What is a teacher's primary responsibility to promote an integrated approach toward service provision for students with autism spectrum disorder (ASD)?

The primary responsibility of a teacher in promoting an integrated approach toward service provision for students with autism spectrum disorder (ASD) is to develop regular communication systems between providers. Effective communication is essential for ensuring that all individuals involved in a student's education—whether they are educators, therapists, or other service providers—are on the same page regarding the student’s needs, goals, and progress.

By establishing consistent channels of communication, teachers can facilitate collaborative planning and implementation of strategies tailored to support the individual learning and behavioral needs of students with ASD. This integrated approach enables the exchange of insights and updates that can significantly enhance the effectiveness of interventions, thereby improving the overall educational experience for the student.

In contrast, ensuring service providers work equally with each student might overlook the unique individualized needs of students with ASD. Designating service providers to monitor every goal in students' IEPs places emphasis solely on compliance rather than collaboration. Arranging for providers to work in a separate setting could further isolate the student from their peers, which is contradictory to the principles of inclusion and collaborative support in educational environments. Thus, developing communication systems becomes the foundation for a cohesive and integrated service delivery model.