The extent to which compulsory school for pupils with intellectual disabilities (ID) differs from regular compulsory school is partly reflected in its curriculum. Regarding elements such as democracy and democratic inclusiveness, research is typically lacking. An analysis of the latest curriculum for Swedish pupils with ID shows that discursive themes such as knowledge, learning, values, and democracy are salient features. That in turn indicates a substantial overlap with the regular compulsory school in terms of aims, values, and syllabi contents. However, the curriculum fails to convey how pupils with ID should learn or elaborate on elements such as democratic participation and be prepared for a future life as democratic citizens, leaving teachers and other stakeholders without guidance in terms of implementation practices. Hence, while the set goals are high it is unclear if they are to be deemed as aspiration goals rather than realistic goals for most pupils with ID.