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This paper presents a WPR analysis of policy documents issued by Swedish educational authoritiesconcerning students with neurodevelopmental disorders (NDD/NPF). The analysis specificallyfocuses on how these students are constructed within the discourse of educational policies. Usingpolicy documents from school authorities, in our qualitative analysis, we examine how theproblematization of these students manifests itself in the texts. Through our analysis, we questionwhether the knowledge requirements in the curriculum are reasonable. We aim to contribute to adeeper understanding of, and possibly challenge, how NDD/NPF students are constructed in thediscourse found in the policy documents through our analysis.