Abstract
This article focuses on how young people with special educational needs have made the transition into working life. At 23–24 years of age, the young women have, to a lesser extent than the young men, succeeded in finding a permanent job. This finding reflects the fact that young women and young men follow different paths. Many young women with special needs give birth to children at an early stage in their life course, which consequently delays their gaining a foothold in the labour market. However, what occurs during their schooling also affects their adaptation to a job situation. Formal competence improves the young men's chances to get work, whereas the organization of the teaching is more important in the case of the young women. To a large extent, the young women benefit from an education that includes a job placement contract in a company. This article is based on a longitudinal study of 494 former special needs students from six Norwegian counties.
Highlights
Work is important in the transition to adult life because it provides an income and financial independence
Why do some succeed in finding work, whereas others have not managed to find a job? Which factors influence the adaptation to the labour market? Are there different paths to work for young men and young women?
One of the aims of the study reported in this article is to determine whether the type of education these young people received at upper secondary school has affected their becoming established in the job market
Summary
Work is important in the transition to adult life because it provides an income and financial independence. One of the aims of the study reported in this article is to determine whether the type of education these young people received at upper secondary school has affected their becoming established in the job market. We have chosen to examine nine independent variables in the analysis: (i) functional level, (ii) type of class, (iii) job placement contract in a company as part of upper secondary education, (iv) competence, (v) driving licence, (vi) father working, (vii) mother working (viii) family situation, and (ix) gender.
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