The legal incapacitation (removal of decision-making rights) of people with intellectual disabilities as described by teachers. Between protection and the restriction of rights: “In some cases it’s necessary”

BACKGROUND: Incapacitation is a legal measure that restricts self-determination for people with intellectual disabilities by giving decision-making authority to another person. This study explores how Polish special education teachers understand and engage with this instrument. METHOD: Semi-structured focus group interviews were conducted with three groups, comprising 21 teachers from special schools. The material was analysed using the principles of Interpretative Phenomenological Analysis. RESULTS: Four themes were identified: meanings ascribed to incapacitation, school-parent dynamics, associated risks, and educational efforts promoting autonomy. Findings reveal ambivalent attitudes, limited awareness of legal alternatives, and a tendency to prioritise protection over autonomy. CONCLUSION: Pedagogical recommendations include regular training, sharing international best practices - especially regarding the United Nations Convention on the Rights of Persons with Disabilities - and creating spaces for dialogue among schools, families, and institutions. Supportive actions should be planned within school policies, particularly during transitional periods, to empower all participants in the educational process.