Autism Education Facilities Ashburn VA

Local resource for autism education facilities in Ashburn, VA. 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.

Ivymount School
(301) 469-0223
11614 Seven Locks Road
Rockville, MD
Support Services
Art Therapy, Early Intervention, Education, Occupational Therapy, Play Therapy, Private School (Multi-disability), Speech Therapy
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade

Data Provided By:
The Aurora School
(540) 751-1414
205-B N. Maple Avenue
Purcellville, VA
Support Services
Education, Other

Data Provided By:
CAPP, Collaborative Autism Preschool Program; TCAPP, Toddler
(301) 208-9171
205 S. Summit Avenue
Gaithersburg, MD
Support Services
Early Intervention, Education, Private School (Multi-disability), Support Organization
Ages Supported
Preschool

Data Provided By:
Lourie Center School
(301) 984-4444 ext. 110
12301 Academy Way
Rockville, MD
Support Services
Education, Medical, Occupational Therapy, Private School (Multi-disability), Psychological Counseling, Speech Therapy, Therapy Providers
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade

Data Provided By:
Montgomery County Public Schools
(301) 517-5990
451 Meadow Hall Drive
Rockville, MD
Support Services
Education, Government/State Agency
Ages Supported
Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade

Data Provided By:
Matthews Center for Visual Learning
(703) 639-2976
10651 Lomond Drive
Manassas, VA
Support Services
Education, Marriage & Family Counseling, Occupational Therapy, Physical Therapy, Respite/Childcare/Babysitting, Speech Therapy, Support Organization, Therapy Providers, Training/Seminars

Data Provided By:
Oakmont School
(301) 947-3761
17051 Oakmont Avenue
Gaithersburg, MD
Support Services
Education, Private School (Autism Only)
Ages Supported
Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade

Data Provided By:
Community Support Services
(301) 926-2300
9075 Comprint Court
Gaithersburg, MD
Support Services
Adult Support, Camps, Career Counseling, Education, Marriage & Family Counseling, Music Therapy, Private School (Multi-disability), Residential, Residential Facility, Respite, Respite/Childcare/Babysitting, Summer Camp/ESY, Support Organization, Therapy Providers
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

Data Provided By:
Community Services for Autistic Adults and Children (CSAAC)
(301) 762-1650
751 Twinbrook Parkway
Rockville, MD
Support Services
Adult Support, Behavorial Intervention, Camps, Career Counseling, Early Intervention, Education, Job Coach, Marriage & Family Counseling, Other, Private School (Autism Only), Private School (Integrated), Residential, Residential Facility, Respite, Respite/Childcare/Babysitting, Summer Camp/ESY, Support Group Meetings, Support Organization, Therapy Providers
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

Data Provided By:
Dower and Associates, Inc.
(703) 618-6180
9845 Business Way
Manassas, VA
Support Services
ABA, Ideas For Finding Therapists, ABA/Discrete Trial, Academic Assessments, Behavorial Intervention, Early Intervention, Early Intervention, Education, Educational Advocacy, Helpful Websites, Respite/Childcare/Babysitting, Social Skills Training, Speech & Language, Speech Therapy, Summer Camp/ESY, Support / Tutoring, Therapy Providers, Training/Seminars, Verbal Behavior
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade

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