well. One result is the growing political strength of nationalist right-wing parties. Tensions have risen between those immigrants who refuse to adopt European values and European natives who consider their identity to be at risk. European governments have essentially two methods by which to control the impact of immigration —they can limit the number of legal immigrants and/or they can insist on integration. This thesis makes the case that integration is key to preventing further political strife over immigration policies in Europe. By examining the performance of immigrant integration policies across twelve European countries, we identify shortfalls and argue on behalf of the need for a standard European Union approach to measure integration performance.

This study is an exploratory piece of research into the question of attitudes towards the process of integration. A socio-political approach to attitudes is used as a theoretical framework for exploring and understanding the meanings and the complexities involved in the formation of attitudes. The study considers the case of one primary school in particular, Yorkshire School, that had a policy of integrating, in a cross sectional way, forty pupils identified as having special educational needs, including six pupils with Down's Syndrome. The research involved extensive participant observations within the school, semi-structured interviews and informal discussions with nineteen (19) teachers as well as individual and group discussions with the use of a picture with a hundred and three (103) pupils. The findings of this study show that integration has become a contentious term. Teachers' attitudes are conflicting and often confusing while the directives embedded in the teaching act, especially after the introduction of the Educational Reform Act, render the commitment of inclusive education more difficult to maintain. Further, the exploration of the meanings children ascribe to their interactional and perceptual patternings with disabled peers revealed the ways that "handicapped" identities are being socially created. The value conflicts and ethical dilemmas in which both teachers and pupils are becoming enmeshed as well as the structural conditions within which integration is implemented are discussed in an attempt to show that integration must become a policy oriented towards its own destruction. The findings also confirm the necessity of a socio-political approach in the study of attitudes by revealing that any serious attempt of exploring and understanding the complexities involved in the formation of attitudes towards the integration process cannot be divorced either from the wider set of social formations or from the educational context within which attitudes have been developed in the first place.