The aim of the study is to generate new knowledge about how special education teachers in compulsory school for students with intellectual disabilities perceive pupils’ opportunities for participation in teaching and learning processes, as well as how they ensure such participation. The study is based on two research questions: how special education teachers describe pupils’ participation in teaching and learning processes, and how they describe their work to guarantee this participation.

The theoretical point of departure is a sociocultural perspective on learning, in which interaction, communication, and participation are viewed as central conditions for development. The study adopts a phenomenological approach, meaning that the focus is on understanding how special education teachers experience and perceive the phenomenon of participation in their professional practice. The analytical framework is the Swedish National Agency for Special Needs Education and Schools’ (SPSM) participation model, which comprises six aspects: accessibility, belonging, recognition, autonomy, engagement, and joint action.

Data was collected through semi-structured interviews with special education teachers working in compulsory school for students with intellectual disabilities. The material was analysed thematically, focusing on recurring patterns in the teachers’ descriptions.

The results show that the teachers perceive participation as a multidimensional process in which relationships, communication, and adapted learning environments are key factors. Efforts to promote participation take place both at the organisational level—through planning, structure, and collaboration—and at the individual level through relationship-building and differentiated instruction. Challenges related to time, resources, and achieving a shared understanding of the concept of participation also emerge clearly.

The conclusion is that special education teachers play a central role in enabling and ensuring pupils’ participation in teaching. Close collaboration between educators, continuous reflection, and ongoing professional development appear to be crucial conditions for creating an accessible and inclusive learning environment.