Autism Education Facilities Clearwater FL

Local resource for autism education facilities in Clearwater, 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.

Alternative Solutions~ Therapy Center for Children with Autism, Inc.
(727) 712-8120
3165 McMullen Booth Rd.
Clearwater, FL
Support Services
ABA/Discrete Trial, Adult Support, Behavorial Intervention, Early Intervention, Education, Marriage & Family Counseling, Music Therapy, Occupational Therapy, Other, Play Therapy, Sensory Integration, Social Skills Training, Therapy Providers, Training/Seminars, Verbal Behavior
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

Data Provided By:
Rene M. Reed, D.C.
(727) 447-0408
1770 Braxton Bragg Lane
Clearwater, FL
Support Services
DAN! Pediatrics, Other

Data Provided By:
Ray G. Behm, Jr. DDS
(727) 446-6747
127 North Garden Ave.
Clearwater, FL
Support Services
Biomedical Intervention, Other

Data Provided By:
Dr. Ron Knaus
(727) 518-7294
1301 Seminole Blvd., Suite B-112
Largo, FL
Support Services
Behavior Assessment, Behavorial Intervention, Biomedical Intervention, DAN! Doctors, Doctors, Osteopathy, Doctors, Osteopathy, Early Intervention, Educational Assessment, Helpful Websites, Hyperbaric Oxygen Providers, Hyperbaric Oxygen Providers, Hyperbaric Oxygen Treatment (HBOT), Psychological Counseling, Psychological Counseling, Research, Social Skills Training, Verbal Behavior
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

Data Provided By:
Behave, Inc.
(813) 240-8779
499 Lakeway Dr.
Oldsmar, FL
Support Services
ABA/Discrete Trial, Behavorial Intervention, Early Intervention, Training/Seminars, Verbal Behavior
Ages Supported
Preschool,Kindergarten,1-5 Grade

Data Provided By:
PARC-Turning Disabilities Into Capabilities
(727) 345-9111
3190 Tyrone Blvd. North
St. Petersburg, FL
Support Services
Early Intervention, Education, Occupational Therapy, Physical Therapy, Respite/Childcare/Babysitting, Speech Therapy, Therapy Providers

Data Provided By:
Equither
(813) 723-8129
1885 County Rd. 193
Clearwater, FL
Support Services
Hippotherapy (Horseback Riding), Therapy Providers

Data Provided By:
Utopia MediSpa and Wellness
(727) 799-9060
3165 N. McMullen Booth Rd.
Clearwater, FL
Support Services
Biomedical Intervention, Compounding Pharmacies, Early Intervention, Marriage & Family Counseling, Medical, Nutritional Counseling, Therapy Providers, Training/Seminars
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

Data Provided By:
Parent Training and Information Projects, Family Network on Disabilities of Florida, Inc.
800-825-5736; (727) 523-1130
2735 Whitney Road
Clearwater, FL
Support Services
Disability Advocacy, Marriage & Family Counseling, Support Organization

Data Provided By:
Kathryn Peter/ Lindsey Henderson
(240) 793-5416
540 Carillon Pkwy
St Petersburg, FL
Support Services
Activities, Adult Support, Behavorial Intervention, Early Intervention, Marriage & Family Counseling, Marriage & Family Counseling, Other, RDI, Social Skills Training, Therapy Providers, Training/Seminars
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

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