Like others, yet still different: teaching life questions in upper secondary schools for students with intellectual disabilities

Abstract

This study explores the teaching of life questions at an Upper Secondary School for Students with Intellectual Disabilities (USSSID) in Sweden, aiming to enhance the educational approach. Qualitative interviews were conducted with eight students, two teachers, and a principal, analyzed through Symbolic Interactionism. The findings show that students’ life questions focused on immediate experiences and near-future events. Notably, none of the students identified as intellectually disabled (ID), likely due to societal stigma. This reluctance created challenges for teachers in supporting students’ aspirations while addressing functional limitations. Additionally, parental attitudes towards their child’s ID impacted the school’s ability to teach life questions effectively.