The purpose of this paper is to find out pedagogues approach to intercultural education through IVIK, goals and guidelines, the school for newly arrived students and how student experience and knowledge are utilized. In my study, I used a qualitative research method. I have interviewed four teachers and four students and a school administrator at IVIK. Results of the study show that most teachers have a good understanding of interculturalism, but that doesn’t mean that teachers make of this relationship means in their teachings. Lack of knowledge about students' cultural background means that teachers can´t integrate it into their teaching. Another result is that the school has no clear goals, students are not faced with high expectations and the school will not be on the student's own experiences. Pupils' prior knowledge is mapped and not the pupil's needs are met. The key aspects that emerge are that teachers should have knowledge of their students' cultural backgrounds in other words, become inter-culturally competent, the school must have clear goals and guidelines and will offer training that is tailored based on student needs and abilities, and student prior knowledge must be identified on the student school language. For individual support and education to plan and to primarily utilize the student's skills and strengths and not focus on the student's potential lack of ability.

The aim of this study is to describe and analyse the cooperation between the public employment service and the refugee reception in a medium-sized municipality in southern Sweden on basis of the establishment reform. The study examines how the collaborative process is regarded when it comes to implementation of the reform, and when it comes to the directives and resource allocation between the employment services and the refugee reception. The study also focuses on the deficiencies and the benefits that can be discerned with the establishment reform at local level. A qualitative data collection method has been used. It is semi-structured interviews with workers from the public employment service and the refugee reception. Information materials and evaluations that various authorities have made have also been investigated. The study concludes that it is important that the directives are clarified and that a new local and regional agreement will be established on paper. The study also concludes that because of the strong working line policy and the national workfare regime more responsibility is focused on the individual. This can discourage the establishment and integration process of the newly arrived when the concept of inclusion comes to be regarded as synonymous with employability.

This thesis is a case studie of a newly arrived student placed in a regular class in a P-9 school in a suburb south of Stockholm. The purpose of this study is to investigate how the class teacher for the regular class and the Swedish as a second language teacher are working with this student. The research questions are: What are the basic ideas behind the placement of newly arrived students in regular classes with no previous language skills? How is the language development for the newly arrived student according to the teacher of the selected class? What methods and materials are used by the teacher in her teaching to benefit the newly arrived student’s language development? The purpose of my study has been to investigate the teachers and the headmaster’s perspective on how the integration of newly arrived students into the regular class can be done and the decisions context for the placement of newly arrived students into the regular class. The study is based on interviews with two teachers and the school headmaster. Results of the study show that the principal of the selected school has a vision for the integration of newly arrived students into the regular class, which means that this particular school has a different way of working than other schools in the area where the newly arrived are placed into a preparation class before being integrated into the ordinary class. The class teacher believes that the headmaster’s vision of direct placement into ordinary classes is good for integration. In this vision the newly arrived student receives knowledge related to the context and task during class. The teacher in “Swedish as a second language” does not believe that the headmasters vision is good for the newly arrived students, she believes that it is better if they get separate schooling in Swedish before being integrated into ordinary classes. The overall conclusion after having collected my results and studied previous research is that the work with newly arrived students at the school looks different from what the School Board calls for. The selected school for my study has no clear guidelines on how the work with the newly arrived students in regular classes should be attended. This is sought by the class teacher and that there is a need for such guidelines to give these students an equivalent schooling

The purpose of this study is to understand how teachers in the preparatory class and regular class, in the meeting with newly arrived pupils, plan and carry out their teaching. This in order to facilitate social interaction and learning in the classroom, from an intercultural perspective. The examination was conducted through interviews with four teachers from the schools that I selected. The teachers gave their perspective on their approach to newly arrived pupils, through interviews. The result shows that the teachers have ambitions to start from the newly arrived pupils' own ideas and from their prior knowledge. They use these aspects as a starting point in the child's continued learning. You can see the tendencies of the intercultural approach in education that involves respectful responses that relate to the pupils' background, life and knowledge. The intercultural approach that largely pervades the teaching of the researched school allows the newly arrived pupils to have access to a school that accepts and respects them. The conclusion is that when these teachers educate, they use various teaching methods and they also offer each pupil the opportunity to gain knowledge and feel socially included. Teaching strategies that benefit the newly arrived pupils and that includes the pupil both educationally and socially in the classroom, has been described by every teacher. And the result shows that each pupil has individual abilities and needs for learning. The newly arrived pupils are included in the regular classroom with the other pupils, but yet they are excluded from the regular lessons because of teacher's teaching strategies that can be seen as flawed from an intercultural perspective. This result shows that the newly arrived pupils are prevented from participating in the didactic and the social inclusion in the regular classroom with the other pupils, which also can result in them falling outside and pointed out as different.

The purpose of this study was to find out what a sample selection of teachers in Malmö and Lund, Sweden, perceived to be the most common strengths and challenges of newly arrived students when learning English as a Foreign Language (EFL). The study was conducted as there have been very few studies so far in Sweden on this particular subject, as well as an influx of newly arrived students in the recent years. The two research questions ask what the most common strengths and challenges for newly arrived students are, as well as, how the participating teachers meet the perceived challenges. Four qualitative interviews were constructed based on interviews and questionnaires used in similar studies, and then analyzed using tape analysis. The results showed that all four participants agreed that background factors (such as possible trauma) played a big part, and affected how quickly students go from introductory programs into regular Swedish high school, as well as a lacking vocabulary. Since the findings in this study is coherent with findings in similar studies, it becomes obvious that further action needs to be taken to ensure that our newly arrived students learn what they need to, and get the help they deserve.

Syftet med studien är att undersöka hur tre olika skolor inom samma utbildningsområde tar emot och utbildar nyanlända elever för att på så sätt synliggöra de bidragande faktorerna, och hindren, för ett lyckat inkluderingsarbete.Tidigare forskning i ämnet tyder på att det skiljer sig mycket åt mellan skolorna i Sverige vad gäller mottagning och inkludering av nyanlända elever. Studien gjordes ur ett kvalitativt perspektiv, med 4 semistrukturerade intervjuer med representanter från 3 olika skolor inom samma utbildningsområde. Den teoretiska utgångspunkten var det sociokulturella-, relationella- och interkulturella perspektivet.Resultatet av studien visar att det skiljer sig mycket åt vad gäller inkluderingsarbetet av nyanlända elever på de undersökta skolorna. Framförallt använder sig skolorna av olika organisationsmodeller. Precis som tidigare forskning visar, tyder studien på att den bäst lämpade organisationsmodellen för ett lyckat inkluderingsarbete är succesiv inslussning. / The aim of this study is to examine how three different schools within the same educational area receive and educate newly arrived students in order to visualize the contributing factors, and the obstacles, for a successful inclusion.Previous research on the subject indicates that there is a lot of difference between the schools in Sweden in terms of reception and inclusion of newly arrived students. The study was conducted from a qualitative perspective, with 4 semi-structured interviwes with representatives from 3 different schools within the same educational area. The theoretical starting point was the sociocultural-, relational- and intercultural perspective.The results of the study show that there is a lot of difference in how the schools work with inclusion of newly arrived students, in particular, the schools use different organizational models. As previous research shows, the study suggest that the best suited organizational model for successful inclusionwork is suseptible inclusion.

Students who have recently arrived in Sweden have a dual burden of learning the Swedish language as well as other subjects including the English language, and for those with low English proficiency, the burden is much heavier. The purpose of this research essay is to address this problem by examining three English teachers' experiences and perception of newly arrived students with low English proficiency. Previous studies in other countries, usually in the countries where newly arrived students learn English as second language, have reported challenges and difficulties that these students face. However, I found very few studies that address challenges and difficulties faced by those who have to learn English as the third language together with the hosting country's language, like the ones in Sweden. The method that has been used is interviewing three English teacher participants. The findings indicate that the challenges that newly arrived students with low proficiency and the English teachers encounter are many, yet solutions for such challenges are quite few. The teachers note that they are not prepared to teach newly arrived students with low English proficiency, and they are not able to scaffold these students within their zone of proximal development in learning English (Aljaafreh, & Lantolf, 1994). The discussion chapter brings this problem up and reviews it in relation to previous studies and theoretical framework. Moreover, it illustrates why teaching English to low level newly arrived students should not exclusively be teachers' responsibility as it is at present.

The purpose of my exam thesis in advanced level is that I formed a perception about what difficulties newly arrived students encounter in mathematics. What I also formed is a perception about how I can complete those difficulties. This is done for newly arrived students in order to finally increase their opportunities to develop in their learning and also for teachers, how to behave and react to help their newly arrived students. To answer the purpose, I started with a research overview. The research overview below served as an aid and guideline during the course of the work. “What different types of difficulties do newly arrived students experience in relation to mathematics”. What I also have done is conducted an information search using keywords that are combined in different ways in different databases about scaffolding benefits for newly arrived students, which I discussed later on with the results I got.   To answer my purpose, I implemented qualitative interviews with newly arrived students around the age 15 and 16 in a school that is located in Malmo, Sweden. The work has a phenomenological approach, which has contributed to experiences being the focus of the collection and processing of materials.The results show that newly arrived students' experiences of mathematics are different. Students that didn't get any extra help have a hard time learning math in school while students who get extra help from either family or classmates have it easier. Newly arrived students developed their mathematic and Swedish skills when they were taught and assisted in their first language during class and tasks, however that method was not used a lot by their teachers. Students who had family helping them or students who speak the same language feel less lonely in school than students who didn't have anything. Same difficulties are found in the Swedish language, in which the newly arrived students described how math is a universal language, but some math problems require Swedish language, therefore they are connected.

Reception of newly arrived students - an interview study on inclusionThe increased number of newly arrived pupils put the Swedish school under pressure. Previous research shows various organizational models and highlights the difficulty with inclusion. The purpose of my study is to investigate how the inclusion of newly arrived pupils that take place, based on their different organizational models and in witch way inclusion take place. The empirical material consists with interviews. The study results show that there are advantages to the preparation of class and how inclusion can be remedied. The study is viewed from the teachers' perspective. Furthermore, the result shows that the teachers' attitude, competence and, above all, the relationship with the students is crucial for creating an inclusive education. It is up to the schools themselves to decide which organizational model should be applied. For further research, a research interest that focus on examining newly arrived pupils' perspectives, about the preparation classes has been developed.

The thesis seeks to examine how newly arrived students are welcomed and introduced to the Swedish school system in Uppsala municipality. When organizing the structure of integrating immigrant children, municipalities in Sweden use different models. Depending on the model, different values are favored such as integration/segregation and collectivism/individualism.  Through interviews and textual analysis the model used in Uppsala is studied as an example of how municipalities choose to organize the structure around newly arrived students. The results show that the ambition in the organization in Uppsala is to actively use integration promoting arrangement in their every day work as well as they’re aiming to find individual solutions for each and everyone. The reality, however, reflects a lack of awareness about to what extent individual arrangements are in fact carried out and the special needs an immigrant child might have in comparison to other children. The mere existence of the school unit LYSA, which is responsible for children who have not yet received a placement in one of the permanent schools in the city, is also a drawback in achieving the ambition of the municipality, as LYSA is a separate unit that makes integration harder.