Autism Education Facilities Arvada CO

Local resource for autism education facilities in Arvada, CO. 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.

College Living Experience
(303) 825-2533; (800)486-5058
1391 Speer Blvd., Suite 400
Denver, CO
Support Services
Adult Support, Career Counseling, Education, Educational Advocacy, Other, Residential, Social Skills Training, Support Organization
Ages Supported
Adult

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Child find: DISTRICT 14 - COMMERCE CITY
(720) 322-8126
6075 Park Way Drive Unit 201
Commerce City, CO
Support Services
Education, Other

Data Provided By:
Creative Perspectives, Inc. Autism Center of Boulder Valley
(303) 935-5200
1724 Majestic Drive, Suite 108
Lafayette, CO
Support Services
Adult Support, Art Therapy, Camps, Early Intervention, Education, Educational Advocacy, Hippotherapy (Horseback Riding), Marriage & Family Counseling, Medical, Music Therapy, Occupational Therapy, Physical Therapy, Play Therapy, Psychological Counseling, Respite, Respite/Childcare/Babysitting, Sensory Integration, Social Skills Training, Speech Therapy, Summer Camp/ESY, Support Group Meetings, Support Organization, Therapy Providers, Training/Seminars
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

Data Provided By:
Aspen Center for Autism
(303) 759-1192
2695 South Jersey Street
Denver, CO
Support Services
Education, Therapy Providers

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Colorado Child Find: District 2 Sheridan
(720) 833-6636
2948 E. Fountain Boulevard
Englewood, CO
Support Services
Education, Other

Data Provided By:
Creative Perspectives, Inc. Autism Center of Colorado
(303) 935-5200
393 South Harlan Street, Suite 120
Lakewood, CO
Support Services
Art Therapy, Camps, Early Intervention, Education, Educational Advocacy, Hippotherapy (Horseback Riding), Marriage & Family Counseling, Marriage & Family Counseling, Medical, Music Therapy, Occupational Therapy, Physical Therapy, Play Therapy, Psychological Counseling, Respite, Respite/Childcare/Babysitting, Sensory Integration, Social Skills Training, Speech Therapy, Summer Camp/ESY, Support Group Meetings, Support Organization, Therapy Providers, Training/Seminars
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

Data Provided By:
Fisher Early Learning Center
(303) 871-2723
University of Denver, 1899 E. Evans
Denver, CO
Support Services
Early Intervention, Education
Ages Supported
Preschool,Kindergarten

Data Provided By:
Imagine!
(303) 665-7789
1400 Dixon Avenue
Lafayette, CO
Support Services
Behavorial Intervention, Career Counseling, Early Intervention, Education, Job Coach, Marriage & Family Counseling, Nutritional Counseling, Occupational Therapy, Other, Physical Therapy, Play Therapy, Respite, Sensory Integration, Social Skills Training, Speech Therapy, Support Organization, Therapy Providers
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

Data Provided By:
Creative Options Center for Early Education
(303) 691-9668
2180 S. Hudson Street
Denver, CO
Support Services
Early Intervention, Education, Therapy Providers

Data Provided By:
Rock Mountain Autism Center
(303) 985-1133
P.O. Box 620578
Littleton, CO
Support Services
Behavorial Intervention, Early Intervention, Education, Marriage & Family Counseling, Play Therapy, Sensory Integration, Social Skills Training, Speech Therapy, Therapy Providers, Training/Seminars
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

Data Provided By:
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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