Introduction and Background In Denmark we know a lot about various different economical and structural aspects of special education in Primary and Lower Secondary school. But we know little about how 15 to 18 year of age youngsters experience special education in relation to the identity process, and related to this; the formation of socialpsychological processes like empowerment and resilience. The youngsters relation to- and communication with the teacher is another important factor regarding what the outcome of school will be. These factors must be regarded as important in the youngsters actual creation of the self and in the creation of competencies to manage life. And this is the background for this Ph.D. study The Aim of the study To locate important factors in youngsters trajectories under influence from the experiences in special education embedded in the youngsters narratives with focus on the creation of the self and processes like empowerment and resilience is the aim of the study. Hereby to locate certain and important situations or persons that is of significant importance for the youngsters view on past, present and future. Thereby the notion inclusion, as it has in the ongoing Danish pedagogical and political debate, in my Ph.D., will receive a close focus. And the study must be seen as a slightly different qualitative based evaluation and contribution to the discursive development of pedagogical issues in special needs education or special pedagogics. Theoretical framework The references for this study is a broad based triangulation: Regarding identity and the self it is based on Kohut (D & US) and Toennesvang (DK): Regarding youth, the biographic and individuation it is based on Moerch (DK), Bruner (US), Siegel (US) : Regarding relation, communication and interaction the theoretical basis is constructivism and Luhman (CH) and McDermott (US). The overall pedagogical- and society analysis is based on among others Bordieu (F), Habermas (D) and various professors etc. conducting relevant Scandinavian research Gleerup( DK), Egelund (DK ) and Langager (DK). Method Based on life stories or narratives, and hence the narrative method, this narrative based study is used to locate important developmental factors in relation to the identity process. The study is based on data triangulated of narratives from, partly youngsters with learning difficulties, who at the present, either is included in ordinary Lower Secondary school, or youngsters attending a continuation school for youngsters with learning disabilities, and narratives, partly from former "special needs" pupils 5 to 10 years after their conclusion of school. Theoretical the method is inspired by among others Polkinghorne (UK) and Horsdal(DK) Analyzing the data In analyzing the data psychological theories on identity and youth will be used to locate and categorize important factors or issues in the narratives, that seems relevant, typical and influential for the formation of the self as influenced by receiving special education . The analysis will be based on a hermeneutic and critical approach. Result As a result of a pilotproject based on the presented theory and methods some results can be presented in a provisional form at the moment of writing. Conclusion Participation in special education in more ways seems to have a crucial significance on youngsters identity process and as a consequence there seems to be a need for an increased focus on matters that matter for youngsters development of life competencies. Discussion Inclusion IS the hot topic in the present pedagogical debate. But there seems to be a kind of glorification of inclusion that tends to neglect among other factors, the importance of being among and learning among equals in a segregated environment.