There are many different ways to describe autism. Some of the ways we normally use are actually diagnostic criteria, which are not always pedagogically relevant. Therefore, I distinguish between defining symptoms (used in diagnostics) and descriptive symptoms (which provide more information and often are pedagogically relevant to a greater degree). …
Recently I was asked to comment on some architectural drawings of a school to be built in a municipality in Skåne. The school has students from preschool to sixth grade. The five youngest classes would have their classrooms on the ground floor and the sixth-graders a small, secluded area on …
We often talk about cognitive disabilities and diagnosis like it was synonymous. Of course it isn’t. A diagnosis names some cognitive disabilities, but only if they lead to problems in everyday life. We also often describe the person with the disability as if it was a totally normal person if …