ABSTRACT

While entitled to education, the curriculum for pupils with intellectual disabilities (ID) remains unresolved. In a time of curriculum renewal, this study inquires into Norwegian school policy in the period 2014–2018 to evaluate this learner group’s course of study. Attentiveness to special education and curricular approach are discussed through content analysis of school policy documents. The findings show sparse special needs education guidelines and academic mainstreaming. Content related to developing pupils’ communication, practical and social skills may be marginalised, risking depriving pupils with ID of skills for adaptive functioning and flourishing. Applying capability as an evaluative lens, this study makes a normative contribution to discuss what to aim for in a school for all and suggests directions for course changes.

摘要

尽管有权接受教育，但智障学生 (ID) 的课程仍未解决。在课程更新之际，本研究调查了 2014-2018 年期间挪威学校的政策，以评估该学习者群体的学习课程。通过对学校政策文件的内容分析来讨论对特殊教育和课程方法的关注。调查结果显示，特殊需求教育指南和学术主流化稀少。与发展学生的沟通、实践和社交技能相关的内容可能会被边缘化，从而有可能剥夺智障学生适应功能和发展的技能。应用能力 作为一个评估的视角，本研究对讨论一所面向所有人的学校的目标做出了规范性贡献，并提出了课程变化的方向。