Autism Education Facilities Brazil IN

Local resource for autism education facilities in Brazil, IN. 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.

Wabash Valley Autism Support Group
(812) 234-6894
2001 Hulman Street
Terre Haute, IN
Support Services
Support Group Meetings, Support Organization

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Together In Autism - www.togetherinautism.org
Preferred Contact Via Email @ togetherinautism@aol
IN
, IN
Support Services
ABA, Ideas For Finding Therapists, Adult Support, Biomedical Intervention, Early Intervention, Educational Advocacy, Helpful Websites, Products/Stores, State Resources, Support Group Meetings, Vaccine Awareness, Vaccine Awareness

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RT Solutions, Inc
(812) 231-1765
1806 South 25th Street
Terre Haute, IN
Support Services
Marriage & Family Counseling, Play Therapy, Sensory Integration, Social Skills Training, Therapy Providers
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

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Putnam County Comprehensive Services
(765) 653-9763, Ext. 116
630 Tennessee Street
Greencastle, IN
Support Services
Adult Support, Other, Residential, Respite, Respite/Childcare/Babysitting, Support Organization

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Indiana Developmental Training Center of Lafayette
(877) 854-1024
3700 Rome Drive
Lafayette, IN
Support Services
Behavorial Intervention, Education, Medical, Occupational Therapy, Physical Therapy, Psychological Counseling, Residential, Residential Facility, Speech Therapy, Therapy Providers, Training/Seminars
Ages Supported
1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade

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Bridges of Indiana
(800) 998-0724
21 North 11th Street
Terre Haute, IN
Support Services
Career Counseling, Independent Living Centers, Job Coach, Respite, State Resources, State Resources, Parent Training, State Resources, Regional Centers/Early Intervention Agency, State Resources, Vocational Rehabilitation Centers, Vocational Rehabilitation Centers
Ages Supported
1-5 Grade,11-12 Grade,6-8 Grade,9-10 Grade,Adult,Kindergarten,Preschool

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The ARC of Vigo County
(812) 232-4112
89 Cherry Street
Terre Haute, IN
Support Services
Adult Support, Disability Advocacy, Marriage & Family Counseling, Residential, Respite/Childcare/Babysitting, Support Organization, Training/Seminars

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PIECES Autism Support Group
(812) 240-0481
Terre Haute, IN
Support Services
Support Group Meetings
Ages Supported
Adult

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Indiana Developmental Training Center
(888) 638-3558
11075 N. Pennsylvania Street
Indianapolis, IN
Support Services
Behavorial Intervention, Education, Medical, Occupational Therapy, Physical Therapy, Psychological Counseling, Residential, Residential Facility, Speech Therapy, Therapy Providers, Training/Seminars
Ages Supported
1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade

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ABA Programming, Inc
(317) 849-5437
6060 Castleway W. Drive
Indianapolis, IN
Support Services
ABA, Ideas For Finding Therapists, ABA/Discrete Trial, Activities, Assistive Technology, Early Intervention, Education, FastForword, Haircuts & Photography, Military Families, Occupational Therapy, Other, Private School (Autism Only), Private School (Multi-disability), Schools, Preschool, Typical, Social Skills Training, Speech & Language, Speech Therapy, Summer Camp/ESY, Support / Tutoring, Support Organization, Therapy Providers, Training/Seminars, Verbal Behavior
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade

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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