”Nyckeln till att få hjälp är att vara en del av hjälpen”
: En studie om gymnasieelevers delaktighet i pedagogiska utredningar och åtgärdsprogram

Translated title of the thesis: “The key to getting help is to be a part of the help”: A study of upper secondary school students' participation in pedagogical mappings and individual educational plans
  • Simon Lindh
  • Nisan Nalbantic

Student thesis: Professional degree, Advanced level


Students are experts of understanding their own education (Skolverket, 2014) and are legally entitled to express their opinions concerning their own education (Unicef, 2018). The purpose of this study is to increase the knowledge about student participation for upper secondary school students in relation to pedagogical investigations and individual educational plans by making the students’ own perspective visible. In the context of this study, participation is defined as an informal process of interaction where the students experience opportunities to influence their education by taking part in decision making and participation in educational activities. 

The empirical material is based on seven qualitative interviews that were processed using a phenomenological and holistic perspective. The results were initially analyzed through a thematic analysis and then through Bronfenbrenner’s ecological systems theory.

The result shows a complex intertwining of a number of different factors that affected the students’ perceived participation in different ways. The conclusion shows that students are affected by their surroundings, both directly by their immediate environment and indirectly by various factors that affect the students’ education and environment. An additional conclusion is that the students experience participation as an important part of pedagogical investigations and the processes surrounding the measures taken regarding the students’ education. This is directly linked to their relationship to teachers, special educators and their shared communication. The role of the special educator appears to be particularly important for the students’ view of participation, which strengthens the relevance of this study in the field of special education. 

Date of Award2021-Jun-24
Original languageSwedish
SupervisorAnn-Elise Persson (Supervisor) & Daniel Östlund (Examiner)

Educational program

  • Special Education Programme

Courses and Subjects

  • Education

University credits

  • 15 HE credits

Swedish Standard Keywords

  • Pedagogical Work (50304)
  • Pedagogy (50301)
  • Learning (50303)


  • bronfenbrenner
  • individual educational plan
  • influence
  • participation
  • pedagogical investigations
  • special education

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