FrÚttir

ä...Šttleidd b÷rn hafa me­ sÚr auka fer­at÷sku Ý gegnum lÝfi­" : ■jˇnustu■÷rf Šttleiddra barna vi­ upphaf grunnskˇla. H÷fundur Ingibj÷rg MargrÚt Magn˙sdˇttir

Markmi­ rannsˇknarinnar var a­ kanna ■jˇnustu■÷rf barna sem Šttleidd eru erlendis frß til ═slands ■egar ■au hefja grunnskˇla og hverjar hugsanlegar sÚrtŠkar ■arfir ■eirra eru. Rannsˇknin var unnin me­ ■a­ a­ markmi­i a­ auka almenna ■ekkingu ß mßlefnum Šttleiddra barna Ý grunnskˇlum ß ═slandi. Rannsˇknin fˇr fram ß tÝmabilinu j˙nÝ 2012 til oktˇber 2012 og fylgir eigindlegum rannsˇknarhef­um: Vi­t÷l voru tekin vi­ sex foreldrap÷r sem samtals eiga tˇlf Šttleidd b÷rn. Jafnframt voru tekin vi­t÷l vi­ sex kennara sem allir h÷f­u reynslu af mˇtt÷ku Šttleiddra barna erlendis frß Ý bekkinn sinn ß fyrstu ßrum grunnskˇlans. Ni­urst÷­urnar leiddu Ý ljˇs a­ reynsla og upplifun fyrir Šttlei­ingu geta haft ßhrif ß lÝf Šttleiddra barna Ý langan tÝma eftir Šttlei­ingu. Ůetta gefur vÝsbendingar um a­ tilfinninga- og fÚlagsleg vegfer­, mßl■roski, almenn nßmsframvinda og střrikerfi (e. executive functioning) sÚu ■Šttir sem Šskilegt er a­ fylgjast vel me­ Ý fari Šttleiddra barna ß fyrstu ßrum grunnskˇlans. Me­ střrikerfi er ßtt vi­ ■ß vitsmunalegu ferla sem a­sto­a einstaklinginn vi­ a­ tengja saman ■a­ sem hann er a­ gera Ý n˙inu vi­ reynslu ˙r fortÝ­inni. A­ auki mß lei­a a­ ■vÝ lÝkum a­ Šttleidd b÷rn hafi ■÷rf fyrir gott skipulag og a­ hafa yfirsřn yfir ■a­ sem framundan er. VÝsbendingar eru um a­ mßltaka Šttleiddra barna gangi almennt vel og a­ b÷rnin nßi ßgŠtum t÷kum ß daglegu mßli. Hins vegar gefa ni­urst÷­urnar ßstŠ­u til a­ Štla a­ Šttleidd b÷rn eigi heldur erfi­ara me­ skˇlamßli­, ■a­ er ■a­ mßl sem tengist nßmi og kennslu, og a­ ■ar ■urfi skˇlasamfÚlagi­ a­ fylgjast vel me­. Jafnframt er hŠgt a­ draga ■ß ßlyktun a­ m÷guleiki sÚ ß a­ Šttleidd b÷rn geti ßtt Ý einhverjum vandrŠ­um me­ střrikerfi sitt. Ni­urst÷­urnar sřna jafnframt a­ ■ekking ß mßlefnum og ■÷rfum Šttleiddra barna er ekki almenn me­al kennara ß yngsta stigi grunnskˇlans.

The aim of this study was to assess whether adopted children are in need for additional services at the beginning of primary school and, if so, which those needs are, and which approaches can be used to meet the childrenĹs needs. Another goal of this research was to increase the general knowledge concerning issues facing adopted children, adopted to Iceland from foreign countries at the beginning of mandatory schooling The study is a qualitative interview study using semi-structured interviews The interviewees were six parent pairs, who all in all had twelve adopted children, six teachers all of whom had experience of being class teacher of adopted children at the beginning of primary school. The results showed that the experiences adopted children gain during the first months of their lives, before the adoption, may influence their lives for a long time after the adoption and even their whole life. The results also indicate that factors such as social and emotional welfare, language development, educational process and executive functioning are factors that should be kept in mind during the early years of primary school. By looking at the results the assumption can be made that most adopted children have a need for good planning and an overview of what lies ahead. The results indicate that adopted children fly through language acquisition of the second language and that they gain an excellent grasp of everyday language. However, the results also provide a reason to believe that adopted children struggle more with the school language after they have reached middle school. Furthermore, the results indicate that most primary school teachers do not appear to possess any extensive knowledge of issues concerning adopted children.

á

ä...Šttleidd b÷rn hafa me­ sÚr auka fer­at÷sku Ý gegnum lÝfi­" : ■jˇnustu■÷rf Šttleiddra barna vi­ upphaf grunnskˇla


SvŠ­i