Economic Independence among Former Students with Special Educational Needs: Changes and Continuities from Their Late Twenties to Their Mid-Thirties

Autor/inn/en	Myklebust, Jon Olav; Båtevik, Finn Ove
Titel	Economic Independence among Former Students with Special Educational Needs: Changes and Continuities from Their Late Twenties to Their Mid-Thirties
Quelle	In: European Journal of Special Needs Education, 29 (2014) 3, S.387-401 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2014.922791
Schlagwörter	Foreign Countries; Young Adults; Disabilities; Special Needs Students; Independent Living; Employment; Secondary School Students; Longitudinal Studies; Interviews; Regression (Statistics); Gender Differences; Parents; Educational Attainment; Norway + Suchen Sie Ihr Suchwort? Ausland; Young adult; Junger Erwachsener; Handicap; Behinderung; Sonderpädagogischer Förderbedarf; Selbstverantwortung; Dienstverhältnis; Sekundarschüler; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Interviewing; Interviewtechnik; Regression; Regressionsanalyse; Geschlechterkonflikt; Eltern; Bildungsabschluss; Bildungsgut; Norwegen
Abstract	Abundant research exists on the transition from school to work of youth with disabilities. However, few studies investigate their subsequent long-term participation in working life. This study, drawing on a life course approach, aimed to examine how former students with special educational needs succeeded in finding full-time employment with sufficient pay to make them economically independent. The extent of economic independence was investigated in their late twenties and their mid-thirties. The sample (N?=?216) originates from a Norwegian longitudinal research project that commenced in the mid-1990s when the study participants just had started upper secondary school. Their special needs provision and their physical, psychological and/or social difficulties were recorded at the same time. After their teens, they were interviewed every fifth year. At both age phases close to 50% of the study participants were economically independent, men to a much greater degree than women. By logistic regression analyses, it was revealed that the independent variables influenced economic independence differently among men and women, for example, that educational attainment was important for women, but not for men. However, possession of a driving licence was crucial for men, but was relatively unimportant for women, at least in the first age phase. There was also a differential impact of parenthood. Having children increased the likelihood of being economically independent for men, whereas the impact was opposite for women, especially when they were approaching their mid-thirties. Processes of cumulative advantages and disadvantages were also observed, indicating that previous negative life course experiences dramatically reduce the chances of obtaining economic independence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10