Syftet med studien är att analysera pedagogers berättelser om hur de upplever arbetet med identifiering och utredning av läs- och skrivsvårigheter hos nyanlända. Vi har samlat empiriskt material i form av intervjuer som vi har analyserat med hjälp av tidigare forskning samt teorier. De nio intervjuerna av speciallärare/specialpedagoger, SVA-lärare och modersmålslärare genomfördes på två skolor med ett stort antal nyanlända elever och på kommunens mottagningsenhet. I studien berättar pedagogerna att de upplever en stor utmaning kring identifiering och utredning av nyanlända elever med läs- och skrivsvårigheter. Det råder osäkerhet kring vem som ansvarar för vad och de beskriver att gränsdragningsproblem leder till att elever faller mellan stolarna. Pedagogerna har svårt att veta om problematiken beror på läs- och skrivsvårigheter eller bristande kunskaper i svenska språket vilket leder till både över- och underidentifiering. För att kunna ge nyanlända elever rätt stödåtgärder efterfrågas förutsättningar och former för samarbete och mer tydliga riktlinjer och rutiner. Enligt pedagogerna skulle det leda till mer likvärdig utbildning. Från intervjuerna framkommer också att identifieringen av läs- och skrivsvårigheter tar lång tid och att det saknas en utvecklad metod och ett heltäckande material för utredning. Bedömningen baseras ofta på pedagogens erfarenhet och i jämförelse med andra elevers utveckling i andraspråket.   Trots flera utmaningar är pedagogerna överlag positiva och har förslag på möjligheter och förbättringar; såsom kompetenshöjning inom andraspråksinlärning och läs- och skrivsvårigheter, mer användning av utredningsmaterial som är oberoende av språkkunskaper, fördjupat samarbete mellan olika professioner, tillgång till extern rådgivning och rekrytering av modersmålslärare bland nyanlända.       Vår förhoppning är att medverka till att skolor ser över sina riktlinjer och rutiner kring hur man identifierar och utreder läs- och skrivsvårigheter hos nyanlända elever / The purpose of the study is to analyze teachers' stories of how they experience the process of identification and investigation of the reading and writing difficulties of new arrivals. We have gathered empirical data in the form of interviews that we have analyzed using previous research and theories. The nine interviews of special education teachers / special educators, teachers teaching Swedish to newly arrived students and native mother- tongue teachers were made at two schools that have a large number of newly arrived pupils and at the municipal reception center. In the study the educators say that they are experiencing a major challenge identifying and investigating newly arrived students´ difficulties in reading and writing. There is some uncertainty about who is responsible for what, and they describe the demarcation problems leading to nobody feeling responsible for the problem. The teachers find it difficult to know if the problems are due to language difficulties or lack of knowledge of the Swedish language. In order to provide newly arrived students with proper support conditions and forms of cooperation as well as clear policies and procedures are requested. According to the teachers that would lead to a more equal education. The identification of reading and writing difficulties is said to take a long time and there is also a lack of a developed methodology and comprehensive materials to detect these difficulties. The assessment is often based on the teacher's experience and in comparison with other students´ learning a second language                                                                                                             Despite the challenges the educators are generally positive and have suggested facilities and improvements; such as increasing skills in how the pupils learn a second language and how to work with reading and writing difficulties, more use of investigative material that is independent of language skills, enhanced cooperation between different professions, access to external advice and recruitment of mother- tongue teachers among new arrivals. Our hope is to contribute to the schools reviewing their policies and procedures on how to identify and investigate the reading and writing difficulties of newly arrived students.

Vänner emellan är ett integrationsfrämjande projekt i Halmstad kommun som riktar sig till nyanlända ungdomar. Verksamheten strävar efter ett mål, där en vänskapsrelation ska skapas mellan nyanlända och etablerade svenskar. Denna relation ska så småningom underlätta de nyanländas situation som ny i Sverige. Integrationsåtgärden ska även vara en möjlighet för dem att träna på det svenska språket, social träning samt få en upplevelse genom ett kulturellt utbyte. Syftet med vår studie är att undersöka deras upplevelser kring integrationsprojektet ”Vänner emellan” med vänskapsrelationer i fokus. Undersökningen baseras på sju kvalitativa intervjuer med: den tidigare projektledaren, den nuvarande projektledaren, en fadder samt fyra nyanlända. För att få svar på syftet kommer vi utifrån ett sociologiskt perspektiv och studera de nyanländas relationer till de etablerade svenskarna, och även deras upplevelser kring vänskap. Detta för att skapa en förståelse om projektet "Vänner emellan" bidrar till en utökad integration. Vi använder oss av teoretiker som belyser sociala band, sociala symboler och asymmetrisk vänskap. Vår frågeställning fokuserar på om det är möjligt att utveckla en organiserad vänskap utifrån projektet ”Vänner emellans” koncept. Majoriteten av informanterna som var nyanlända förstod inte syftet med projektet och såg det som en möjlighet att umgås med andra. De ansåg även att tiden för träffarna var en negativ aspekt i projektet, eftersom de träffades sporadiskt. De begränsningar som vi hade som forskare var vid intervjutillfällena med de nyanlända. Språkbarriären begränsade både oss som intervjuare och dem som informanter. Vi fick förenkla intervjuguiden och kombinera den verbala kommunikationen med kroppsspråk. Våra förhoppningar är att skapa en medvetenhet hos de ansvariga för projektet ”Vänner Emellan”, andra integrationsprojekt och kommuner om vänskap kan leda till integration samt vilka tillvägagångssätt som kan användas. / “Between friends” is an integration project in Halmstad, which is focused on newly arrival youths. The project is reaching for a goal to create a friendship between the newly arrival youths and established Swedes. This relationship will eventually facilitate the situation of young people who recently arrived, but will also be an opportunity to train the Swedish language, social skills and experiences by cultural exchange. The purpose of our study is to see how they are experiencing integration "Between friends" with friendship in focus. The study is based on seven interviews with: the former project leader, the current project leader, a mentor, and four newly arrived youths. In order to answer the purpose of our study, we will from a sociological perspective study the social bonds to the mentor, who is an established Swede. This is to create an understanding about the project "Between Friends" and if organized friendship can contribute to a better integration. We have used theoretic that sheds light on social bonds, social symbols and asymmetric friendships. Our question formulation focuses on of its possible to organize friendship by using “Between friends” concept. The majority of the informants that were newly arrived did not understand the purpose of the project. They also thought that time was a negative factor. Our limits as researches were the language barrier between us and the newly arrived youths. We had to simplify our questions and combine verbal communication with our body language. Our hope is to create awareness among the responsible for the integration project, other integration projects and municipalities, if friendship can lead to integration.

Many municipalities are finding it difficult to fulfill the task of receiving new arrivals and provide them with a home. What at first may seem to be a fast and easy solution is in reality a short--‐term and expensive quick fix. The aim of the thesis is to identify and compare  the today known short--‐ and long--‐term strategies for municipalities to settle new arrivals in Sweden. The current housing crisis, in combination with the new law, "lag om mottagande av vissa nyanlanda invandrare for bosattning", means that many municipalities are finding it difficult to handle the situation that has now occurred with the large and rapid increase of new arrivals. The law means that Sweden's municipalities will now receive a distribution of the new arrivals in accordance with the law on the reception of certain newly arrived immigrants for settlement, also know as the "residence law". Through a study of the market has six housing solutions been selected and studied. In addition, we have chosen to study seven different municipalities and management strategies when it comes to settlement, and those that have public housing; Botkyrka, Upplands Vasby, Huddinge and Stockholm, and those that do not have any public housing; Danderyd Taby and Nacka. To calculate and discuss the different  ccommodation solutions has five parameters been valued; initial investment, possible rent setting, timing, sustainability, durability and how it affects a declining housing shortage. Based on the parameters it was shown that "kombohus" was the main option, and buying and renting modular housing was the weakest option. Important parameters for assessing the municipality's work and strategies was how work is organized and coordinated, how they plan in a long term and how far they have come with a work in progress. The conclusion is that there is not a specific housing solution that can solve the housing problem for new arrivals. It is important for each municipality to have a combination of options to solve this puzzle.

Children who migrate to Sweden are usually introduced to the Swedish school through some kind of introduction programme in their new community. This study examines the experiences of newly arrived children participating in school introduction in the early school years, as well as the experiences of the teachers and principals working with the programme. In the community in which this study is situated, newly arrived children participate in a special school unit where the goal is to map their experiences and skills from former education, and where the teaching of Swedish as a second language is seen as an important part of the introduction. Forty-two interviews (40 individual and 2 pairs) were conducted with principals, teachers and newly arrived children (ages appropriate for Years 2, 3, 4 and 5 in elementary school). Employing a social constructivist perspective, together with inspiration from Critical Discourse Analysis, the study aimed at outlining the discourses the participants draw on when speaking about the school introduction and how these discourses affect the participants’ positioning of themselves and other participants in the school practice. Fairclough’s theory of discourse (1992, 2001) provides an understanding of how participants experience being part of the school introduction as well as their own and other participants’ positions in the school practice due to ambient discourses. The results indicate that four discourses dominate the practice and affect the participants’ view of each other and themselves as well as their possibilities to impact the practice and their own situation as being a part of it. The four discourses that were identified are described as 1) the Swedish language as a key to success in school, 2) the adjustment of behaviour as a key to success in school, 3) the substantial immigration as a challenge, and 4) heed.

No description available.