In Sweden, no diagnosis of any kind is required to get special support in school according to the Swedish Education Act. Furthermore, students should receive special support within the group of students they belong. As a lecturer and researcher in the field of special education, this is what I teach at Karlstad University, Sweden. Previously, I worked in a self-contained remedial classroom for young pupils with behavioral problems, who often were diagnosed with developmental disorders such as autism. There are, obviously, exceptions that are regulated in the Education Act. However, in practice, schools sometimes pressure parents to start a diagnosis process for their child, and not all pupils’ needs of special support are met. This became painfully apparent when my oldest grandchild entered the Swedish school system.

I am fifteen years old and I hate school. Teachers have never liked me, and I have always been to blame for my difficulties in school. This led to severe anxiety and social phobia. Currently, I am attending something called Not-School, which is adapted to match my needs. I have two days practicum with my step-grandfather, either in his workshop, on the farm or repairing machines. This is my fifth school. I hate school, but I like learning about things I am interested in. To compensate for my negative school experiences, my family is devoted to making my life outside of school as interesting, pleasurable and full as possible. I like playing computer/video games, riding my moto-cross, animals, working on engines, and travelling. With my grandmother I have been on vacations to Norway, Bulgaria and Greece, but also accompanied her on research related trips to Canada and the USA. This is my first autism presentation and my first visit to Australia.