ABSTRACT
All students in Norway have a right and an obligation to education and training and to be included in local schools. However, newly arrived immigrant students are often placed in segregated introductory classes or schools until they have reached an adequate level of proficiency in the Norwegian language. This chapter examines to what degree these 3 different introductory models are experienced as inclusive: 1) direct placement in a mainstream class in the local school, 2) placement in an introductory class in the local school, and 3) placement in an introductory school. Six school leaders, 13 teachers, six students and their parents were interviewed. Results showed that there were challenges regarding transition from the introductory school or class to the mainstream class, i.e., lack of communication and collaboration between parties. Local competencies and resources in and outside the local schools play an important role.
