Well, that's a very subtle question. For the photon the facts are simple to state: As a massless particle with spin 1 there doesn't exist a position operator. That's nicely summarized in
Arnold Neumaiers theoretical-physics FAQ
http://arnold-neumaier.at/physfaq/topics/position.html
For massive particles you can always switch to a non-relativistic description, valid for "slow" particles, which for bound states also includes the assumption of binding energies small compared to the masses of the involved particles.
In this case often a physically sensible description in terms of single-particle wave functions is possible. This also holds true considering relativistic corrections in such cases, e.g., using the Dirac equation to describe an electron moving in a fixed Coulomb potential of a heavy nucleus.
Generally, in the fully relativistic realm a single-particle interpretation in terms of wave functions as is possible in non-relativistic Schrödinger wave mechanics is not possible. It even leads to contradictions with causality for free particles. That's why Dirac has been forced to his "hole-theory interpretation", leading him (after some quibbles) to the prediction of the existence of antiparticles (particularly the positron as the electron's antiparticle). However, hole theory, i.e., the interpretation of the vacuum states as the one, where the single-free-particle states with negative frequency are occupied, and the holes in this "Dirac see" as antiparticles is in fact a many-body reinterpretation, which is better stated from the very beginning as quantum-field theory, which describes situations, where the particle number needs not be conserved. For interacting particles it's even highly non-trivial to define an observable, describing a "particle number" at all.
That's why a good lecture on relativistic quantum theory is taught as quantum field theory right from the beginning. In my opinion, it's even a much better didactical approach in non-relativistic quantum theory, i.e., in the introductory lectures, not to use the historical way and introduce quantum theory as "wave mechanics". One has to do so to a certain extent to heuristically justify the (in the first encounter) very abstract formulation in terms of states (Hilbert-space rays/statistical operators) and the representation of observables with self-adjoint operators, but this is the best way to present quantum theory as early as possible. Also the predominance of solving bound-state problems (often in terms of wave mechanics) in the introductory QT lectures can mislead students to think about these as the only physically meaningful solutions, thereby missing the more general formulation of dynamics.
All this is of course not possible for the treatment of modern physics in high schools. Here one must stay qualitative to a large extent, and the cited article has to be taken with a very large grain of salt. It's for sure not correct, but it's also not really wrong. I admit, it's a dilemma, how to teach quantum mechanics at the high-school level, because most mathematical tools necessary to solve the Schrödinger equation in these bound-state problems are not available. However, one should be careful not to teach wrong or "semi-right" things.
The worst case has been my own high-school experience (Germany, Abitur 1990), where for the largest time we learned about the Bohr model of the hydrogen atom with it's electron orbits around the nucleus, which is simply plain wrong and has to be corrected afterwards. This time would have been much better spent, introducing modern quantum theory right away, and be it only in a qualitative (but correct!) way. Fortunately we have had a good teacher, who gave also an introduction to the Schrödinger equation afterwards and telling us, what's wrong with "old quantum theory", but many high-school students don't have good teachers and then they only get this Bohr-orbit stuff. At the university you then have a hard time to forget again these wron pictures!