Inclusive education is one major goal nowadays in the whole world. Looking into policy inclusive education is highly valued and quality and equity shall be ensured that every child can benefit to develop his or her full potential. Looking into Europe there is still a gap between policy and practice, especially when it comes to children with intellectual disabilities. This population is considered as vulnerable faced by increased separation and exclusion. A systematic literature review was conducted aimed to understand the benefits of inclusive education for primary school aged children with intellectual disabilities in European countries. 15 articles published between 2010 and 2021 were analysed using narrative analysis. The findings showed overall good progress of this population within academic achievement, the sense of belonging, participation, socio-emotional and cognitive development, and behavioural outcomes. However, poor outcomes were reported as well. To better understand these benefits, they were discussed using the concept of participation by Maxwell and Granlund, the need to belong according to the theory of human motivation by Maslow and Vygotsky’s socio-cultural theory. It became obvious that nowhere a system is fully inclusive and that there is still a long way to go. Nevertheless, benefits can be seen already which shows a step towards meeting the best interest of the child by making progress towards a full inclusive education system.

Rural-urban migration has been increasing and is commonly seen in northern cities of Mexico.  Indigenous students do not always have opportunities to receive higher education in their communities, and therefore migrate to urban areas. After migrating they can face certain challenges navigating the urban lifestyle. With the help of the translocality concept, this study employed a questionnaire and semi-structured interviews to explore the reason behind five indigenous students' migration and their experiences of different translocal circumstances. The results and analysis indicated that the students had both similar and different experiences in the various translocal arenas. The analysis showed the reasons behind the students’ migration were often linked to educational opportunities, but they also expressed different aspirations and plans for the future Further, adjusting to their new city environment proved to be challenging. They experienced both a negative and positive sense of place in Monterrey, but Mision del Nayar, the university and other indigenous students helped them feel a sense of belonging. The experiences the students had in the different translocal arenas shaped their narrative, and hence, impacted their sense of place and sense of belonging. Lastly, the students experienced translocal identities on a daily basis. / Migration från landsbygd till städer har ökat och har blivit vanligare i norra städer i Mexiko. Studenter från ursprungsbefolkningar har inte alltid tillgång till högre utbildning i sina samhällen och migrerar därför till stadsområden. Efter migrationen kan de genomgå vissa utmaningar med att navigera sig i den urbana livsstilen. Med hjälp av translokalitetskonceptet tillämpade denna studie ett frågeformulär och semistrukturerade intervjuer för att undersöka orsakerna till fem inhemska studenters migration och deras erfarenheter av olika translokala omständigheter. Resultatet och analysen tydde på att studenterna hade både liknande och olika upplevelser i de olika translokala arenorna. Analysen visade att anledningarna till studenternas migration ofta var kopplade till utbildningsmöjligheter, men de uttryckte också olika ambitioner och planer inför framtiden. Vidare visade sig anpassningen till deras nya stadsmiljö vara utmanande. De upplevde både en negativ och positiv känsla av plats i Monterrey, men Mision del Nayar, universitetet och andra inhemska studenter hjälpte dem också att känna tillhörighet. De erfarenheter som studenterna hade av de olika translokala arenorna formade deras berättelse och påverkade därmed deras känsla av plats och känsla av tillhörighet. Avslutningsvis påvisade studien att studenterna dagligen upplevde translokala identiteter.

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This thesis aims to investigate social integration experiences of Nigerian students in the United Kingdom, focusing on the influence off participating in social activities and building connections with the local community. The research aims to understand how these factors contribute to the overall social integration of Nigerian students in the United Kingdom. Study shows that many of the participants form meaningful social connections with natives in their host communities. However, few expressed a preference for maintaining cultural boundaries and avoiding social connections. Findings show that, sense of belonging within the host community was found to be influenced by personal ideologies, experiences, cultural background, and attitudes. The outcome of this study provides deeper understanding of the challenges faced by migrants during the process of acculturation, it also reiterates the significance of establishing inclusive and supportive environments to facilitate migrants’ integration into the host community.

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