Autism Education Facilities Fayetteville AR

Local resource for autism education facilities in Fayetteville, AR. 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.

Mental Health Association in North West Arkansas
(479) 443-2143
PO Box 1993
Fayetteville, AR
Support Services
Other, Support Organization

Data Provided By:
Arkansas People First
(501) 770-4000 (Main) (888) 488-6040 (Other)
614 East Emma Avenue, Suite 235
Springdale, AR
Support Services
Other

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Doty Murphy, M.D.
(501) 659-0111
326 N. Bloomington
Lowell, AR
Support Services
DAN! Pediatrics, Medical

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Autism Support Group of NW Arkansas
PO Box 2031
Rogers, AR
Support Services
Adult Support, Marriage & Family Counseling, Marriage & Family Counseling, Support Group Meetings, Support Organization
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

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Club Z! In-Home Tutoring of Northwest Arkansas
(479) 925-7770 or toll free 1-877-925-7770
8340 Eagle Crest
Rogers, AR
Support Services
Other

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Mental Health Association in NW AR
(479) 443-2143 or (479) 575-1934
PO Box 1993
Fayetteville, AR
Support Services
Support Organization

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Arkansas Support Network, Inc.
(479) 927-1004; (800) 748-9768
614 E. Emma Avenue
Springdale, AR
Support Services
Marriage & Family Counseling, Support Organization

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Horses for Healing (Formerly Rocky Creek Horses Help)
(479) 795-0570
1655 Dodson Rd.
Rogers, AR
Support Services
Hippotherapy (Horseback Riding), Therapy Providers

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Autism Support Group of NWA, Inc.
(479) 636-5479
PO Box 2031
Rogers, AR
Support Services
Educational Advocacy, Marriage & Family Counseling, Support Organization
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

Data Provided By:
Autism Support Group of NWA
(479) 631-2732
po box 2031
Rogers, AR
Support Services
Support Group Meetings, Support Organization
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

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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