This Swedish paper discusses the design of an inclusive curriculum for students with disabilities based on Rousseau's concept of a social contract. The importance of a curricular philosophy in which social competence and ecological conditions are crucial provisions in shaping the curriculum is discussed. The social contract philosophy is used to examine the role of the school and the individualization of education for children with special needs. By using a factor-interplay model of teaching, educators would simultaneously consider in designing an educational program the content of a proposed learning program and the student's capacity to learn the information. A student-centered curricular theory is presented in which each student's performance and interests are considered and topic areas are prioritized according to the needs of the student. Ecological perspectives are examined along with the importance of a harmonious educational climate. Guidelines are provided for the educational process, including making education tolerant of and meaningful to students with disabilities, providing an appropriate education, encompassing naturalized and actualized learning, teaching practical skills for daily application and competencies of a prevocational and vocational nature, and directing education toward the total person. (Contains 21 references.) (CR)