Inkluderingsprocesser för nyanlända elever i grundskolan

About 100 000 refuges arrive in Sweden each year and almost a quarter of them are school children. The way they are treated affect their future life in Sweden and participation in The Swedish society. The purpose of this study is to highlight and discuss how the newly arrived schoolchildren are included in inclusion and exclusion processes in the Swedish school system, as well as the teachers' part in their inclusion process. The study will also discuss Work Integrated Learning as a working method for operational development and how this method can affect teachers' work. The investigation is a qualitative study. Empirically it includes seven interviews with teachers, from a preparatory class and a regular class year 3. Subsequent empirical evidence also consists of participant observation which I did in the preparatory class and in the regular class.The results are presented thematically and show that the newly arrived schoolchildren are included in both inclusion and exclusion processes in the Swedish school system simultaneously. The teachers' act in the inclusion process is central. At the same time the study's empirical evidence show that teachers and management in the school investigation break all the rules for Work Integrated Learning proposes for operational development. It shows that collaboration between teachers from different working groups do not exist.