Engelska - Rätt på Riktigt

Welcome to Rätt på Riktigt!

Pupils with disabilities have the right to expect school to work for them.

On this page, you can find information on pupils’ rights to adjustments. The website has been developed by Malmö mot Diskriminering within the Rätt på Riktigt project, with support from the Swedish Inheritance Fund.

This section contains a selection of key information for parents and guardians in easy-to-read Swedish, Arabic, Dari, English and Somali.

The information on the website is divided into different themes. Many of these are accompanied by short videos.
Please choose the videos in the language of your choice.

There are eight themes in this section:

Everyone works differently
Pupils’ rights
Dialogue with the school
Guide to public authorities
Who is responsible?
Reporting discrimination
School absenteeism
Wellbeing of parents and guardians

The website also includes an in-depth section that carries templates for appeals, all Swedish court cases concerning poor accessibility in schools, a blog and a section where parents and guardians tell their stories. However, these sections are only available in Swedish.

Everyone works differently

Our bodies and brains work differently. Sometimes they limit us and create difficulties for us.

The word disability describes this situation. It is a word used in the Swedish Discrimination Act.

What is a disability?

The law states that a disability is a “permanent physical, mental or intellectual limitation of a person’s functional capacity”.

A pupil does not need to be diagnosed to be considered to have a disability.

And there is no requirement regarding the severity of the limitation.

The key factor is that it is there for a long time and is therefore “permanent”.

Two examples:

A pupil who has broken their leg does not have a disability because the leg will heal.
A pupil who has impaired hearing has a disability because the hearing impairment will not go away.

You will find some examples of disabilities here. There are of course many more than those listed. Click on the i to get more information.

ADHD

A person with ADHD often has difficulty sitting still and maintaining their focus. Planning and impulse control are also difficult. Find out more from the national body Attention.

ADD

A person with ADD, like people with ADHD, has difficulty planning, but is not hyperactive. A person with ADD has difficulty getting started with things. Find out more from the brain charity Hjärnfonden.

Allergies

For example, a person who has a food allergy such as gluten intolerance or a pollen allergy. Find out more from the Asthma and Allergy Association.

Autism

A person with autism often has a hypersensitivity to sensory input. The person may also find it challenging to interact with other people and may have difficulties understanding language and communication. Find out more from Autism Sweden.

Bipolar diagnosis

A person who has periods of high energy and then periods when they are sad and depressed. Find out more from Maskrosbarn.

Cerebral palsy

A person with cerebral palsy often has spasms and tensions in the body that can affect speech and movement. Cerebral palsy is sometimes abbreviated as CP. Find out more at CP-Sweden.

Down’s syndrome

A person with Down’s syndrome has an extra chromosome in each cell. This affects both the body and the brain. Find out more from the Swedish National Down Syndrome Association.

Dyslexia

A person who has difficulty making letters into words that can be understood. Find out more from the support organisation Dyslexiförbundet.

Dyscalculia

A person who has a lot of difficulty with basic maths – adding, subtracting, multiplying. Find out more about dyscalculia.

Deafness

A person who is not able to hear and thus understand spoken language. Pupils who are deaf have the right to be taught in Swedish sign language. Find out more from the National Agency for Special Needs Education and Schools and the youth organisation Sveriges Dövas Ungdomsförbund.

Multiple disabilities

A person who has several major disabilities, one of which is an intellectual disability. Find out more from the support organisation JAG.

Hearing impairment

A person who has difficulty perceiving what others are saying, sound is fainter and less distinct, making it difficult to distinguish different sounds from each other. Find out more from the Swedish Association of the Visually Impaired (SRF).

Intellectual disability

A person who has more difficulty understanding and needs more time to learn and to remember. Find out more from the national association FUB.

Disorders of reading and writing

A person who has a poor understanding of language and has difficulty reading and writing (dyslexia is one such form of disorder but there are several others). Find out more from the National Agency for Special Needs Education and Schools.

Rheumatism

A person who has swollen joints that hurt and affect mobility. Find out more from the youth organisation Unga Reumatiker.

Mobility impairment

A person who has difficulty moving any part of their body, such as walking, lifting and carrying things or keeping their body upright. Find out more from the youth organisation Förbundet Unga Rörelsehindrade.

Language disorder

A person who has difficulty understanding what others say, speaking so that others understand, or both. Find out more from the youth organisation Unga med Språkstörning.

Visual impairment

A person who sees so little that they have difficulty reading ordinary text or finding their way around by sight. Find out more from the youth organisation Unga med synnedsättning and the Swedish Association of the Visually Impaired (SRF).

Tourette syndrome

A person who develops something called tics, repetitive movements and sounds that cannot be controlled. Find out more from the national body Attention.

Obsessive-compulsive disorder

A person who has obsessive thoughts, for example that they or someone close to them might come to harm. These thoughts can occupy a lot of the person’s time and lead to compulsions such as repeatedly locking the door or washing their hands. Find out more from the Swedish OCD Association.

Pupils’ rights

All children have the right to an education. Of course, this also applies to children with disabilities. When schools are not accessible to pupils with disabilities, this is a form of discrimination, called inaccessibility.

Schools have a responsibility to make adjustments so that pupils with disabilities can take part in education. There are different kinds of adjustments:

Adjusting teaching
For example, by adjusting the difficulty of tasks and helping the pupil to start and finish a task.
Adapting the school premises
For example, by putting in ramps or installing an elevator.
Providing support with social interaction
For example, having someone on break duty to help pupils feel safe in the school environment and confident about being with other pupils.

Coordination of different services

Pupils with disabilities often need to interact with several different services – for example, healthcare, habilitation and social services. For a child’s support provision to work as well as possible, the different services need to work together. Such coordination can be done through what are known as SIP meetings (Samordnad individuell plan = Coordinated individual plan). More information about SIP is available via the health information website 1177.se.

The school system has also developed a form of collaboration that can take place at an early stage, known as TSI (Tidiga och samordnade insatser för barn och unga = Early and coordinated interventions for children and young people). More information about TSI is available via the health information website 1177.se.

How should schools work with extra adjustments and special support?

It is not always possible to require a certain type of adjustment or a specific solution for a pupil. However, the school must provide the pupil with support to counteract the consequences of the disability as far as possible. This applies regardless of whether a child achieves the learning objectives or not. Thus, the fact that the pupil has already passed is not a reason for the school to deny the pupil aids or support.

If there is concern that a pupil is not meeting the school’s learning objectives, the school must act quickly by implementing extra adjustments. These are minor adjustments that can easily be introduced during regular lessons, for example:

helping the pupil to get started with their tasks
the teacher being extra clear when telling the pupil what to do
allowing the pupil to use certain aids or
the pupil receiving help from the school’s special educational needs teacher.

If the pupil continues to struggle, they should receive special support. A school must decide when a child needs special support:

the school is concerned that the pupil will not achieve the learning objectives, even though extra adjustments have been put in place.
the pupil shows other difficulties at school that are not related to the learning objectives.
the pupil themselves or the parent/guardian is concerned that the pupil will not achieve the learning objectives.

The rules on extra adjustments and special support are contained in Chapter 3 of the Education Act.

What should a special needs assessment include?

The school must carry out the investigation and the pupil and the parent/guardian must be involved. Parents/guardians cannot refuse a special needs assessment, but they must give their consent for the school to carry out medical or psychological assessments of the pupil. The investigation must include a survey of the pupil’s situation at school.

Results of the special needs assessment

The school must record the special support it provides to the pupil in an action plan and the support must be put in place immediately. The head teacher decides on an action plan, which should spell out what support the pupil needs to be able to achieve the knowledge requirements.

If you are not satisfied with the decision on special needs support, you have the right to appeal the action plan. Anti-discrimination offices can give you advice and support on how to lodge an appeal: contact details of anti-discrimination offices.

Dialogue with the school

You may be able to create a better situation for your child by talking to the school. The school is responsible for both a child’s right to education and for effective cooperation with parents and guardians.

Dialogue with the school should be about, and based on, the best interests of the child, as set out in Article 3 of the Convention on the Rights of the Child, which states: “In all actions concerning children … the best interests of the child shall be a primary consideration”.

Before the meeting

Before a meeting, it is a good idea to write down what you want to discuss and list concrete examples of things that are difficult or not working for your child at the school.

Consider whether you need an interpreter. Public authorities must use an interpreter when they have contact with a person who cannot speak Swedish. If necessary, they should also translate any written documents. Contact the school well in advance to ask them to book an interpreter.

Draw up an agenda for the meeting that sets out what you want to discuss. Here are some tips on how to write an agenda.

Define the main question and purpose of the meeting: What do you want the outcome of the meeting to be?
Start with the most important issues.
Allow time for a break after 45 minutes.
Be balanced by alternating between the points that the school wants to address and your own.
Go around the table when discussing items on the agenda, so everyone gets to speak.
Include an item that addresses commitments and a timetable for those commitments.
Communication going forward: What issues will be addressed in smaller meetings? Which will be reserved for the general meeting?
Final item: What have we decided?
Book a time and decide on participants for the next meeting.

During the meeting

Bring someone you trust to the meeting, for example a relative or a friend. This will make you feel more psychologically secure during the meeting. Try to maintain a good interaction with the school and describe the situations and contexts in which your child experiences difficulties in the school environment.

Worth keeping in mind during the meeting:

Appoint a person to keep track of the agenda and times.
Ask the school: “What do you want my child to achieve?” This will establish whether you have the same goals for your child’s schooling.
Use clarifying questions such as “What do you mean by that?” if something that is said is unclear.
Focus on the most important points. Postpone until the next meeting whatever you are unable to get done this time. Or decide whether communication on any point should be done by email.
Refuse to talk about school finances. This is the responsibility of the head teacher and the accountable authority, not yours or your child’s.
Don’t let the school blame you as a parent/guardian or the child. Children generally want to go to school when it is adapted for them. Maybe you could say something like: “I will make sure the child comes to school, but you need to ensure that the child is happy and stays once they are here”.
Sum up the meeting:
- What support and extra adjustments does the teacher consider that your child needs and is entitled to?
- What have we decided?
- Who said what?
- Which person is responsible for what?
- How do we deal with any deviations from what we have decided?
- When will the minutes of the meeting be sent out?
- Agree on when to make contact.

After the meeting

After the meeting, it is important to make sure that what was agreed actually happens. Here are some points to think about:

Write down who you spoke to, what information you provided and what you agreed on regarding feedback.
The person who wrote the minutes will transcribe them after the meeting and send them out to all participants within a few days for approval.
If you agree with what is written in the minutes – confirm it immediately by email.
If you disagree, write that you do not agree with the minutes. Explain how the decisions or content of the minutes differ from your understanding of the meeting.
File a complaint with the accountable authority if the school will not meet you.
Keep a diary of what happens for your child at the school until the next meeting. This way you have concrete notes for the follow-up meeting.
Start drawing up the agenda for the follow-up meeting well in advance.
Ensure that there is a follow-up of the commitments that have been implemented.

Guide to public authorities

It can be difficult to know what different public authorities and organisations do. This page contains a guide to the public authorities that can help you when you need support and help for your child.

All Swedish public authorities must use an interpreter when they have contact with a person who cannot speak Swedish. If necessary, authorities should also translate any written documents.

If you need help navigating the different authorities, contact your local anti-discrimination office.

The school is the most important of the public authorities. You can make the biggest difference for your child by engaging with the school.

Schools have a clear chain of responsibility with three levels: school staff, headmaster and accountable authority. If there are problems at your school:

Talk to the teacher or school staff member first.
If that doesn’t help, talk to the headmaster.
If the issue is still not resolved, talk to the accountable authority.

In municipal schools, the municipality is the accountable authority. In private schools, it is a company or a foundation. For special schools, the National Agency for Special Needs Education and Schools is the accountable authority.

Supervision:

The Schools Inspectorate and the Discrimination Ombudsman monitor the school system. In other words, they are responsible for ensuring that schools comply with all the laws and regulations.

Information about accessibility in schools is available from:

The National Agency for Special Needs Education and Schools, which provides advice on special education.
The National Agency for Education, which provides general information and guidance on schools.
The Swedish Agency for Participation, which provides information and guidance to help make the school environment more accessible and inclusive.

Care and help can be sought from:

The Child and Adolescent Psychiatry service, which offers children and young people psychiatric care. They also offer families support and advice on addressing and understanding the child’s needs and challenges.
Habilitation can provide specialist support for children with various disabilities.
Social services help children and young people in difficult situations. They can also work with the school and provide support to ensure that the pupil is happy at home.

Who is responsible?

The chain of responsibility in Swedish schools

The school’s accountable authority

Municipalities for public schools
School board for independent schools
National Agency for Special Needs Education and Schools.

The accountable authority’s responsibility is to

Ensure that the school has the necessary resources
Ensure that all pupils have a school placement
Continuously improve schools
Ensure that all pupils can reach the set learning objectives
Ensure that harassment and abuse are investigated and addressed
The accountable authority is always ultimately responsible for what happens in the school.

Headmaster

Responsible for the quality and performance of the school
Must ensure that the school is a safe environment
Must ensure that pupils receive the support they need
Must report to the accountable authority when information comes to light about harassment or abuse at the school
Is the educational leader and boss of the teachers and other staff at the school.

Teacher

Responsible for planning and implementing teaching
Assesses pupils’ performance and supports their learning
Must work to create a positive and safe school environment
Must make extra adjustments in their teaching for any pupil who needs it
Must keep parents/guardians informed about their child’s progress.

Parent/Guardian

Has primary responsibility for the child
Is responsible for ensuring that the child completes their compulsory education and that the child attends school
Children may complete their compulsory education in compulsory school, compulsory school for children with learning disabilities, special school or Sami school.

Complain in the right order

If a pupil is not getting the right support, you need to complain in the right order.

School

Start by talking to your school. The headmaster is responsible for ensuring that pupils receive the right support.

Accountable authority

If the headmaster fails to listen, you should contact the school’s accountable authority (see chain of responsibility).

Supervisory authority

If contacting the accountable authority doesn’t help, the school can be reported to the Schools Inspectorate and the Discrimination Ombudsman. These authorities are responsible for supervising schools and ensuring that they comply with all laws and regulations.

Appealing against a decision

If you receive a decision from the school that you are not satisfied with, you can appeal it. This involves a judicial review of a decision taken by the school. Examples of decisions that can be appealed are

decisions on action plans
decisions on adapted or special education
decisions on school placement
decisions on a place at a special school.

You have three weeks from the date you receive a decision to appeal to the Board of Appeal for Education.

You can use the services of an anti-discrimination office to lodge an appeal: contact details for anti-discrimination offices.

Reporting Discrimination

A pupil with a disability who does not receive the support they are entitled to at school is experiencing discrimination.

If it is not possible to hold the school accountable through dialogue, you can contact your local anti-discrimination office, which provides free legal advice. They can also answer questions about the Discrimination Act and give tips on how to take your case further or where to turn.

In addition, there is a government agency called the Discrimination Ombudsman that oversees compliance with the Discrimination Act in Sweden. The name is often shortened to DO. You can report discrimination to the Discrimination Ombudsman, who can then either carry out a review or demand compensation for discrimination.

Before submitting your complaint, go through this checklist:

Does the report concern a pupil with a disability?
Is the school aware that the pupil has a disability?
Has the school not made sufficient adjustments?
Has the case passed the limitation period?

The limitation period is a kind of expiry date for legal action. Discrimination must be reported within two years of it occurring. If the person being discriminated against is under 18, they have more time. They can submit their complaint at any point up to the age of 20.

It is not possible to pursue accessibility cases that happened before 2015. This is because the rules on accessibility in schools only came into force that year.

If you are unsure whether your case meets the criteria in the checklist, contact your local anti-discrimination office.

If the conditions in the checklist are met, the next step is to try to gather evidence. In Sweden, there are no restrictions on what can be used as evidence in a trial. It is good to document as much as possible and to ask questions via email or text message, so you get written answers. You are permitted to record conversations in which you participate, such as meetings with school officials.

Examples of evidence:

Medical reports and medical records.
Emails showing that the school was aware of the disability or the pupil’s need for adjustments.
School investigations.
Action plans.
Grades or Individual Development Plans (known as IUPs).
Pictures or videos showing that the adjustments have not been sufficient.
Investigations or decisions made by a public authority. For example: the Board of Appeal for Education, the Discrimination Ombudsman, the Schools Inspectorate or the Police.

Discrimination cases concerning schools are heard by the general courts, i.e. the District Court, the Court of Appeal and the Supreme Court.

Discrimination cases are often legally complex, time-consuming and involve financial risk. If you wish to take your case to court, you should hire a lawyer, preferably someone with good experience of both procedural law and the Discrimination Act.

Bringing discrimination cases to court develops case law and makes the law easier to interpret for others in the same situation. A judgment establishing that discrimination has occurred can prove to be an important remedy for the victim. In Sweden, few cases of discrimination reach the courts.

For more information on what cases can be taken to court, discrimination compensation and the cost of the legal process, contact your local anti-discrimination office. If you need an interpreter, please state this before the meeting.

Wellbeing of parents and guardians

If you have a child with a disability, you face situations that may bring extra stress into your life. As a parent/guardian, you need to be engaged, driven and proactive on all sorts of issues. Often this is because your child is not getting the right support and help at school, for example. All of this, coupled with concerns about your child’s wellbeing, can make you feel mentally unwell yourself.

Mental health problems can show themselves in many ways. You may feel sad, be exhausted, have difficulty concentrating, be easily irritated, have trouble sleeping, feel anxious and much more besides. You may also feel emotionally detached.

Tips on self-care

Try to do things that make you feel good. But don’t be on the go all the time either – you need to rest too.

Remember that recovery can be achieved through both activities and rest.
Try to find small breaks in everyday life. Make sure you get enough sleep.
Avoid alcohol and be kind to your body.
Eat well, get some exercise every day and get some fresh air.
Get help from others.
You don’t have to deal with it all yourself – help is available.

Who to turn to

If you feel unwell, you can go to your health centre or to the occupational health service through your work.

If you are feeling very unwell, you may need to call the psychiatric service. If your child is in contact with the health service, you can also ask the people you see there for advice. Habilitation services often offer parental consultations, as do other healthcare services.

You may be entitled to an interpreter if you do not speak Swedish. The interpreter has a duty of confidentiality. There is no charge for an interpreter. Contact the healthcare provider before your visit to get help in your language.

More information and links to health centres can be found at the health service website 1177.se

School absenteeism

Several studies show that pupils with disabilities have high levels of absenteeism from school.

This is known as problematic school absenteeism. It particularly affects pupils with neuropsychiatric disabilities.

The reason for absence is not the disability, but a lack of adjustment and understanding on the part of the school. It is not always the teaching itself that is the biggest obstacle. Absence can also be caused by a pupil experiencing difficulties with peer relationships or being subjected to harassment and bullying at school.

If a pupil has repeated or prolonged absences, the head teacher has a duty to investigate the absence immediately. This applies even if the absence is valid, i.e. when the parent/guardian has reported the child as being sick.

If a pupil is absent from school due to a medical appointment, the school does not need to investigate the absence. In this case, the school knows why the pupil is absent. Absences are investigated to establish the reason for the absences and to find solutions. The investigation is carried out together with the pupil, the parent/guardian and the school health service.

An investigation into special support must also be carried out if the absence means that the pupil is not achieving the learning objectives, or there are signs of other difficulties in the school situation. If it appears that the pupil is being harassed or bullied, the headmaster must report this to the accountable authority.

Parents/guardians have a responsibility under the law to ensure that a child completes their compulsory education. This means that they must make every effort to get an absent pupil to attend school. A parent/guardian who fails to do so may be liable to pay a fine. However, when the pupil is at school, the school is responsible for providing the support they need.

School staff have a duty to report to social services any suspicion that a child is coming to harm. Known as a safeguarding concern report, this can be difficult for both pupils and parents/guardians. But it is about making sure the child is safe and well. The role of social services is to support both the child and the parents/guardians.

The school’s report must be justified and not used as a threat. If the report is made in retaliation, it may constitute reprisals under the Discrimination Act.

Social services investigate reported concerns by listening to the child, the parent/guardian and the school. The investigation may also involve other people around the child. Decisions on interventions are taken after the investigation. Many safeguarding concern reports are brought to a close with no further action. Social services may also offer support such as parental training and counselling. It is also possible to receive more extensive support through social services, such as home help, care in a family home or assisted living if needed. Social services are also the body that grants financial assistance for such things as boarding at or travel to schools that specialise in teaching pupils with special needs.

Can social services take my child away from me?

Social services do not take children from their parents without good reason. False rumours have spread about Swedish social services taking children into care. Taking a child into care is a very unusual measure that is only taken when it is very dangerous for the child to remain in the home – for example, if the child is not getting the care they need or if the child is at risk of harming themselves. You can get more information on this from the National Board of Health and Welfare.

Contacts

Rätt på Riktigt is a project that aims to empower children and young people with disabilities and their parents/guardians in the fight for accessible schools.

The national website is developed in collaboration with the anti-discrimination offices, disability rights associations, youth and student council organisations and parents’ networks. The information on the website applies regardless of where you live in Sweden.

The project is funded by the Swedish Inheritance Fund, with Malmö mot Discriminering as the project owner.

Malmö mot Discriminering is a non-profit organisation and one of eighteen anti-discrimination offices that provide free advice and support to individuals who have experienced discrimination. Malmö mot Diskriminering is one of the few bodies that also conducts court proceedings in discrimination cases.

Below you will find the contact details for all the anti-discrimination offices, plus public authorities, municipalities, regions and interest groups.

Anti-discrimination offices in Sweden

Contact an anti-discrimination office in your region if you have questions or need support and advice:

Antidiskrimineringsbyrån Fyrbodal: www.integrationsforum-adb.se

Antidiskrimineringsbyrån Norra Skåne: www.adbnorraskane.se

Antidiskrimineringsbyrån Stockholm Norr: www.antidiskrimineringstockholm.se

Antidiskrimineringsbyrån Stockholm Syd: www.adb-stockholm.org

Antidiskrimineringsbyrån Sydost: www.adbsydost.se

Antidiskrimineringsbyrån Uppsala: www.antidiskrimineringuppsala.se

Antidiskrimineringsbyrån Väst: www.adbvast.se

Agera Värmland: www.ageravarmland.se

Byrån mot diskriminering i Östergötland: www.diskriminering.se

Civil Rights Defenders: www.crd.org/sv/

Diskrimineringsbyrån Humanitas: www.humanitas.se

Diskrimineringsbyrån Gävleborg: www.diskriminering.org

Malmö mot Diskriminering: www.malmomotdiskriminering.se

Rättighetscentrum Dalarna: www.rattighetscentrum.se/dalarna/

Rättighetscentrum Halland: www.rattighetscentrumhalland.se

Rättighetscentrum Norrbotten: www.rattighetscentrum.se/norrbotten/

Rättighetscentrum Västerbotten: www.rattighetscentrumvasterbotten.se

Örebro Rättighetscenter: www.rattighetscenter.se

Links to authorities, municipalities, regions and interest groups:

Public authorities

Ombudsman for Children: www.barnombudsmannen.se

Child and School Student Representative (BEO): www.beo.skolinspektionen.se

Discrimination Ombudsman (DO): https://www.do.se

Swedish Agency for Participation: www.mfd.se

Agency for Digital Government: www.digg.se/webbriktlinjer

Swedish Agency for Accessible Media (MTM): www.mtm.se

Schools Inspectorate: www.skolinspektionen.se

National Agency for Education: www.skolverket.se

Board of Appeal for Education: www.overklagandenamnden.se

National Agency for Special Needs Education and Schools: www.spsm.se

National Board of Health and Welfare: https://www.socialstyrelsen.se/om-socialtjansten/

Municipal support

Disability support Borås: https://www.boras.se/omsorgochstod/funktionsnedsattning.4.3e7e2a4a157cbccb6118dac5.htm

Disability support Eskilstuna: https://www.eskilstuna.se/landningssidor/for-dig-med-funktionsnedsattning

Disability support Stockholm: https://funktionsnedsattning.stockholm/

Disability support Gävle: https://www.gavle.se/kommunens-service/omsorg-stod/funktionsnedsattning/

Disability support Gothenburg: https://goteborg.se/wps/portal/start/omsorg-och-stod/funktionsnedsattning

Disability support Halmstad: https://www.halmstad.se/kommunochpolitik/saarbetarvimed/saarbetarvimedfunktionsrattochtillganglighet.7721.html

Disability support Haninge: https://www.haninge.se/omsorg-och-stod/stod-till-funktionsnedsatta/

Disability support Helsingborg: https://helsingborg.se/omsorg-och-stod/funktionsnedsattning/

Disability support Huddinge: https://www.huddinge.se/stod-och-omsorg/funktionsnedsattning/

Disability support Jönköping: https://www.rjl.se/Demokrati/politik-moten-och-handlingar/extern-samverkan/Lansradet-for-funktionsnedsattningar/

Disability support Karlstad: https://karlstad.se/omsorg-och-stod/funktionsnedsattning

Disability support Linköping: https://www.linkoping.se/omsorg-och-hjalp/funktionsnedsattning/

Disability support Luleå: https://www.lulea.se/omsorg–stod/funktionsnedsattning.html

Disability support Lund: https://lund.se/omsorg-och-stod/funktionsnedsattning

Disability support Malmö: www.malmo.se/Om-Malmo-stad/Var-organisation/Forvaltningar/Funktionsstodsforvaltningen.html

Disability support Nacka: https://www.nacka.se/omsorg-stod/funktionsnedsattning/

Disability support Norrköping: https://norrkoping.se/stod-och-omsorg/stod-vid-funktionsnedsattning

Disability support Solna: https://www.solna.se/omsorg–stod/stod-for-personer-med-fysisk-eller-kognitiv-funktionsnedsattning/ansok-om-stod-vid-fysisk-eller-kognitiv-funktionsnedsattning

Disability support Sundsvall: https://sundsvall.se/omsorg-och-hjalp/funktionsnedsattning

Disability support Södertälje: https://www.sodertalje.se/omsorg-och-socialt-stod/funktionsnedsattning/

Disability support Uppsala: https://www.uppsala.se/stod-och-omsorg/funktionsnedsattning/

Disability support Umeå: www.umea.se/omsorgochhjalp/funktionsnedsattning.4.2bd9ced91726ea4d7b4319.html

Disability support Västerås: https://www.vasteras.se/omsorg-stod-och-hjalp/funktionsnedsattning.html

Disability support Växjö: https://www.vaxjo.se/sidor/stod-och-omsorg/funktionsnedsattning.html

Disability support Örebro: https://www.orebro.se/omsorg–stod/funktionsnedsattning.html

Regional support

Region Blekinge: https://regionblekinge.se

Region Dalarna: https://www.regiondalarna.se

Region Gotland: https://gotland.se

Region Gävleborg: https://www.regiongavleborg.se

Region Västra Götaland: https://www.vgregion.se

Region Halland: https://www.regionhalland.se

Region Jämtland Härjedalen: https://www.regionjh.se

Region Jönköping: https://www.rjl.se

Region Kalmar: https://regionkalmar.se

Region Kronoborg: https://www.regionkronoberg.se

Region Norrbotten: www.norrbotten.se

Region Skåne: https://www.skane.se

SKED – Skåne’s centre of excellence for students with dyslexia and dyscalculia: https://vard.skane.se/habilitering-och-hjalpmedel/mottagningar/skanes-kompetenscentrum-for-elever-med-dyslexi-och-dyskalkyli/

Region Stockholm: https://www.regionstockholm.se

Region Sörmland: https://regionsormland.se

Region Uppsala: https://regionuppsala.se

Region Värmland: https://www.regionvarmland.se

Region Västmanland: https://regionvastmanland.se

Region Västernorrland: https://www.rvn.se

Region Västerbotten: https://regionvasterbotten.se

Region Östergötland: https://www.regionostergotland.se

Region Örebro: https://www.regionorebrolan.se

Habilitation: www.1177.se/barn–gravid/vard-och-stod-for-barn/funktionsnedsattning-hos-barn/habilitering/

Organisations

Asthma and Allergy Association: www.astmaoallergiforbundet.se