Educated for welfare services—The hidden curriculum of upper secondary school for students with intellectual disabilities

Abstract

Studies show that very few students with intellectual disabilities get a job after secondary school. Most graduates end up depending on benefits and social services. The aim of this study is to understand this contradiction between the goal of employment and what actually happens. We found parts of secondary school and social security which hinder employment. Secondary schools prepare students for what they see as the most realistic future: a life on welfare and benefits. Abstract: Background In many countries, the goal of secondary education for students with intellectual disabilities is to transition to the labour market. However, research and reviews consistently show that employment rates are very low for graduates with intellectual disabilities. The aim of this article is to scrutinise the preparation for school-to-work transition in Norwegian upper secondary education and employment services to elicit what really goes on. Methods This article is an in-depth interpretation of two earlier published, empirical Norwegian studies of upper secondary education for students with intellectual disabilities and their school-to-work transitions. Findings Analysis of the characteristics of Norwegian upper secondary education identified a trajectory away from the labour market—reinforced by the social security and support systems. Conclusion Drawing on Argyris & Schön’s (Organisational learning: A theory of action perspective, Addison Wesley, Reading, MA, 1978) classic work on “espoused theory and theory-in-use,” the analysis identified a hidden curriculum based on a perception of “realistic” ambitions which pave the way for a graduate life consisting, mostly, of welfare services.