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Nyanlända elever, lärande och inkludering: En studie om undervisningens utformning i grundskolan ur ett specialpedagogiskt perspektiv
Umeå University, Faculty of Social Sciences, Department of Education.
2018 (Swedish)Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesisAlternative title
Newly arrived pupils, learning and inclusion : A study describing how teaching i designed in elementary school from a special education perspective (English)
Abstract [sv]

Studiens syfte var att beskriva hur undervisning i grundskolan utformas för nyanlända elever samt hur utformningen av undervisningen inverkar på elevernas lärande och inkludering. Frågorna som belystes var; Hur motiverar olika skolor sin utformning av undervisning för nyanlända elever? Hur utformar de olika skolorna stöttning och extra anpassningar, så att nyanlända elevers lärande underlättas? Hur beskrivs synen på inkluderande undervisning och hur omsätts den i verksamheten på olika skolor? Studien genomfördes med kvalitativ fenomenografisk metod. Nio halvstrukturerade intervjuer genomfördes med rektor, specialpedagog och lärare på tre olika skolor. Resultatet visade att undervisning för nyanlända elever utformades olika skolor emellan samt att kunskap och erfarenhet var viktigt för att kunna utforma god undervisning. Vidare, att alla skolor strävade efter en inkluderande undervisning och att extra anpassningar eller stöttning genomfördes, för att elevernas individuella förutsättningar att nå målen skulle tillvaratas. Viljan fanns, men inte alltid kunskaperna eller förutsättningarna. Några verksamma åtgärder för ökad måluppfyllelse identifierades i studien. Stöttning var en förutsättning för att nå de individuella målen.Undervisning som var kognitivt utmanande samt utgick från elevernas kunskaper och erfarenheter och användande av modersmål i undervisningen lyftes som verksamma redskap, för att få eleverna engagerade i läsande och skrivande samt stärka språket. Samarbete inom skolan mellan olika yrkeskategorier, men också ett samarbete med vårdnadshavare var en förutsättning. Ökad inkludering nåddes när åtgärder vidtogs, som skapade goda förutsättningar för nyanlända elever att lyckas i skolan. Inkluderingssträvan var en ständigt pågående demokratisk process för alla människors rättigheter och lika värde. Den utgick ifrån idén att elevers olikheter var en tillgång, där elever erbjöds möjligheter att uppleva gemenskap och aktivt deltagande med hög pedagogisk vinst.

Abstract [en]

The purpose of the study was to describe how teaching is designed in elementary school for newly arrived pupils, and to review the effects of this teaching. The questions being analyzed were: What is the motivation of the different schools in how they create their supportive teaching structure for the newly arrived students? How do the different schools organize their scaffolding, and how do they make adjustments, so that the learning of new arrivals is supported? How is inclusive education described, and how is it transformed into activities at different schools? The study used a qualitative phenomenographic methodology. Nine half-structured interviews were conducted with the principal, special educator and teacher at three different schools. The results showed that teaching for newly arrived pupils varies between schools, and that knowledge and experience is important in order to create a good teaching environment. Further, all schools aimed for an inclusive education, and that additional adjustments or supporting structures were implemented to ensure that the pupils' individual needs for achieving their goals were met. Not all schools had the knowledge or the right conditions for the implementation of an inclusive education, but all three had the will to try. Some methods for increased goal achievement have been identified as being particularly active in the study. Scaffolding was a prerequisite for reaching pupils’ individual goals, and one challenge was to decide on the right kind of pedagogy for the individual pupil. Education that was cognitively challenging, and on the pupil’s mother tongue, can all be used as active tools in order to get pupils involved in reading and writing and with the goal of strengthening their language. Collaboration within the schools’ different occupational categories, as well as cooperation with caregivers, were needed. Inclusion was achieved when the right action was taken to create good learning conditions for newly arrived pupils to succeed in school. The inclusion endeavor was ultimately based on an ongoing democratic process for all human rights and equal values. It was based on the idea that pupils' differences were an asset, offering students the opportunity to experience community and active participation with high educational gains.

Place, publisher, year, edition, pages
2018. , p. 48
Keywords [en]
Teaching strategies, direct integration, preparation class, additional adjustments, scaffolding, translanguaging
Keywords [sv]
Undervisningsstrategier, direktintegrering, förberedelseklass, extra anpassningar, stöttning, translanguaging
National Category
Social Sciences Educational Sciences Pedagogy
Identifiers
URN: urn:nbn:se:umu:diva-156466OAI: oai:DiVA.org:umu-156466DiVA, id: diva2:1289229
Educational program
Special Edcation Programme
Available from: 2019-02-15 Created: 2019-02-15 Last updated: 2019-06-03Bibliographically approved

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CiteExportLink to record
Permanent link

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