Aims: According to the United Nations Convention on the Rights of the Child article 12, children have a right to express their views. However, knowledge on how children with a disability perceive this right and the extent to which they would like to access this right is unclear. The aim of this study was to describe and capture the meaning of children's perspective on their right to participate in decision-making together with the children's lived experiences in pediatric rehabilitation. Methods: A phenomenological hermeneutical research design was applied for gathering the thoughts and lived experiences of seven children with different disabilities through individual interviews and observations. Results: The children expressed satisfaction with participation being limited to less important decisions. This may be understood as lack of experience with participation in decision-making or an inherent wish of becoming like peers and therefore viewing therapists as experts of a normalization process. Conclusions: Health care professionals should consider informing the child of the possibility of decision-making and for negotiating power-sharing and responsibility concerning decisions in pediatric rehabilitation.

When it comes to children with disabilities and their reflections on participation and influence intheir everyday lives, there is very little research. The study has a phenomenological-hermeneuticapproach and participatory methods over time. Together with three children aged 9–12 the studyexplores their experiences of participation and influence in their everyday lives based on article12 in the UN Convention on the Rights of the Child. The children’s reflections are connected to therecognition theory of Axel Honneth. The children believe that it is important to be able to expresstheir own opinion and to have influence and that the main preconditions are a sense of feelingsecure and believing in oneself. At the same time, they are well aware of possible factors, whichcan affect their participation and influence, such as their own disability or the surroundings, towhich they relate. The study finally discusses how the relational approach to disability may relateto the children’s experience of recognition and ensuring their right to have a say.

This theoretical study explores the empowerment perspective regarding children with disabilities. Article 12 of the UNCRC states children’s right to express their views and be listened to. Meanwhile, studies show that children with disabilities are at risk of overprotection, which may restrict their participation and influence. Honneth’s theory of recognition and Sen’s Capability Approach are discussed together with the empowerment perspective when it comes to fulfilling article 12 regarding children with disabilities alongside empirical studies. Finally, a new model of dynamic empowerment is suggested to illuminate the interrelational complexity in this matter, as well as a way of identifying and understanding the possible mechanisms that may affect children with disabilities and their participation and influence.