The aim of this article is to contribute to the development of research tools for the analysis of the special education curriculum. More precisely, using the concepts of classification and framing from the theory of Basil Bernstein, we approach the intended curriculum for students with mild and moderate learning difficulties. To be specific, using the content analysis method, we approach the school knowledge that refers to the teaching of pre-vocational skills. The research results revealed that according to the special education curriculum, the implementation of a weak classification is recommended for the shaping of school knowledge regarding pre-vocational skills. In addition, in order to teach this knowledge to students with mild and moderate learning difficulties, the application of mixed pedagogical practices, drawn as much from an invisible pedagogy (weak pacing) as from a visible pedagogy (strong framing of didactic-interactive relationships and of evaluative rules), is recommended.