Life Course of Special Educational Needs Students

Professor Emeritus Jon Olav Myklebust, Faculty of Social Science and History, Volda University College, Volda, Norway. Dr. polit., Sociology, University of Trondheim 1995. He has codirected the longitudinal study of Norwegian youth with special educational needs since the start in 1995 and published extensively on this research. In addition to life course studies, his research interests and publications include demography, community studies, and historical sociology. Professor Emeritus Rune Kvalsund, Faculty of Social Science and History, Volda University College, Volda, Norway. Dr. polit., Educational Science, University of Trondheim 1995. He has codirected the longitudinal study of Norwegian youth categorized as having special educational needs since the start in 1995. He has published several research articles in this field as well as in the field of research on school and local community. He was co-founder and leader of EERA Research Network14, Communities, Families and Schooling in Eductional Research since the start in 1996 and since 2016 Honorary Member of the network. Professor Finn Ove Båtevik, Faculty of Social Science and History, Volda University College, Volda, Norway. Dr. polit., Social Geography, University of Bergen 1994. He has codirected the longitudinal study of Norwegian youth with special educational needs since 2002 and published several research articles based on this study. In addition to life course studies, his publications and research interests include demography, and community studies.

• Chapter 1. Students with special educational needs and their life course – Introduction.- Chapter 2. Life course perspectives on adolescence and early adulthood.- Chapter 3. Some methodological challenges in longitudinal research on vulnerable youths.- Chapter 4. Disabled, vulnerable or functionally hindered? Deviations and normality between personal characteristics and context conditions.- Chapter 5. Deviations and normality – when the time dimension is included.- Chapter 6. From numbers to spoken words: Former SEN students in the transition to adulthood.- Chapter 7. Vulnerable young adults and their adaptation to working life.- Chapter 8. Risk of mental illness among former students with special educational needs.- Chapter 9. Work for life? Former students with special educational needs in the job market.- Chapter 10. Special classes and teaching assistants as support measures for students with special educational needs.- Chapter 11. Social inclusion – when the school lets go.-Chapter 12. Social inclusion: When ‘social media’ invades the life world.- Chapter 13. Internet-mediated relations—are they social? Challenges and discussion of the validity.- Chapter 14. Lessons from a longitudinal research project.- Appendix.