Asperger’s Syndrome (AS) was historically understood as a specific, high-functioning pervasive developmental disorder, characterized by difficulties in social interaction, communication, and restricted, intense interests, often without the significant language delay seen in other forms of autism. The term “Asperger’s” is no longer recognized as a distinct medical diagnosis. Individuals who would have previously received this diagnosis are now classified under the unified category of Autism Spectrum Disorder (ASD). The question of whether Asperger’s is considered a disability is answered by examining the status of ASD under current medical and legal frameworks.
Current Diagnostic Classification
The official classification of Asperger’s Syndrome changed significantly with the publication of the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) in 2013. The DSM-5 eliminated separate diagnostic categories, including Asperger’s and Autistic Disorder, merging them into the single diagnosis of Autism Spectrum Disorder (ASD). This new system emphasizes that autism is a spectrum of symptoms and severity.
Individuals previously diagnosed with Asperger’s Syndrome are generally now diagnosed with ASD Level 1, described as “Requiring Support.” This level indicates that challenges are noticeable without supports and that the individual experiences difficulty initiating social interactions. They may also show atypical or unsuccessful responses to the social advances of others.
The diagnostic criteria for all levels of ASD require persistent deficits in two main domains: social communication and interaction, and restricted, repetitive patterns of behavior, interests, or activities. Deficits in social communication must include difficulties with social-emotional reciprocity, nonverbal communicative behaviors, and developing, maintaining, and understanding relationships. For example, a person may have trouble with back-and-forth conversation or interpreting body language.
The second domain requires the presence of at least two out of four specific behaviors. These include stereotyped or repetitive motor movements, insistence on rigid adherence to routines, highly restricted and fixated interests, or increased/decreased reactivity to sensory input. While the term “Asperger’s” is still used colloquially by many people, it is no longer a valid clinical term for medical professionals.
Legal Recognition of Disability
The legal status of Autism Spectrum Disorder (ASD) is clearly defined as a disability under United States federal law. The determination of legal disability is based on the impact of the condition on a person’s life activities, focusing on functional impairment rather than solely on the medical diagnosis itself. This functional standard is used for legal protection and access to services.
The Americans with Disabilities Act (ADA) defines a disability as a physical or mental impairment that substantially limits one or more major life activities. Since ASD often limits major life activities such as learning, communicating, and interacting with others, individuals with the diagnosis are protected from discrimination in employment and public services. This protection ensures that reasonable adjustments must be provided to individuals with ASD.
In educational settings, the Individuals with Disabilities Education Act (IDEA) guarantees a Free Appropriate Public Education (FAPE) for eligible children with disabilities, including those with ASD. IDEA covers children from birth through age 21 and requires public schools to provide specialized instruction and related services. This framework recognizes the educational impact of ASD and mandates support to ensure students can access the general education curriculum.
Adults with ASD may also be eligible for financial assistance through Social Security Administration (SSA) programs, such as SSDI or SSI. To qualify, the SSA requires medical evidence showing that the condition meets the criteria of a listed impairment, or that functional limitations prevent the individual from engaging in substantial gainful activity.
Accessing Support and Accommodations
Once the functional impairment associated with ASD is recognized, a range of supports and accommodations become available across different environments. In K-12 education, students receive accommodations through two primary mechanisms: the Individualized Education Program (IEP) or a 504 Plan. An IEP provides specialized instruction for students whose disability affects educational performance, while a 504 Plan offers accommodations to ensure equal access to the learning environment.
Educational accommodations are highly individualized. They often include sensory supports and modifications to communication or organization. For higher education, post-secondary institutions are required by the ADA to provide comparable reasonable accommodations, typically managed through a student disability services office.
Common Educational Accommodations
- Sensory supports, such as providing a quiet testing location or noise-canceling headphones.
- Modifications to communication, like providing written instructions alongside verbal ones.
- Organizational supports, such as using visual schedules.
- Breaking down large assignments into smaller steps.
In the workplace, the ADA mandates that employers with 15 or more employees provide reasonable accommodations to qualified employees with disabilities, provided the accommodation does not pose an undue hardship. Workplace accommodations frequently target sensory sensitivities by adjusting the physical workspace, such as providing a private office or modified lighting. Communication adjustments are also common, including providing tasks and feedback in writing and avoiding abstract language.
Vocational rehabilitation (VR) services assist adults with ASD in obtaining and maintaining employment. State-run VR agencies offer time-limited services, including job coaching, assistance with resume writing and interviewing skills, and on-the-job supports. A challenge for individuals previously diagnosed with Asperger’s is accessing these services, as some VR programs may perceive those with Level 1 ASD as too “high-functioning” to qualify for intensive support.