Digitala Vetenskapliga Arkivet

Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Från ensamkommande barn till deltagande elev: En undersökning om hur Huddinge kommun, Annerstaskolan och AB Vårljus hjälper de ensamkommande barnen att integreras i skolan
Södertörn University College, Lärarutbildningen.
2010 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

Many children and adolescents up to the age eighteen come from other countries alone to Sweden to seek asylum. Sweden receives many unaccompanied children and the number of unaccompanied children is increasing every year. There are various reasons to why the unaccompanied children flee their homeland to come to Sweden. Many of the unaccompanied children come from countries such as Somalia, Afghanistan and Eritrea. The unaccompanied children’s families choose to send their children to Sweden to protect them from armed conflict and other social or political unrest going on in their homeland. 

This essay aims to explore how the integration of the newly arrived unaccompanied children works in schools. The following questions in my survey I have assumed to achieve the purpose of this essay are, how does Annerstaskolan work to integrate the newly arrived unaccompanied students in school, how the staff at the accommodation, Vårljus, where the unaccompanied children live help these students integrate into school and how Huddinge municipality supports Annerstaskolan and other schools in Huddinge in their work to integrate the unaccompanied children. To achieve this purpose I have done qualitative research interviews and two days of structured non-participant observations in the preparatory class. The qualitative research interviews were conducted with the teacher in the preparatory class, Dan Fränkel, who is an officer in Huddinge municipality and Damir Tomic, who works at Vårljus accommodation. 

Annerstaskolan is using the path that Peder Haug is describing as segregating integration (Haug, 1998). The option Annerstaskolan is using is that the child is being removed from the regular class and placed in a smaller group. The student is being removed from the regular class and placed into a preparatory class.

Place, publisher, year, edition, pages
2010. , p. 43
Keywords [sv]
ensamkommande barn, förberedelseklass och integration
Identifiers
URN: urn:nbn:se:sh:diva-5954OAI: oai:DiVA.org:sh-5954DiVA, id: diva2:394524
Uppsok
Humanities, Theology
Supervisors
Examiners
Available from: 2011-02-03 Created: 2011-02-02 Last updated: 2011-02-03Bibliographically approved

Open Access in DiVA

fulltext(105 kB)887 downloads
File information
File name FULLTEXT01.pdfFile size 105 kBChecksum SHA-512
0022a91ec6bf22af4fdc69fdb6b7c90adce7f0f50f9a61a99ec6ec566c150dfa765aef673b46421e78f8a098c63ce92cbf78c4cfa7639876285817205d4d57e7
Type fulltextMimetype application/pdf

Search in DiVA

By author/editor
Shabo, Gulyana
By organisation
Lärarutbildningen

Search outside of DiVA

GoogleGoogle Scholar
Total: 887 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

urn-nbn

Altmetric score

urn-nbn
Total: 1017 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf