Curricula for teaching students with intellectual disability

In the German-speaking part of Switzerland, there is no binding curriculum for teaching students with intellectual disability. This situation is handled in different ways by the special education schools where students with intellectual disability are taught. Some schools have developed their own more or less differentiated general curriculum. Other schools follow curricula from Germany or utilize selected official normal school teaching materials and in part also curricula. However, some schools do not appear to follow any model curriculum systematically. This situation raises questions:

• How are the educational needs of students with intellectual disability met in a targeted manner, and how is the risk of arbitrariness and randomness minimized?
• How are educational offerings/programmes planned and controlled regarding goals and contents?
• How is compatibility ensured for individual students when moving from one school or school type (segregated/inclusive) to another? This issue is particularly urgent in view of the great increase in inclusive education in recent years.

The aim of this research project was to examine the use of and attitudes toward curricula for students with intellectual disability in the German-speaking part of Switzerland and to identify needs for development in the area of curricula. Bases for the design and further development of curricula as well as pointers on how to implement curricula should be gained.