Case Lab · Type B · Transfer

F84

"High-functioning" doesn't mean no support is needed

A 16-year-old autistic girl is described by her teachers as "high-functioning" because she is top of her class academically and has fluent spoken language, with no general delay in language or cognitive development. Away from the classroom, she experiences daily sensory overload, has exhausting meltdowns after school from a full day of consciously managing social demands, and becomes severely distressed whenever her routine is disrupted. A school counsellor suggests that because she is high-functioning, no formal support plan is needed.