While entitled to education, the curriculum for pupils with intellectual disabilities (ID) remains unresolved. In a time of curriculum renewal, this study inquires into Norwegian school policy in the period 2014-2018 to evaluate this learner group's course of study. Attentiveness to special education and curricular approach are discussed through content analysis of school policy documents. The findings show sparse special needs education guidelines and academic mainstreaming. Content related to developing pupils' communication, practical and social skills may be marginalised, risking depriving pupils with ID of skills for adaptive functioning and flourishing. Applying "capability" as an evaluative lens, this study makes a normative contribution to discuss what to aim for in a school for all and suggests directions for course changes.