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

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This book discusses the contested issue of how different kinds of special educational support in Norway, such as placement in special classes or use of teacher assistants, prepare Special Educational Need (SEN) students for further education and adult life. This is done by following former students categorized as having special educational needs for twenty years, from the start of the upper secondary school until their mid-thirties.

Different choices and the adjustments and active adaptations young people make throughout their lives is a recurring theme, focusing on education, work, family, mental health, and social networks. The authors in this volume analyze and critically discuss topics around competence attainment in upper secondary school and higher education, employment, public support in adult life, mental health, social exclusion and isolation, and data-mediated networks.  

It concludes how the experiences from school time have affected the adaptation in later adulthood, and provides an answer to whether the assistive measures have benefits. What are the consequences in the short and long run? A central explanatory tension is between disabled students and disabling schools. We trace consequences – possibly non-intended – for the former SEN students due to the stigmatization effect of receiving special educational help in a vulnerable phase of life.

The authors interpret results within a framework of life course approaches and disability theories. The perspectives introduced in the book are of interest for researchers and academics in the social sciences, such as sociology, special education, and social work.

 

Author(s): Finn Ove Båtevik, Rune Kvalsund, Jon Olav Myklebust
Series: Lifelong Learning Book Series, 31
Publisher: Springer
Year: 2023

Language: English
Pages: 199
City: Cham

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