What I think of school: perceptions of school by people with intellectual disabilities

For people with intellectual disabilities who do not enter the labour market, school is usually the main chapter of their socialization with the wider society. Nevertheless, little is known about their long-term perceptions of this period. We conducted interviews and focus groups on the school experiences of 16 Portuguese adults with intellectual disabilities. Results show differences between older and younger participants in their accounts of social relations and educational methods, which result from changes in special educational policies in Portugal. Overall, members of both groups evaluate their school experience positively. Our results indicate that although there is a move towards more inclusive schools, discrimination is still prevalent. These results are discussed in terms of their psychosocial consequences, as well as their implications for educational policies, and inclusion. This study contributes to a better understanding of the school experiences of people with intellectual disabilities and how policies impact them. Points of interest We study how adults with intellectual disability who are not included in paid employment see their school experiences. We conducted interviews and focus groups with 16 Portuguese people with intellectual disability. Our results show differences between a group of older and one of younger participants, resulting from changes in Portuguese educational policies. Teachers were central to the school experiences of the older group, while auxiliary staff members take this role among younger participants. Younger participants report more prevalent and outspoken discrimination than the older group. Concerning teachers' practices, older participants report being given the same tasks as students without disabilities, and being equally punished for misbehaving. Younger participants report having adapted tasks, whilst receiving certain benefits as a consequence of their disability. Both groups evaluate their school experience as positive overall, and seem to understand discrimination as a natural part of it.