This paper presentation contributes to the literature on how to improve the learning outcome of pupils receiving special needs education. Many aspects of pupil enterprises, the most widespread entrepreneurship project in Norwegian secondary school, meet the needs of pupils with special needs. Entrepreneurship education is a European priority area, and most European countries have incorporated entrepreneurship education into education strategies. A number of international policy documents on entrepreneurship education argue that pupil enterprises can increase pupil’s motivation for school in general, and particularly among those who lack motivation in more traditional subjects (European Commission, Enterprise and Industry, 2010; Volkmann & Tokarski, 2009). This is of special importance for pupils with special needs education as these pupils have a higher drop-out rate and show a lower academic performance than their peers (Nordahl & Hausstätter, 2009). Previous studies suggest that resources and teaching methods applied for special education do not have the expected impact (Solli 2005, Nordahl & Hausstätter, 2009).The Norwegian government is now supporting a more practical education, an education implementing new strategies to ensure learning for all pupils. One of these strategies is entrepreneurship education (Ministry of Education and Research, Ministry of Local Government and Regional Development & Ministry of Trade and Industry, 2009).

Norwegian policy documents expect the implementation of pupil enterprises to increase motivation for learning in school by being a realistic and cross-curricular working method (Ministry of Education and Research, 2009). These assumptions are not based on any research articles or research reports, they just seem to be taken for granted. A recent study show no significance in difference between participators and non-participators in pupil’s enterprises, concerning motivation and effort (Somby & Johansen, under review). This presentation will investigate this matter further and show the results of a qualitative study where the pupils view on pupil enterprises are elaborated. The study departure in three factors that are of special importance for pupils with special needs; close monitoring of the teacher, work in heterogeneous groups, combination of practical and theoretical instruction (Solli 2005; Nordahl & Hausstätter, 2009; Mitchell 2014), and will investigate to what degree pupils with special needs education are included in enterprises on equal footing as pupils in ordinary education.

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