Psykologisk diagnosticering av tvåspråkiga barn Hur tar skolan emot elever med inlärningssvårigheter i förberedelseklass?

Sammanfattning: Abstract AbstractThe aim of this essay was to investigate the level of the organizational state of readiness for receiving students with learning disabilities in classes specialized in working with students recently arrived in Sweden, called förberedelseklasser, which could be translated as preparational classes. I tried to do so by answering two questions:'What routines do principals believe that the particular School has for dealing with cases in which a student in a preparational class is suspected to have some form of learning disability?'What perception do teachers have in regards to whether or not the system at their School is well prepared for discovering and aiding students in preparational classes suspected to have learning disabilities?The first question was directed to principals currently working in schools where a large part of the students are bilingual, and many of those recently arrived in Sweden. The second question was aimed at teachers that work in preparational classes.By interviewing two principals and three teachers I came to the conclusion that the teachers believe that their students are often misplaced in preparational classes when in deed they should be placed in a special educations group. My essay also shows that both principals and teachers are dissatisfied with the amount of time the process of discovering, investigating and diagnosing a student with learning disabilities takes. They also seem to believe that it’s largely due to cultural differences resulting in the parents’ unwillingness to participate in interacting with psychologists.Key words,