När barnets röst kräver mer än ord
(2026) SOPB63 20261School of Social Work
- Abstract
- This study examined how social workers in Swedish social services described their work with communicative accessibility for children with communication difficulties or children who do not use verbal communication. The study also examined the professional and organizational conditions that affected this work and the consequences that limited communicative accessibility could have for children's right to express their views. The study had a qualitative design, and the empirical material consisted of six semi-structured interviews with social workers from different areas of social services. The material was analyzed using thematic analysis, with Roger Hart´s Ladder of Participation and Michael Lipsky´s theory of street-level bureaucracy as... (More)
- This study examined how social workers in Swedish social services described their work with communicative accessibility for children with communication difficulties or children who do not use verbal communication. The study also examined the professional and organizational conditions that affected this work and the consequences that limited communicative accessibility could have for children's right to express their views. The study had a qualitative design, and the empirical material consisted of six semi-structured interviews with social workers from different areas of social services. The material was analyzed using thematic analysis, with Roger Hart´s Ladder of Participation and Michael Lipsky´s theory of street-level bureaucracy as theoretical frameworks. The findings indicated that communicative accessibility was often dependent on individual social workers´ knowledge, initiative, and ability to develop practical solutions when established organizational routines and communication support were lacking. The findings also showed that limited access to communication tools, insufficient time, and organizational barriers could restrict children's opportunities for participation. In addition, the participants described how children with communication difficulties could become dependent on adults´ interpretations, which could limit the child´s right to express their own perspective. The study concluded that communicative accessibility was shaped by both professional and organizational conditions and should therefore not be understood solely as the responsibility of individual social workers. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/student-papers/record/9249246
- author
- Mulla, Fikriye LU and Arifaj, Erona LU
- supervisor
- organization
- course
- SOPB63 20261
- year
- 2026
- type
- M2 - Bachelor Degree
- subject
- keywords
- communicative accessibility, child participation, social services, communication difficulties, kommunikativ tillgänglighet, barns delaktighet, socialtjänsten, kommunikationssvårigheter
- language
- Swedish
- id
- 9249246
- date added to LUP
- 2026-08-28 09:00:48
- date last changed
- 2026-08-28 09:00:48
@misc{9249246,
abstract = {{This study examined how social workers in Swedish social services described their work with communicative accessibility for children with communication difficulties or children who do not use verbal communication. The study also examined the professional and organizational conditions that affected this work and the consequences that limited communicative accessibility could have for children's right to express their views. The study had a qualitative design, and the empirical material consisted of six semi-structured interviews with social workers from different areas of social services. The material was analyzed using thematic analysis, with Roger Hart´s Ladder of Participation and Michael Lipsky´s theory of street-level bureaucracy as theoretical frameworks. The findings indicated that communicative accessibility was often dependent on individual social workers´ knowledge, initiative, and ability to develop practical solutions when established organizational routines and communication support were lacking. The findings also showed that limited access to communication tools, insufficient time, and organizational barriers could restrict children's opportunities for participation. In addition, the participants described how children with communication difficulties could become dependent on adults´ interpretations, which could limit the child´s right to express their own perspective. The study concluded that communicative accessibility was shaped by both professional and organizational conditions and should therefore not be understood solely as the responsibility of individual social workers.}},
author = {{Mulla, Fikriye and Arifaj, Erona}},
language = {{swe}},
note = {{Student Paper}},
title = {{När barnets röst kräver mer än ord}},
year = {{2026}},
}