The aim of this study was to critically analyse the bill (2021/22:162) which lay the foundation for the upcoming changes to the Swedish Education Act. Applying Carol Bacchi's framework “What’s the problem represented to be?”, this study aimed to answer how problems and solutions were presented in relation to the school's assignment towards students with intellectual disabilities (ID). In addition, identifying what silences could be discovered in the bill. Dyson and Millward's forms of inclusion constituted the study's theoretical framework. The analysed areas were limited to strengthening student health, guaranteeing early support efforts, and replacing and eliminating certain outdated concepts. The results show that none of the government's proposals met the criteria for strong inclusion, but contained both inclusive and exclusionary elements. Although the bill presented an ambition to strengthen the education for students with ID, results showed that this ambition did not include all students. Depending on which proposal the government presented, students with ID were attributed different characteristics to justify the government's proposal. This study also shows that the presented solutions were applicable within the existing school system and deriving from individual shortcomings. Further problematization of overall obstacles for students with ID was thus missing.