Autism Education Facilities Blacksburg VA

Local resource for autism education facilities in Blacksburg, 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.

ASSURE
(540) 633-1108
6301 School House Ln
Radford, VA
Support Services
Adult Support, Behavorial Intervention, Disability Advocacy, Education, Educational Advocacy, Marriage & Family Counseling, Marriage & Family Counseling, Research, Research, Social Skills Training, Support Group Meetings, Support Organization, Training/Seminars
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

Data Provided By:
Greater Roanoke Valley (VA) Chapter ASA
(888) 200-4241
600 Cambridge Rd
Blacksburg, VA
Support Services
Disability Advocacy, Support Organization

Data Provided By:
Dr. Lynn Adams
(540) 831-7637
Radford University, Box 6961
Radford, VA
Support Services
Other, Support Organization

Data Provided By:
ASSURE
(540) 633-1108
6301 School House Ln
Radford, VA
Support Services
Adult Support, Behavorial Intervention, Disability Advocacy, Education, Educational Advocacy, Marriage & Family Counseling, Marriage & Family Counseling, Research, Research, Social Skills Training, Support Group Meetings, Support Organization, Training/Seminars
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

Data Provided By:
Phillips School for Contemporary Ed.
(703) 941-8810
7010 Braddock Road
Annandale, VA
Support Services
Disability Advocacy, Education, Marriage & Family Counseling, Support Organization

Data Provided By:
Center for Rehabilitation & Development (CRD)
(540) 961-1230
1997 South Main Street, Suite 601
Blacksburg, VA
Support Services
Adult Support, Auditory Integration Therapy, Camps, Early Intervention, Hippotherapy (Horseback Riding), Lindamood Bell, Marriage & Family Counseling, Nutritional Counseling, Occupational Therapy, Physical Therapy, Play Therapy, Sensory Integration, Social Skills Training, Speech Therapy, Summer Camp/ESY, Therapy Providers, Training/Seminars
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

Data Provided By:
Scottish Rite Summer Language Clinic
(540) 831-7665
Radford University, Department of Communication Sciences and Disorders, P.O
Radford, VA
Support Services
Other, Support Organization

Data Provided By:
Saint Coletta School
(703) 683-3686
207 South Peyton St.
Alexandria, VA
Support Services
Education, Other
Ages Supported
Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

Data Provided By:
VDOE Autism Priority Project
(804) 786-9775
VA Dept. of Education
Richmond, VA
Support Services
Publications, State Resources, Education, Training/Seminars
Ages Supported
1-5 Grade,11-12 Grade,6-8 Grade,9-10 Grade,Kindergarten,Preschool

Data Provided By:
Virginia Institute of autism
(434) 923-8252
1414 Westwood Road
Charlottesville, VA
Support Services
ABA/Discrete Trial, Art Therapy, Behavorial Intervention, Education, Hippotherapy (Horseback Riding), Marriage & Family Counseling, Music Therapy, Occupational Therapy, Physical Therapy, Play Therapy, Private School (Autism Only), Psychological Counseling, Research, Research, Support Group Meetings, Support Organization

Data Provided By:
Data Provided By:

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