Migrant children are considered one of the most at-risk populations in the United States. They confront multiple obstacles of poverty, poor health, mobility, and limited English proficiency (LEP). These factors contribute to the difficulties that migrant children may encounter in the educational system. Once a migrant student is identified as having a disability, he/she faces problems not only because of his/her migratory lifestyle but also because of his/her disability. Little research has been conducted regarding migrant students with disabilities. Many questions remain unanswered. Some of the literature alludes to an underrepresentation of migrant students in special education, but no empirical research exists. The purpose of the study is two-fold. The first is to examine the extent of the migrant student population that is currently identified as having disabilities in the school districts across the state of Texas. The second purpose of the study is to examine the common characteristics of school districts that have a disproportionate representation of migrant students served by special education. Data for the 2000-2001 school year was obtained from the Texas Education Agency (TEA) from their Public Education Information Management System (PEIMS) and the Program Analysis System (PAS). There were 223 districts included in the sample. There were 71,656 migrant students in the sample with 9,078 migrant students receiving special education services. Migrant students across the state of Texas were primarily Hispanic and economically disadvantaged. Forty five percent of all migrants were also LEP. Although 12% of the migrant population across the state received special education services during the 2000-2001 school year, further analysis demonstrated that there was a higher percentage of migrant students that received services under the Learning Disability category when compared to all students, excluding migrants. There were also a number of districts that had an overrepresentation of migrant students that received special education services, while others had an underrepresentation of migrant LEP students that received special education services. Overall, this study indicates that there is a disproportionate representation of migrant students that received special education services across the school districts of Texas.

Entre 2005 y 2010 cerca de 1.4 millones de inmigrantes mexicanos regresaron a México. Aunque las razones de su regreso varían, es innegable que hay una creciente tendencia en lo que ahora es conocido como migración de retorno (MATT, 2014). Esta investigación cualitativa, tiene como propósito identificar características del desarrollo de lenguaje (español e inglés), el desarrollo social y el capital académico de los estudiantes con experiencia educativa previa en los Estados Unidos de América y que están inscritos en las escuelas de Sonora. Estudiantes y padres de familia que por un periodo de tiempo vivieron en ese país y ahora residen en tres distintas ciudades de la entidad dan su testimonio y, junto con el de los profesores se analizan las implicaciones educativas de esta migración de retorno bajo la perspectiva del transnacionalismo. Se busca volver visibles a estos estudiantes que cada vez adquieren mayor presencia en nuestras aulas, a través de la valoración de su capital social y académico y hacer propuestas educativas pertinentes acorde a sus necesidades multiculturales. Se reconocen las particularidades propias de esta región Sonora-Arizona, permiten por sus características geográficas, económicas y sociales, generar un enfoque enriquecido de redes transnacionales en favor del fortalecimiento de la identidad, el desarrollo económico y social. (Between 2005 and 2010 about 1,4 millions of people of Mexican immigrant returned to Mexico. Although their reasons are different, it is undeniable a growing tendency in what nowadays is known a return migration (MATT, 2014). This research aims to recognize qualitatively the social and language (Spanish and English) development, along with the academic value in students in Sonora who have had previous schooling experience in the United States of America. Students and parents who lived for a period of time in the US and now they live in three different cities in Sonora are some of the participants. Through their testimonies along with teachers this research explains the process of return migration to Mexico linked to the approach of transnationalism. The study focuses in making visible the increasing presence of these students in Mexican schools by giving value to their social and academic capital, as well as introduces educational proposals that are suitable to the student’s multicultural needs. The geographic, economic and social characteristics of the Sonora-Arizona region allows and generates a focal point abundant of transnational networks that favors the enrichment of identity, social and economic development.)

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-10-25T13:39:11Z No. of bitstreams: 1 beatrizgomesmagalhaesbeniz.pdf: 1232497 bytes, checksum: ad3016484440d1102eeff02580115d9f (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-12-15T12:23:14Z (GMT) No. of bitstreams: 1 beatrizgomesmagalhaesbeniz.pdf: 1232497 bytes, checksum: ad3016484440d1102eeff02580115d9f (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-12-15T12:23:25Z (GMT) No. of bitstreams: 1 beatrizgomesmagalhaesbeniz.pdf: 1232497 bytes, checksum: ad3016484440d1102eeff02580115d9f (MD5) / Made available in DSpace on 2016-12-15T12:23:25Z (GMT). No. of bitstreams: 1 beatrizgomesmagalhaesbeniz.pdf: 1232497 bytes, checksum: ad3016484440d1102eeff02580115d9f (MD5) Previous issue date: 2009-08-21 / A “Escola Lagoa” é o lugar de encontro de diferentes alunos e trajetórias. Localizada no perímetro urbano de Juiz de Fora, atende à região conhecida como “Cidade Alta” e muitos outros alunos oriundos de diferentes comunidades rurais e proximidades de uma rodovia federal. Tal localização propicia o entrecruzamento de percursos realizados por alunos de diferentes origens. Aqui, os alunos migrantes são representados por adolescentes de doze a dezenove anos, residentes em áreas rurais, que estabelecem migrações pendulares para cursar o Ensino Fundamental. Este trabalho aborda os deslocamentos, as narrativas e representações destes alunos a partir do espaço escolar e, tem como referência, os agenciamentos teóricos instituídos por filósofos de pensamento nômade: Nietzsche, Foucault, Larrosa, Veiga-Neto, entre outros interlocutores. A temática do espaço e a relação urbanorural atravessam vários aspectos da investigação, entretanto, são apresentadas com a perspectiva de autores não hegemônicos a fim de perseguir o emaranhado de forças que criam caminhos provisórios de investigação. Assim, a pesquisa etnográfica interpretativa é fluida e constitui uma grande preparação ao longo do processo investigativo. As entrevistas, observações e conversas informais constituem os principais procedimentos da pesquisa de campo. O texto foi sistematizado em três movimentos: Composição - apresentação da questão e elaboração de agenciamentos com diferentes autores; Arquitetura abrange textos produzidos a partir das primeiras incursões ao campo; e Teceduras, movimento elaborado a partir das entrevistas semi-estruturadas individuais, procedimento que permitiu a criação de outras narrativas. Desse modo a descrição do espaço escolar foi atravessada por histórias cotidianas criadas pela experiência compartilhada entre os alunos e a pesquisadora. / “Lagoon School” is a meeting place for different students and backgrounds. Located in the urban area of Juiz de Fora, it serves an area known as “High City”, as well as many other students who come from different rural communities and areas close to a federal highway. Its location facilitates the intersection of trajectories of students from different origins. Here, the migrant students are represented by teenagers, ranging in ages from twelve to nineteen years, who live in rural areas and commute to attend Primary School. This paper addresses the commutation, the narratives and representations of those students, starting from the school environment. It makes reference to the theoretical assemblages established by nomad thought philosophers, such as Nietzsche, Foucault, Larrosa, and Veiga-Neto, among others. The topics of space and urban-rural relationship are present in various aspects of the investigation; however, they are presented under the perspective of non-hegemonic authors in order to follow the great number of forces that generate temporary paths of investigation. Hence, the interpretative and ethnographic research can proceed well, involving great preparation during the investigation process. Field research mainly included interviews, observations and informal conversations. The text was divided into three parts: Constitution – an introduction to the topic and the development of assemblages from different authors; Architecture (Process) – refers to the work produced after the first incursions into the field; and Combination – based on the semi-structured individual interviews, a procedure which allowed for the creation of other narratives. Therefore, the description of the school environment was transcended by every-day stories created from experiences shared between the students and the researcher.

The Russian invasion of Ukraine in February 2022 has forced millions of Ukrainian citizens, especially women and children, to seek refuge in other countries, including Sweden. Given the large number of Ukrainian refugee children, it is of utmost importance that they have the possibility to continue their education abroad. In Sweden, Ukrainian refugees have access to education, a right provided by their status as asylum seekers under the Temporary Protection Directive. This thesis aims to explore the reception of Ukrainian refugee students into Swedish schools, by focusing on the communication and interactions between Swedish schools' personnel, classes' collectives, and Ukrainian refugee students and their families. The data used for this study were obtained through conducting five semi-structured interviews with two middle- and high-school teachers and three studiehandledare. The results show that, in general, Swedish schools, teachers, and studiehandledare make substantial efforts to facilitate the reception and integration of Ukrainian refugee pupils; at the same time, the classes' collectives were described as cordial and helpful. Despite the welcoming nature of Swedish schools and the safety that Sweden provides, the Ukrainian refugee pupils and their families struggle to find a sense of belonging, especially since the majority of Ukrainian refugees wish to return to Ukraine once the war is over. The belonging paradox experienced by Ukrainian refugees is, thus, characterised by their desire to express gratitude towards Sweden and, at the same time, being unable to get accustomed to the Swedish culture and education system while waiting to return home.