Theory. Theory on the social and medical concept of disability (Scrtic, Barton, Söder) and theory of transitions within the life course (Hagestad, Elder) and theory of social networks (Burt, Wasserman), Data. Prospective longitudinal. See figure belowMethods. Qualitative and quatitative. Typology-construction. Construction of explanatory model. Logistic regression analysis.Results. The consequences of attending special classes is compared to learning solely within regular classes during upper secondary school are analyzed. Special classes considerably rise the risk of becoming socially marginalsed in the beginning of adult life.Data collection design - longitudinal data Extensive quantitative prospective data Intensive qualitative prospective and retrospective data Spring Autumn Year Spring Autumn Project I:Reform 94 - Special educational needs. Financed by the Norwegian ministry of Education and Science Cohort I: Start in upper secondary education 1994 Cohort II: Start in upper secondary education 1995 1. Data from the schools (760 SEN- students)1 2a. Data from schools. Abbreviated questionaire (1265)2b. Data from the schools (760). (Sum 202, Population) 1996 3. Data from the schools (760) 4. Data from the schools (760) 1997 Taped interviews in twenty schools with 162 selected students (boys, girls, vocational, general study, etnic and bilingual norwegian) 110 teachers, school councellors, administrators and headmasters. 272 taped interviews of 45 minutes each 5. Data from the schools (760) 1998 6. Data from the schools (760) Telephone interviews with parents (489) 1999 Project II:Adult life on specialterms?Financed by the Norwegian Research Council 2000 7. Telephone interview with 494 formerly SEN- students (65%) 2 2001 7. Telephone interview with 494 formerly SEN- students (65%) 2 2002 1 Data on disabilities and special educational provision2 Data on ego-networks during spare time, work, attained competence, independent life, romantic relationships Data collection design for two research projects