Autism Education Facilities Baltimore MD

Local resource for autism education facilities in Baltimore, MD. 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.

Kennedy Krieger LEAP Program
(443) 923-4574
3825 Greenspring Avenue
Baltimore, MD
Support Services
Education, Training/Seminars
Ages Supported
Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

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Kennedy Krieger Institute Center for Autism and Related Disorders
(443) 923-7630
3901 Greenspring Avenue
Baltimore, MD
Support Services
Behavorial Intervention, Early Intervention, Education, Marriage & Family Counseling, Medical, Occupational Therapy, Physical Therapy, Private School (Multi-disability), Research, Research, Residential Facility, Speech Therapy, 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:
Achievements Preschool Program: Kennedy Krieger Center for Autism
(443) 923-7880
3901 Greenspring Avenue
Baltimore, MD
Support Services
Early Intervention, Education
Ages Supported
Preschool

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Kennedy Krieger Lower/Middle Grade Programs
(443) 923-4589
1750 E. Fairmount Avenue
Baltimore, MD
Support Services
Education, Support Organization

Data Provided By:
AutismClassroom.com
(301) 509-6248
P.O. Box 3234
Baltimore, MD
Support Services
Helpful Websites, Private School (Autism Only), Products/Stores, Schools, Ages 5 years and Up, Schools, Preschool, Typical, State Resources, Education, Training/Seminars
Ages Supported
1-5 Grade,6-8 Grade,9-10 Grade,Kindergarten,Preschool

Data Provided By:
Saint Elizabeth School
(410) 889-5054
801 Argonne Drive
Baltimore, MD
Support Services
Education, Private School (Multi-disability)
Ages Supported
6-8 Grade,9-10 Grade,11-12 Grade

Data Provided By:
Baltimore City Public Schools
(410) 396-8901
200 E North Avenue
Baltimore, MD
Support Services
Education, Government/State Agency
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade

Data Provided By:
Kennedy Krieger Achievements Preschool Program
(443) 923-7880
3901 Greenspring Avenue
Baltimore, MD
Support Services
Education, Private School (Multi-disability)
Ages Supported
Preschool

Data Provided By:
Chimes District of Columbia
(800) 244-6371 or 410.358.8843
The Harry and Jeanette Weinberg Campus
Baltimore, MD
Support Services
Adult Support, Career Counseling, Education, Job Coach, Residential, Residential Facility, Respite/Childcare/Babysitting

Data Provided By:
The Forbush School Therapeutic Autism Pre-School
(410) 938-4471
P.O. Box 6815, 6501 North Charles Street
Baltimore, MD
Support Services
ABA/Discrete Trial, Assistive Technology, Behavorial Intervention, Early Intervention, Early Intervention, Education, Occupational Therapy, Private School (Autism Only), Sensory Integration, Social Skills Training, Speech & Language, Speech Therapy, Support Organization, Therapy Providers
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