Autism Education Facilities Cape Coral FL

Local resource for autism education facilities in Cape Coral, FL. 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.

Bilingual Speech-Language Pathology Center, Inc.
(239) 479-5093
3049 Cleveland Ave
Ft Myers, FL
Support Services
Education, Speech Therapy, Therapy Providers
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

Data Provided By:
J. Christopher McGinnis, Ph.D. (McGinnis Psychology Group)
(239) 482-2655
13730 Cypress Terrace Circle, Suite 401
Fort Myers, FL
Support Services
Other, Psychological Counseling, Therapy Providers, Training/Seminars

Data Provided By:
Southwest Florida ASA
(941) 931-2726
P.O. Box 61324
Ft. Myers, FL
Support Services
Marriage & Family Counseling, Support Organization

Data Provided By:
Childrens Autism Treatment Specialists, LLC
(239) 985-2287
18070 S. Tamiami Trail
Fort Myers, FL
Support Services
ABA/Discrete Trial, Behavorial Intervention, Early Intervention, Educational Advocacy, Marriage & Family Counseling, Marriage & Family Counseling, Music Therapy, Play Therapy, Research, Research, Respite, Respite/Childcare/Babysitting, Social Skills Training, Support Group Meetings, Therapy Providers, Verbal Behavior
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade

Data Provided By:
Center for Autism and Related Disabilities/ Tallahassee
850-644-4367 or 800-769-7926
625 B North Adams Street
Tallahassee, FL
Support Services
Education, Marriage & Family Counseling, Private School (Multi-disability)

Data Provided By:
Behavioral Therapy and Consultation Services
(239) 247-2279
sw 5th pl
Cape Coral, FL
Support Services
ABA/Discrete Trial, Adult Support, Behavorial Intervention, Disability Advocacy, Early Intervention, Educational Advocacy, Respite, Respite/Childcare/Babysitting, Social Skills Training, Therapy Providers, Verbal Behavior
Ages Supported
Preschool,Kindergarten,1-5 Grade

Data Provided By:
Eden Florida
(239) 437-5335
13631 Learning Court
South Fort Myers, FL
Support Services
Early Intervention, Other, Residential, Support Organization, Training/Seminars

Data Provided By:
Seeds For Hope, LLC
(239) 989-4054
16174 Via Solera Circle #106
fort myers, FL
Support Services
ABA, Ideas For Finding Therapists, ABA, Therapy Services, ABA/Discrete Trial, Art Therapy, Babysitting / Childcare, Behavorial Intervention, Early Intervention, Floortime, Play Therapy, Respite, Sensory Integration, Social Skills Training, Speech & Language
Ages Supported
Preschool,Kindergarten,1-5 Grade

Data Provided By:
Southwest Florida Chapter ASA
(239) 768-0723
1259 Shannondale Drive
Fort Myers, FL
Support Services
Disability Advocacy, Marriage & Family Counseling, Support Organization

Data Provided By:
Eden Florida (Fort Meyers Office)
(239) 437-5335 ext. 25
4896 Rattlesnake Hammock Rd.
Fort myers, FL
Support Services
ABA/Discrete Trial, Behavorial Intervention, Early Intervention, Education, Private School (Autism Only), 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