Autism Education Facilities Corpus Christi TX

Local resource for autism education facilities in Corpus Christi, TX. 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.

Coastal Bend Autism Advocacy
(361) 857-5064
PO Box 61249
Corpus Christi, TX
Support Services
Hippotherapy (Horseback Riding), Marriage & Family Counseling, Marriage & Family Counseling, Music Therapy, 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:
Chris Jonas
(361) 937-1801
3349 Jamaica Dr
Corpus Christi, TX
Support Services
Legal Services

Data Provided By:
IASIS Learning Center
(214) 395-3045
100 West Oak Street, Suit 214
Denton, TX
Support Services
Education, Social Skills Training
Ages Supported
Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade

Data Provided By:
Autism Treatment Center (San Antonio)
(210) 590-2107
16111 Nacogdoches Road
San Antonio, TX
Support Services
Education, Research, Residential Facility, Support Organization, Therapy Providers

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Autism Treatment Centers of Texas
(972) 644-2076
10503 Metric Dr.
Dallas, TX
Support Services
ABA/Discrete Trial, Adult Support, Art Therapy, Auditory Integration Therapy, Behavorial Intervention, Early Intervention, Education, Hippotherapy (Horseback Riding), Lindamood Bell, Marriage & Family Counseling, Music Therapy, Occupational Therapy, Physical Therapy, Play Therapy, Private School (Autism Only), Psychological Counseling, Residential, Residential Facility, Sensory Integration, Social Skills Training, Speech Therapy, Support Group Meetings, Therapy Providers
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

Data Provided By:
Autism Consulting Services, LLC
(866) 475-5011
7510 Cedar Brush Drive
Corpus Christi, TX
Support Services
ABA/Discrete Trial, Behavorial Intervention, Early Intervention, Other, Therapy Providers, Training/Seminars, Verbal Behavior
Ages Supported
Preschool,Kindergarten,1-5 Grade

Data Provided By:
F.O.C.U.S. Initiative
(281) 240-0663
322 Brooks St
Sugar Land, TX
Support Services
Camps, Disability Advocacy, Education, Educational Advocacy, Marriage & Family Counseling, Social Skills Training, Summer Camp/ESY, Support Group Meetings, Therapy Providers, Training/Seminars
Ages Supported
1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

Data Provided By:
Moore-Weis Childrens Center of Austin
(512) 472-6080
1303 Lorrain
Austin, TX
Support Services
ABA/Discrete Trial, Auditory Integration Therapy, Behavorial Intervention, Disability Advocacy, Early Intervention, Education, Educational Advocacy, Marriage & Family Counseling, Medical, Occupational Therapy, Private School (Autism Only), Research, Research, Sensory Integration, Social Skills Training, Speech Therapy, Therapy Providers, Training/Seminars, Verbal Behavior
Ages Supported
Preschool,Kindergarten,1-5 Grade

Data Provided By:
Pediatric TheraPlay, Inc.
(817) 676-1793
2401 Ira E Woods Ave, Suite 300
Grapevine, TX
Support Services
Disability Advocacy, Early Intervention, Education, Educational Advocacy, Marriage & Family Counseling, Occupational Therapy, Play Therapy, Sensory Integration, Social Skills Training, Support Group Meetings, Therapy Providers
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade

Data Provided By:
Special Effects
(214) 566-5602
4556 Cape Charles
Plano, TX
Support Services
Auditory Integration Therapy, Behavorial Intervention, Camps, Early Intervention, Education, Educational Advocacy, Private School (Autism Only), Sensory Integration, Summer Camp/ESY, Verbal Behavior
Ages Supported
Preschool,Kindergarten

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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