Life Course of Special Educational Needs Students: Norwegian School Experiences and Long-term Consequences

Series Editors’ Foreword
Contents
Chapter 1: Students with Special Educational Needs and Their Life Course – Introduction
	1.1 Research Themes
	1.2 The Special Educational System
	1.3 Data
	1.4 Organisation of the Book. First Part – Theoretical and Methodological Perspectives
	1.5 Organisation of the Book. The Second Part – Empirical Analyses
	1.6 Organisation of the Book. The Third Part – Concluding Remarks
Chapter 2: Life Course Perspectives on Adolescence and Early Adulthood
	2.1 A Definition
	2.2 Elaboration of Key Concepts in the Life Course Paradigm
	2.3 Agency
	2.4 Linked Lives
	2.5 Geographical Location and Historical Period
	2.6 Coincidence
	2.7 Timing of Transitions: A Funnel That Channels Impulses of Change
	2.8 The Life Course Perspective: A Summary in the Form of a Model
	References
Chapter 3: Some Methodological Challenges in Longitudinal Research on Vulnerable Youths
	3.1 A Longitudinal Study of Vulnerable Youths
	3.2 Data Collection
	3.3 Research Design and Methods of Analysis
	3.4 Some Reflections on Longitudinal Research
	References
Chapter 4: Disabled, Vulnerable or Functionally Hindered? Deviations and Normality Between Personal Characteristics and Context Conditions
	4.1 When Personal Characteristics Create Deviations
	4.2 When Frame Conditions Create Deviations
	4.3 The Relational Concept of Deviation and Normality. Personal Characteristics and Conditions in Interaction
	References
Chapter 5: Deviations and Normality – When the Time Dimension Is Included
	5.1 Deviations and Normality – Life Phases or Life Course?
	5.2 Time Aspects of Categorization, Professional Language, and Contexts
	5.3 Deviating Time Patterns?
	5.4 Institutionalized Time Patterns of Deviation and Normality
	5.5 Deep Time Structures and Understanding of Deviations – Disabling Schools?
	5.6 Thought Traps?
	References
Chapter 6: From Numbers to Spoken Words: Former SEN Students in the Transition to Adulthood
	6.1 My Respondents: Young Adults in Vulnerable Life Situations
	6.2 Independence After the Transition from School Time to Adulthood: What Numbers Tell
	6.3 When Former SEN Students Speak: Experiences from Training and Education
	6.4 Exclusion and the Struggle for Normality
	6.5 From Numbers to Speech: An Example of How Qualitative Methods Can Give a Deeper Insight into Quantitative Results
	6.6 Elaboration of Quantitative Results
	6.7 Self-Perception and Stigma
	6.8 Special Arrangements in the School: A ‘Medicine with Side Effects’
	6.9 Detours and Transitions to Working Life: The Old Working Life and the New One
	6.10 Standardised or Individualised Measures?
	References
Chapter 7: Vulnerable Young Adults and Their Adaptation to Working Life
	7.1 Material and Analytical Approach
	7.2 Theoretical Framework
	7.3 Education Reform and Social Policy Reform Influencing the Lives of Vulnerable Young People
	7.4 Four Stories Detailing a Variety of Life Courses
		7.4.1 Johnny: Many Measures from Child Welfare Services, No Measures from NAV
		7.4.2 Heidi: Child Welfare, Drugs, and Labour Market Measures
		7.4.3 Bente: Well-Educated, 10 Years of Labour Market Measures
		7.4.4 Martin: Without Formal Qualifications, but a Permanent Full-Time Job
	7.5 Discussion
	7.6 Summary
	References
Chapter 8: Risk of Mental Illness Among Former Students with Special Educational Needs
	8.1 Theoretical Approach
	8.2 About the Data
	8.3 Factors That May Affect the Development of Mental Illness in SEN Students: Analysis Model
	8.4 Results: The Pattern of Influence for the Development of Mental Illness in Former SEN Students
	8.5 Reflections and Discussions: An Attempt at Understanding and Explanation
	References
Chapter 9: Work for Life? Former Students with Special Educational Needs in the Job Market
	9.1 Background and Context
	9.2 The Understanding of Work
	9.3 Previous Research
	9.4 The Employment Status of the Former SEN Students
	9.5 Employment from a Life Course Perspective
	9.6 The Disadvantages of Being a Young Mother
	9.7 The Importance of Formal Qualifications
	9.8 Driver’s Licence: An Alternative Route to Work?
	9.9 As Time Goes On
	References
Chapter 10: Special Classes and Teacher Assistants as Support Measures for Students with Special Educational Needs
	10.1 Introduction
	10.2 The Theoretical Approach
	10.3 Are Special Classes and Teacher Assistants Efficient Help Measures?
	10.4 Discussion
	References
Chapter 11: Social Inclusion – When the School Lets Go
	11.1 Background
	11.2 Our Analytical Model
	11.3 Our Analytical Model and Data
	11.4 Analysis Result - Discussion
	11.5 Interpretations of Transitions and Context Change. A Meaning-Table
	11.6 Further Research
	References
Chapter 12: Social Inclusion: When ‘Social Media’ Invades the Life World
	12.1 Background
	12.2 Social Relationships and ‘Social Media’
	12.3 Analysis Model
	12.4 Analysis and Results
	12.5 Discussion
	References
Chapter 13: Internet-Mediated Relations: Are they Social? Challenges and Discussion of the Validity
	13.1 Conclusion
	References
Chapter 14: Lessons from A Longitudinal Research Project
	References
Appendices
	Appendix A: Brief Project History
		Students with Special Educational Needs and Their Life Course
			School Experiences and Its Long-Term Consequences in Norway
	Appendix B: Presentation of the Authors
	Appendix C: Selected Publications from the Research Project