In this study, students´ participation in educational planning is examined from the teachers´ perespective.The purpose of the study is to contribute to our knowledge of students´participartion in ecucational planning based on how som teachers describe their work in making special needs students active participants in primary school educational planning. The study is founded on qualitative interviews from seven teachers who operate in primary school. Analysis and interpretation are based on (orginate form) Harts participation ladder.The rusults of the study indicate that the majority of teachers used individually adapted materials as well as individually adapted communication in order to facilitate student participation. One area of difficulty teachers often encounter with the individually adapted approach, is that it can contribute to some students not understanding why they do not get the same possibilities or choices as another class mate.The results of the study also show that students´motivation and intrest in school work is higher when teachers are able to encourage student participation in educational planning.This study could contribute to an increas understanding of the important role techers play in facilitating students participation in primary school special needs educational planning for increast knowledge development. Possibily, these teachers´desccriptions of making students involved in educational planning can  contribute to increased knowledge of the specila needs educational framework that the special needs primary school operates within.