Stakeholder Chart

Definition of their role, and how they provide support to

Stakeholder individuals on the spectrum.

Parent or Guardian The word parent or guardian pertains to any person who may take

the responsibility in caring the individuals with ASD. These

parents or guardians are either biological, foster, legal guardians

or someone that can act in place of the parents such as relatives

and step-parents. Parents or guardians can provide information

about the history of the condition of the child with ASD, the

strengths and weaknesses and the appropriateness of the goals and

interventions. (​iris.peabody.vanderbilt.edu​)

Special Education The Special Ed teachers are professional educators responsible for

Teacher preparing specially designed instructions, providing

accommodations and implementing interventions. They collect

data on student performance and analyze it to modify the

instruction and intervention accordingly.

(​iris.peabody.vanderbilt.edu​)

The Special Ed teachers facilitate the development of students’

IEPs based on general education standards and the functional

skills needed to participate in an inclusive environment.

Moreover, they support the team to follow the legal and regulatory
 provisions of the special education law. (​www.nea.org​)

General Education The General Education Teacher ensures to provide the core

Teacher curriculum and instruction in the classroom. They collaborate with

the Special Education teachers to design accessible curriculum,

create materials, and grade or evaluate the students with ASD.

They also participate in regularly scheduled team meetings to plan

instruction and supports Communicate to parents of students with

autism the same information that they communicate to other

parents. (​www.nea.org​)

Administrator The administrators (principals, assistant principals, etc.) may

provide support for the teachers and staff working with the

students with ASD. They are the people qualified to provide or

supervise the instruction and knowledgeable about the general

education curriculum and the availability of resources and

materials. (​iris.peabody.vanderbilt.edu​)

The principals may have the following general responsibilities in

Special Education :

1. Communicate regularly with special education teachers

and parents of children with special needs.

2. Be proactive and preemptive by getting involved in

dealing with problems among parents, teachers before

 more problems arise.

3. Provide opportunities for in-service or continuing

education for teachers or staff members who need

additional training in the IEP process.

4. Make it clear to teachers and other staff that IEP

regulations are important and must be followed.

(​www.naesp.org​)

School Psychologist The School Psychologists helps in interpreting the assessment

results and explain the instructional implications of those results to

the team.They also conduct​ assessment and evaluation of students

with ASD, develop behavior plans, conduct social groups, and

provide or recommend other specialized interventions for students

with ASD. ​(​iris.peabody.vanderbilt.edu​)

Speech-Language The Speech Language Pathologists (SLPs) help the students in

Pathologist communication problems related to the learning performance and

social communication. ​(​iris.peabody.vanderbilt.edu​)

SLPs may have the following roles in dealing students with ASD:

1. Use the evidence-based practices for students with ASD

particularly the students who use AAC.

 2. Write IEP goals and objectives that prioritize skills needed

for students to fully participate in general education

instruction and establish and maintain reciprocal social

relationships.

3. Integrate their services within typical general education

instructional routines and typical social activities.

(​www.nea.org​)

Occupational Therapist The occupational therapists provide direct services, consulting and

collaborating with others for modifications and accommodations

that support community inclusion. They also contribute to early

detection of autism and making recommendations for services that

are associated. If there are developmental concerns, occupational

therapy practitioners may refer families to screening tools and

recommend early intervention services.

Occupational therapists evaluate different aspects of students with

ASD. They assess sensory, motor, cognitive, social, and

communication skills of children and adults with

autism that are related to the activities in their daily life. The

results of these evaluations help them develop intervention goals

and plan in collaboration with the family and person with autism

with a focus on what they need and want to do (​www.aota.org​).

Board Certified Behavior The role of Board Certified Behavior Analysts (BCBAs) or other

Analyst well-trained behavioral specialists is to assist school teams with

assessment, training, and direct intervention at school, in

community settings, and at home. (​iris.peabody.vanderbilt.edu​)

Physical Therapist Physical therapists can assess and provide intervention for

students with ASD. The help students to develop motor skills

related to strength and stamina, postural control, functional

mobility, coordination, and general motor behavior. In school,

they can help young children learn how to use playground

equipment or negotiate steps and stairways. They might help in

arranging the classroom work spaces and in the home

environments to make sure to facilitate independence and success

in their movements. (​iris.peabody.vanderbilt.edu​)

Paraprofessional Paraprofessionals often work with the students longer in the

classroom than their teachers. They usually help can work with

young children and students with ASD the implementation of

behavioral plans, facilitating peer interactions and other classroom

activities. They can provide essential information about the

students’ strengths, areas of needs, interests, and other issues that

the teachers can use to improve educational programs for the

students. (​iris.peabody.vanderbilt.edu​)
Vocational Specialist Vocational specialists are experts in post-secondary education

and employment opportunities. They can help students with ASD

to focus on career development and setting career goals.

Furthermore, they can support and prepare students for

independence and for integration into a post-secondary school,

work, or community environment. (​iris.peabody.vanderbilt.edu​)

Adapted Physical The Adapted Physical Education (APE) teacher is trained to assess

Education Teacher the individual students and develop, adapt and implement

specialized physical education programs in the motor domain. The

APE teacher must provide services to students with ASD if it is

required in a Student’s Individual Education Program (IEP).

Course work in APE is strongly recommended and additional

education and/or experience in special education would be

beneficial.

These are some of the responsibilities of an APE teacher:

● Completing comprehensive motor assessments of

individuals with disabilities and making specific program
recommendations.
● Providing direct services to students who are eligible and
in need of APE and monitor their progress.
● Be an IEP member in IEP meetings and consult with other
members and PE staffs about the student’s need in area of
APE.
● Advocate for the students and parents who may be needing
 support on accessing programs like APE.
(​www.cde.state.co.us​)

Pediatrician Pediatricians are medical experts in child development and their

illnesses. They are the first physicians to start screening the baby

for signs of developmental or communication challenges like

autism spectrum disorder (ASD). The pediatrician observes the

early signs of communication such as how the baby giggles, looks

to you for reassurance, tries to regain your attention during a

conversation, points or waves, responds to his or her name, and

cries. These observations, information about family history, health

examinations, and parental perspectives remain extremely

valuable in helping identify children at risk for ASD.

(​www.healthychildren.org​)

Nutritionist A nutritionist role is to develops and monitors appropriate feeding

plans to address the nutritional needs of the child. They can also

address the food preferences, food habits, and sensory issues of

children with ASD.

A registered dietitian nutritionist has expertise that can identify

any nutritional risks based on how your child eats. They can

answer your questions about diet therapies and supplements

advertised as helpful for autism. They can also help guide your
 child on how to eat well and live healthfully.

(​iris.peabody.vanderbilt.edu​)

A nutritious, balanced diet can be essential for children with ASD.

It may affect their ability to learn, manage their emotions and how

they can process information. Children with ASD have sometimes

restricted diet and difficulties during meal times they might not be

getting the proper nutrients. A nutritionist can help students with

autism to ensure in preparing a better meal for them.

(​www.eatright.org​)

Social Worker School social workers might help the students with ASD in

various aspects (academic, behavioral, or social-emotional, etc.)

that may interfere their education. Any students with disabilities

might have the services depending on what the child needs. Some

of the services that they might provide are social skills training,

transition planning, counseling, or job-placement training.

(​iris.peabody.vanderbilt.edu​)
 Reference

Autism Spectrum Disorders and Diet. (n.d.). Retrieved April 16, 2018, from

https://www.eatright.org/health/diseases-and-conditions/autism/nutrition-for-your-child-

with-autism-spectrum-disorder-asd

Adapted Physical Education (APE). (n.d.). Retrieved April 16, 2018, from

https://www.cde.state.co.us/cdesped/ape

How Pediatricians Screen for Autism. (n.d.). Retrieved April 16, 2018, from

https://www.healthychildren.org/English/health-issues/conditions/Autism/Pages/How-Do

ctors-Screen-for-Autism.aspx

Occupational Therapy’s Role with Autism. Retrieved from

https://www.aota.org/-/media/corporate/files/aboutot/professionals/whatisot/cy/fact-sheet

s/autism%20fact%20sheet.pdf

“National Association of Elementary School Principals: Serving All Elementary and

Middle-Level Principals.” NAESP, Retrieved from

www.naesp.org/communicator-october-2014/principal-s-role-iep-teams.

Teaching Students with Autism (n.d.). Retrieved from

https://www.nea.org/assets/docs/Autism_Guide_final.pdf​.

“What Should Teachers Consider When Working with Students with Autism Spectrum

Disorder?” Retrieved from The Iris Center,

iris.peabody.vanderbilt.edu/module/asd1/cresource/q2/p04/#content.