Autism Is Not One-Size-Fits-All: Why Labels Don’t Tell the Whole Story

Autism is a spectrum—but that doesn’t mean it’s a straight line from “less autistic” to “more autistic.” It’s more like a landscape, with different peaks and valleys of strengths, challenges, and needs that vary from one person to another.

In recent years, the DSM-5 combined separate diagnoses like Asperger syndrome, childhood disintegrative disorder, and PDD-NOS into a single umbrella: Autism Spectrum Disorder (ASD). While this change unified diagnostic criteria, it also removed language that some people felt better captured their experience—and blurred distinctions that many parents and educators had found helpful.

The Problem With “High-Functioning” and Other Shortcuts

Terms like high-functioning autism or low-functioning autism have been used for decades, but they can be misleading and even harmful. These labels suggest a single, fixed level of ability when in reality, autistic individuals—like neurotypical individuals—can have high support needs in some areas and low support needs in others.

A child might:

• Be able to hold in-depth, advanced conversations but need help navigating unstructured social time.

• Meet or exceed grade-level academic milestones but experience sensory overwhelm in a busy classroom.

• Manage daily routines independently but struggle with emotional regulation during transitions.

When we describe someone as “high-functioning,” it can lead to their needs being overlooked. On the flip side, describing someone as “low-functioning” can obscure their strengths and potential. Both oversimplify a nuanced reality.

The Role of Autism-Specific Schools

Autism-specific schools are invaluable for many students, especially those with a more profound presentation of autism who benefit from intensive, full-day therapeutic support. These programs can offer life-changing resources for children who need high levels of support across most or all areas of daily life.

At True North, we deeply respect and value these schools—and the families and educators who make them work. But we also recognize there’s another group of autistic children whose needs fall outside of what either traditional classrooms or highly specialized programs can best provide.

Where True North Fits In

True North serves students in grades 4–8 who often fit what’s called a twice-exceptional (2e) profile—children who are gifted in certain areas and also have learning or developmental differences. Many of our autistic students are:

• Highly verbal – able to express complex thoughts and ideas with confidence.

• Socially motivated – eager to connect with peers, even if navigating those connections takes practice and guidance.

• Academically capable – meeting or exceeding grade-level milestones, but sometimes derailed by sensory sensitivities, anxiety, or executive functioning challenges.

In a traditional school, these students may not receive adequate accommodations because they appear to be “keeping up” academically. In an autism-specific school geared toward students with more profound needs, they may feel out of place if the curriculum moves at a slower pace or peers share fewer of their interests.

True North bridges that gap by providing:

• Personalized learning plans that challenge strengths while supporting growth areas.

• Balanced focus on both academic achievement and emotional well-being.

• Peer groups where students share both ability levels and a desire for connection.

• An empathetic environment that understands meltdowns, shutdowns, and anxiety are signs of stress—not misbehavior.

An Invitation to Families

If your autistic child is curious, capable, and socially engaged—but is struggling to thrive in their current setting…If they are meeting academic milestones yet finding the school day exhausting or isolating…If you want an environment that celebrates their abilities while supporting their needs…

…True North may be the place where they feel both seen and challenged.

We believe in an education that honors the full complexity of each student—recognizing that strengths and challenges can coexist, and that both deserve to be nurtured.