ASD_Stakeholder_Chart

Stakeholder Chart

Stakeholder Definition of their role, and how they provide support to individuals
on the spectrum

Parent or Guardian Typically as the primary caregivers, parents or guardians are

called upon to serve as their childs case managers and advocates.
Parents support their ASD child by learning to successfully apply
skills to changing their childs behavior. Parents or guardians
often support their child by offering perspective on demands of
home and community environments and by actively help shape
educational planning. More importantly, Parents or guardians help
in identifying their childs unique needs and areas where child
needs support for the learning goals or for accessing the
environment. Parents or guardians also provide support by
communicating to IEP team about priorities, as well as providing
information about the cultural and developmental appropriateness
of goals and intervention strategies.

Special Education Teacher Special education teachers work with students who have a wide
range of learning, mental, emotional, and physical disabilities.
Special education teachers adapt general education lessons and
teach various subjects. Special education teacher work with
children of different ages, promoting and managing their growth
in conjunction with their special needs. Special education teachers
modify the general education curriculum to make sure each
students special individual needs are met. Special education
teachers support ASD students by Suggesting ideas for
instructional strategies, adaptations (i.e., modifications,
accommodations) and services. Special education teachers also
provide support by consulting with other staff members in
planning individualized programs to meet the special educational
needs of students as indicated by psychological tests, interviews,
direct observations, and behavioral evaluations.

General Education Teacher The general education teacher instructs all students in the general
education classroom in core academic curriculum. The general
education teacher consults regularly with students, families, and
specialists for assessment and instructional purposes. The teacher
implements suggestions and strategies for teaching the core
curriculum to ASD students. General education teachers support
ASD students by familiarizing themselves with the content of the
IEP (e.g., the students strengths and weaknesses, academic
objectives). The General education teacher also collaborates in
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advance with individuals to make certain that instructional

materials can be provided in alternative formats in a timely
fashion. General education teachers support families of ASD
students by actively participating in the development, review, and
revision of the childs IEP. They provide information for
meetings, regarding academic achievement, the child's
involvement and progress in the general curriculum and
participation in the regular education environment. Furthermore,
general education teachers offer insight on expectations for the
student regarding the standard curriculum and the educational
environment; share accommodations that have already been tried.

Administrator School administration officers advocate for the students within

their communities and set goals and objectives to further
childrens' education. School administrators are qualified to
provide or supervise special education services. They are familiar
with resources available at outside agencies and are able to
commit those resources to meet IEP goals. Administrators provide
logistical support through scheduling (including time to plan and
collaborate), consideration of class load (severity, size, and ratio),
provision of trained paraprofessionals, and budgetary resources.
Administrators also provide instructional support in the forms of
relevant professional development, expert consultants, and
suggestions of resources and evidence-based strategies. Simple
actions like allowing teachers of students with autism to request a
particular substitute when they are absent can have a significant
impact on the success of their class on those days. Administrators
support students by creating an inclusive environment for ASD
students, by following IDEA procedural requirements and by
ensuring that the school meets ASD students needs.

School Psychologist School psychologists are trained in both psychology and

education. In addition to completing a post-bachelors degree,
school psychologists must hold a state certification or license in
the state in which they work. School psychologists work with
students, the families of students, teachers, administrators, and the
community to provide a myriad of services. Primary roles for
school psychologists include assessment, counseling, and
consultation. They connect the student to services both in and out
of the school. School psychologist support ASD students by
explaining what the evaluations mean in terms of designing
appropriate instructional goals and objectives for the student and
what any accommodation decisions might mean for the student.
They often support ASD students by obtaining, integrating, and
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interpreting information about student behavior and conditions

related to learning (e.g., functional behavior assessment).
Additionally, school psychologist plan and manage a program of
psychological services, including psychological counseling for
ASD children and parents. Other roles and responsibilities of
school psychologist are to assist in developing positive behavioral
intervention strategies and to help develop programs to promote
mental health and wellness.

Speech-Language Most states require a speech-language pathologist (SLP) to have a

Pathologist minimum of a masters degree in speech-language pathology, in
addition to passing a national speech-language pathology
certification exam and completing a supervised postgraduate
internship. Speech-language pathologists work with students who
have speech, language, or hearing problems that affect their
communication and subsequent success in classroom activities,
social interactions, literacy, and learning. Speech-language
pathologists help students in academic (e.g., classroom
discussions), non-academic (e.g., lunchroom interactions,
understanding directions in physical education, socialization), and
extracurricular (e.g., after school activities, clubs) areas. SLPs
work with teachers to set up opportunities for the student to
practice target speech sounds in classroom activities. SLPs
provide families with information, guidance, support, and
coaching on ways to help their child with language and reading
development at home. Generally, SLPs support ASD students by
working with a small group on their IEP goals of vocabulary and
syntax and by building in opportunities for functional
communication (e.g., requests for help such at snack time). SLPs
are known for spend lunchtime in the cafeteria with the ASD
student to help him or her develop social communicative
interactions. Furthermore, they provide support by training
families how to use alternative communication techniques in
settings outside of school.
Occupational Therapist Occupational therapy is a healthcare profession. Generally, it is a
profession that helps people across the lifespan to do the things
they want and need to do through the therapeutic use of daily
activities (occupations). A primary goal of occupational therapy
(OT) is to support a students participation in school-related
routines and activities, such as zippering a coat, completing a
classroom assignment, or playing during recess. Occupational
therapy practitioners identify the students strengths, as well as his
or her challenges, during all educational activities, whether they
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take place in the lunchroom, classroom, or playground.

Occupational therapist aim to improve ASD childrens factors and
skills that will enable re-engagement or new engagement in valued
activities. Valued activities can include work, and community
integration. Therapist most often look to provide resources or
work for ASD youth that is located within the community
including career professionals that can continue to work with
clients or reinforce gains they may have made in therapy.
Occupational therapist support ASD students by aiding in
exploring postsecondary programs and accommodations, coaching
ASD students and families in roles, habits, and routines leading to
successful education and work experiences, and providing
adaptive equipment or assistive technology. Occupational
therapist also advocate for the ASD student to ensure that there are
supports and resources in the workplace.

Board Certified Behavior Board certified behavior analyst (BCBA) is a masters or doctoral-
Analyst level practitioner who independently conducts descriptive and
systematic behavioral assessments. These specialists support ASD
students by assisting school teams with assessment, training, and
direct intervention at school, in community settings, and at home.
These professionals often supervise others who implement
behavior analytic interventions. BCBA work and collaborate with
other professionals from other disciplines within an
interdisciplinary setting to improve the outcomes of individuals
with ASD. They are sometimes considered key players in
supporting ASD students because they are the experts in using the
principles of applied behavioral analysis to produce socially
significant behavior change.

Physical Therapist Physical therapists (PTs) are highly-educated, licensed health care
professionals who can help patients reduce pain and improve or
restore mobility. Physical therapists work with students who have
problems with mobility or gross motor skills (e.g., running,
jumping, galloping, hopping, and ball skills) that affect their
success in classroom or school-related activities. The PTs
primary role is to ensure that students with disabilities can
physically access their educational and school-related settings and
participate in the associated activities. PTs support ASD students
by working with teacher to develop classroom seating options, and
to promote posture, balance, and accessibility. They can also
suggest ideas to families for creating appropriate physical
environments for homework. PTs also support ASD students
who are in the transition process to prepare for their physical
needs in the next environment (e.g., high school, college, career).
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Paraprofessional Paraprofessionals can work with young children and students with
ASD on a variety of activities (e.g., implement behavioral plans,
facilitate peer interactions). Often the paraprofessional spends
more time with the student than either the special education or
general education teacher and can provide valuable insight into the
student's strengths, areas of needs, interests, and other issues that
can help build a strong educational program. Typically, the
paraprofessional provides direct instructional support (i.e.,
working individually with a student) or offers assistance with
various classroom activities. Additionally, the paraprofessional
may assist other students in the classroom to enable the teacher to
work with ASD students. One-on-one paraprofessionals provide
instructional support and reinforce classroom instruction, the use
of disability-specific skills, and safe campus travel. A
paraprofessional may also support ASD students by assisting in
the preparation of adapted instructional materials or equipment.
Paraprofessionals also support ASD students by consulting
regularly with students, families, classroom teachers to best
support school success and reinforce important skills.
Vocational Specialist Vocational specialists have expertise in post-secondary education
and employment options and focus on career development and
preparing students for independence and for integration into a
post-secondary school, work, or community environment.
Vocational specialist support ASD individuals as they reach
employment age. Vocational specialists provide interventions that
teach individuals with ASD employment or vocational skills. They
support ASD individuals by providing individualized support and
skills training, that are necessary to join the workforce.
e

Adapted Physical Education The Adapted Physical Education (APE) teacher is an

Teacher educationally trained professional who is able to assess individual
students and develop, adapt and implement specialized physical
education programs in the motor domain. APE teachers help in
establishing routines and smooth transitions throughout lessons. They
also modify equipment so that the student can be successful during
activities. Typically, APE teachers provide support by conducting
screening process to determine students physical strengths and
weaknesses. The APE teacher shares this information and assists in
writing appropriate IEP goals and objectives. APE teachers often
support ASD students by developing an active lifestyle that addresses
issues related to weight control, muscular endurance, muscular strength,
cardiovascular endurance, self-esteem, and self-confidence.
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Pediatrician Developmental pediatricians are doctors who have special training

in child development and children with special needs. Primary
care physicians are often called first responders because they
may be one of the first providers who from early on are able to
promote optimal nutrition, growth, and physical health in ASD
children. Pediatricians can also address developmental and
behavior issues and concerns. They address parental concerns
regarding service-related issues; issues related to the diagnosis and
treatment of ASD. Pediatricians support parents by addressing
concerns about development, vaccines and referring to diagnostic
and treatment services. Pediatricians also treat co-morbid
disorders/conditions such as anxiety, hyperactivity, attention,
sleeping problems, gastrointestinal and feeding problems.
Pediatricians may refer adolescents to social skills treatments
through community health providers. They can also refer ASD
children to a psychologist or psychiatrist if concerned for their
mental health. Pediatricians may also provide additional
recommendations to be included in the childs IEP.
Nutritionist A nutritionist develops and monitors appropriate feeding plans to
address the nutritional needs of the ASD child, as well as other
feeding issues such as food preferences, food habits, and sensory
issues, among others. Nutritionist support ASD individuals by
providing information how proper dieting can make a difference
in the individuals development and quality of life. They can also
teach how the use proper food intake can remediate the negative
impact of ASD.

Social Worker Social worker is a profession concerned with helping individuals,

families, groups and communities to enhance their individual and
collective well-being. Social workers help people of all
backgrounds address their own needs through psychosocial
services and advocacy. School social workers support ASD
students whose academic, behavioral, or social-emotional issues
interfere with their education. Depending on their age, ASD
children and youth might receive services such as social skills
training, transition planning, conflict-resolution training,
individual counseling, family counseling, or job-placement
training. It is important to note that social workers understand the
multiple stages involved in assessing a child for and diagnosing a
child with ASD. Social workers link parent to appropriate
diagnosticians or services such as evidence-based interventions
and support groups in the community. Social workers also
support families by informing parents regarding the assessment
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process and to obtain an early diagnosis the chances for future

success. Social workers have been known to assist parents in
completing assessments protocols and ensuring that parents
questions are answered. Additionally, social workers advocate for
age-appropriate services throughout the childs academic career
and beyond. Often, social workers find themselves consoling the
parents, as there is evidence that parents of children diagnosed
with developmental disabilities experience a process similar to
that of the grief process.