Autism Education Facilities Akron OH

Local resource for autism education facilities in Akron, OH. Includes detailed information on local businesses that provide access to Autism Spectrum Disorders clinics, distance learning labs, autism education programs, sensory gyms, and on-site workshops, as well as advice and content on autism educational training.

Summit Academy Schools (Peter DiMezza)
(330) 836-6200
1111 West Market Street
Akron, OH
Support Services
Disability Advocacy, Education, Research, Support Group Meetings, Support Organization, Therapy Providers

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Roberta Bauer, M.D.
(330) 543-8790
Childrens Hosp. Med. Ctr. of Akron
Akron, OH
Support Services
Medical
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

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Greater Akron (OH) Chapter ASA
(330) 543-3995
PO Box 2831
Akron, OH
Support Services
Adult Support, Marriage & Family Counseling, Support Group Meetings, Support Organization
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

Data Provided By:
Ardmore, Inc.
(330) 535-2601
981 East Market Street
Akron, OH
Support Services
Disability Advocacy, Job Coach, Residential, Residential Facility, Support Organization
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

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Summit County Board of MR/DD
(330) 634-8686
89 East Howe Road
Tallmadge, OH
Support Services
Early Intervention, Other, Therapy Providers

Data Provided By:
David A. Norman
(330) 670-8470
175 Montrose West Ave
Copley, OH
Support Services
Behavorial Intervention, Camps, Education, Karate, Music Therapy, Schools, Ages 5 years and Up, Social Skills Training, Speech & Language, Speech Therapy, Sports, Summer Camp/ESY
Ages Supported
Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade

Data Provided By:
Greater Akron Chapter Autism Society of America
(330) 543-3955
PO Box 2831
Akron, OH
Support Services
ABA/Discrete Trial, Adult Support, Art Therapy, Auditory Integration Therapy, Behavorial Intervention, Camps, Career Counseling, Compounding Pharmacies, DAN! Pediatrics, Disability Advocacy, Early Intervention, Educational Advocacy, Hippotherapy (Horseback Riding), Job Coach, Marriage & Family Counseling, Marriage & Family Counseling, Music Therapy, Nutritional Counseling, Occupational Therapy, Other, Physical Therapy, Play Therapy, Private School (Autism Only), Private School (Integrated), Priv
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

Data Provided By:
ARC of Summit/Portage Counties
(330) 374-1594
90 N.Prospect St.
Akron, OH
Support Services
Disability Advocacy, Support Organization

Data Provided By:
Julie Flynn, N.D
(330) 928-6685
Akron, OH
Support Services
Doctors, Naturopathic / Homeopathy, Nutritional Counseling
Ages Supported
1-5 Grade,11-12 Grade,6-8 Grade,9-10 Grade,Adult,Kindergarten,Preschool

Data Provided By:
Eileen Cloyd, Ph.D.
(330) 630-4484
Cornerstone Psychological Services
Tallmadge, OH
Support Services
Medical, Psychological Counseling
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

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Teaching Students With Autism About Their Learning Strengths And Weaknesses

Teaching students with autism about their learning strengths and weaknesses

Michelle Garcia Winner

Over the years, I observed so many students get upset by the fact they had “autism” or “Asperger’s Syndrome” or “ADHD” and in as much as they could verbalize these terms aloud they still didn’t seem to understand what their learning challenges actually were.

I also observed many adults explaining to students that the reason they were having difficulty socializing, studying, and learning was that they had “autism” or “Asperger’s Syndrome”, or “ADHD.” I thought this was a really abstract way of explaining to a student with limited abstract thinking how best to understand their own learning challenges. I also have observed that for many of our smart but socially not-in-step students, that they were using their label as an excuse for not working at learning new ideas; they interpreted the fact that they had a diagnostic label as a reason to not continue to learn.

I was also inspired by the writings of those who describe learning abilities and challenges given the framework that each of us have strengths and weaknesses with regards to our own brain’s design of our multiple intelligences (See books by Dr. Mel Levine and Howard Gardner).

Strengths and Weakness Lesson
The lesson I developed is about teaching our students and adults how to understand their social learning challenges in the context of their overall abilities and then how they can use their strengths to learn more strategies related to their weaknesses.

I have done this lesson with students as young as 8 years old and as old as they come.

The lesson is very simple. To save explaining it all with words, see the below chart:

graph

Here are some basic things I do as I develop this type of chart with the student:

1. Each chart is completely personalized for the person I am developing it with. It does not work at recording actual test scores showing actual competencies. The chart is about how the student perceives their own strengths and weaknesses. For this reason, you can create any categories you want.

2. Determine ideas for posting on the chart by taking time to talk to the student and listening to what they enjoy doing and what they feel they do well.

3. Always start by graphing out the strengths. It is good to have many perceived strengths. Again, strengths are not about listing academic tasks exclusively. If someone says they are really good at playing a specific computer game or Legos then we write specifically that into one category.

4. It is also important to find some areas where the student perceives they are just OK at that task, not good, nor bad. They perceive themselves to be similar to the average person in that area of functioning. With kids, you can use language such as:

a. “First tell me what you think you are really good at compared to other kids you know.”

b. After you have listed 3-5 then say, “Now tell me something you are OK at, that you a...

Click here to read the rest of this article from Autism Support Network