<p>Syftet med uppsatsen är att undersöka vilken betydelse och påverkan samtalet med studie- och yrkesvägledaren har för utlandsfödda elever med icke svenska föräldrar som är sent anlända till Sverige. En kvalitativ forskningsmetod har används. Fakta har inhämtats via elevintervjuer bestående av åtta informanter från en mindre kommun. Urvalet utgjordes av grundskoleelever i årskurs nio som gjort sitt gymnasieval samt gymnasieelever från årskurs ett och årskurs tre. Resultat och analys indikerar att eleverna tycker att samtalet är betydelsefullt, eleverna får svar på frågor, får faktainformation och detta leder till ett bättre beslutsunderlag i valsituationer. Mönstret som upptäcktes är att samtalet är viktigt. Samtalet kunde dock få en djupare innebörd om sent invandrade elever fick större möjlighet till mer grundinformation om det svenska skolsystemet.</p><p>The intention of the composition is to appose the consequence and the effect that the dialogue with the career counsellor have for foreign-born pupils which do not have Swedish parents and are late arrived to Sweden. A qualitative research method has been used. Facts have been obtained by pupil interviews consisting of eight informants from a smaller community. The selection has been composed by elementary school pupils in grade nine which have made their high school choice and high school pupils from grade one and grade three. The issues and the analysis indicate that the pupils are thinking that the dialogue is good. The pupils are getting their questions answered, they are getting factual information and that develops a better decision basis in choice situations. The pattern which has been discovered is that the dialogue is important. The dialogue could however get a profound meaning if late immigrated pupils get bigger opportunity to more basic information about the Swedish school system.</p>

Syftet med uppsatsen är att undersöka vilken betydelse och påverkan samtalet med studie- och yrkesvägledaren har för utlandsfödda elever med icke svenska föräldrar som är sent anlända till Sverige. En kvalitativ forskningsmetod har används. Fakta har inhämtats via elevintervjuer bestående av åtta informanter från en mindre kommun. Urvalet utgjordes av grundskoleelever i årskurs nio som gjort sitt gymnasieval samt gymnasieelever från årskurs ett och årskurs tre. Resultat och analys indikerar att eleverna tycker att samtalet är betydelsefullt, eleverna får svar på frågor, får faktainformation och detta leder till ett bättre beslutsunderlag i valsituationer. Mönstret som upptäcktes är att samtalet är viktigt. Samtalet kunde dock få en djupare innebörd om sent invandrade elever fick större möjlighet till mer grundinformation om det svenska skolsystemet. The intention of the composition is to appose the consequence and the effect that the dialogue with the career counsellor have for foreign-born pupils which do not have Swedish parents and are late arrived to Sweden. A qualitative research method has been used. Facts have been obtained by pupil interviews consisting of eight informants from a smaller community. The selection has been composed by elementary school pupils in grade nine which have made their high school choice and high school pupils from grade one and grade three. The issues and the analysis indicate that the pupils are thinking that the dialogue is good. The pupils are getting their questions answered, they are getting factual information and that develops a better decision basis in choice situations. The pattern which has been discovered is that the dialogue is important. The dialogue could however get a profound meaning if late immigrated pupils get bigger opportunity to more basic information about the Swedish school system.

The aim of this study was to, from a special educational approach, describe and analyse nine teachers and headmasters experiences and perceptions of the use of laptos, ”1-1”, as a tool for working with 13-16 year old pupils born outside of Sweden and with special educational needs (SEN). Interviews were used for data collection. The interview material was analysed with the phenomenografic analysis method and with meaning condensation method. The result was analysed through three perspectives on special education and the concept of inclusion as the study’s frame of reference. The major result showed that teachers perceived 1-1 facilitated adaption of instruction to multicultural instruction groups. 1-1 also enabled a more individualised and inclusive instruction when pupils could get indvidualised tasks and study material and a lot of technical support in their computers. Cooperation with schoolmates and with families was not facilitated with 1-1, rather were many difficulties exposed in this area.