In this study, based on a larger research project, the ambition is to problematize the first appointment between persons with intellectual disabilities and Swedish Higher Music Education. The aim of the study is to investigate subject positions that are constructed in eurhythmics related to the appointment between a group of students with intellectual disabilities and a group of student teachers, and to study how identity is constructed in interaction between the actors. Also, the aim is to describe the knowledge formation that is materialized. The theoretical framework is built on post-structuralist and social constructionist theory. Discursive psychology has been useful in the micro analysis of the situations in the classroom. A Foucault inspired analysis has contributed with an overarching view on the concept of discourse as well as a point of departure to reveal the silent discourse. Finally, Discourse theory as it is formulated by Laclau and Mouffe is suitable for discussing different available subject positions and a so called overdetermined identity. Inspired by an ethnografic approach, video observations were made for an extended period of one term in order to develop an understanding of the culture constructed in the practice. The results show that the silenced discourse, the unspeakable, is constructed from the fact that the students with intellectual disabilities both are insufficiently skilled for the task as leaders in eurhythmics, and less skilled than the student teachers. When the teachers feel awkwardness spreading among the visiting students, they use verbal and bodily strategies trying to cover up the fact that the disabled students do not possess adequate skills. Finally, the silenced discourse is discussed in addition to a hegemonic discourse in the Swedish politics of education.