Wing (2005) commented on the difficulties involved in making a differential diagnosis among the several conditions that comprise the autism spectrum, as well as between ASD and the "borderlines of normality." She further stated that "nature never draws a line without smudging it." Based on your understanding of ASD, particularly at the mild end of the spectrum, how do Wing's comments relate to

Question

the diagnostic process involved in classifying learners on the autism spectrum?

What will be an ideal response?

Answer 1

Answer:
Wing's comments related to the frequent challenges associated with drawing discrete lines between named conditions and of forming groups that were clearly mutually exclusive and required specific differential responses from schools. At the milder end of the spectrum in particular, individuals become much more variable and forming discrete groups more difficult. These conditions, referred to as judgmental categories because they depend primarily on professional judgment and interpretation for identification, frequently involve diverse characteristics that may be more similar to individuals with questions:
What degree of cognitive impairment would justify differentiation between a learner with Asperger's and one with HFA?
Where do you draw the line between HFA and classic autism?
Even if a line were to be identified, would it really impact instructional planning?
When does a communication deficit or difference become a communication delay, moving the learner from autism to Asperger's?
These questions suggest that time used to place a learner specifically on the spectrum might be better used planning interventions based on specific learner characteristics and needs.