‘Because otherwise she’s not doing her job – if she doesn’t listen’: children’s and parents’ views on participation in the assessment process according to the Swedish Disability Act

Abstract

ABSTRACT Social workers often experience difficulties involving children in the assessment process for disability support, but we know less about how children and their parents experience meeting with social workers in a statutory practicing context. This study examines how increased participation can be possible for children with disabilities throughout the Swedish Disability Act (SDA) assessment process. Eleven children and twelve parents were interviewed, using Talking Mats with the children. Malterud’s phenomenological method was used for analysing the data. Children feel they are listened to, but they need support expressing what they find difficult, and believe Augmentative and Alternative Communication can support their understanding. When planning a meeting, children need information beforehand to be involved in the planning. Parents believe that children should be involved in decision-making; hence, their own involvement is needed. Many children who are eligible for SDA interventions would be able to speak for themselves later in life if introduced to actively participating in assessment processes at a younger age. Accordingly, it becomes important that children with disabilities, together with parents and social workers, also gain experience in talking about sensitive topics. This may, in the long term, alleviate parents’ worries and uncertainty about how to protect their children.