The socialist government in Slovenia endeavored to provide education and long-term accommodation for children and adults with sensory impairments in special forms of education and institutions. However, the attitude of the authorities, professionals, and staff in these institutions was mostly traditional, condescending, and focused on sensory disabilities as a medical-pathological problem. People with disabilities were seen as 'invalids' (Latin invalidus = weak, helpless), 'poor' (a tradition of pity and shame) and unable to make decisions, live independently and be self-determined. There was little public or professional discussion of the everyday personal experiences associated with education, or of the spatial and social segregation that was a consequence of the traditional pathological-medical model. People with sensory impairments remained invisible, while formal and informal caregivers, relatives and institutional staff were the ones who narrated, mostly about the events of 'success' and 'achievement'.