Autism Education Facilities Fredericksburg VA

Local resource for autism education facilities in Fredericksburg, VA. 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.

DKB Therapy Services, PLLC
(888) 511-1091
711 Westwood Office Park
Fredericksburg, VA
Support Services
ABA, Ideas For Finding Therapists, ABA, Therapy Services, ABA/Discrete Trial, Academic Assessments, Advocates (Special Education), Art Therapy, Assistive Technology, Auditory Integration Therapy, Babysitting / Childcare, Behavorial Intervention, Disability Advocacy, Early Intervention, Educational Advocacy, Interactive Metronome, Lawyers (Special Education), Lawyers (Special Needs Trusts), Lindamood Bell, Nutritional Counseling, Nutritional Counseling, Occupational Therapy, Physical Therapy, Pla
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

Data Provided By:
Fredericksburg Area (VA) Chapter ASA
(540) 720-0068
206 Park Brook Court
Stafford, VA
Support Services
Disability Advocacy, Support Organization

Data Provided By:
Kamp A-Kom-Plish
(301) 870-3226
9035 Ironsides Road
Nanjemoy, MD
Support Services
Camps, Summer Camp/ESY, Therapy Providers
Ages Supported
6-8 Grade,9-10 Grade,11-12 Grade

Data Provided By:
Alternative Paths Training School
(703) 766-8708
5632-B Mount Vernon Memorial Highway
Alexandria, VA
Support Services
Behavorial Intervention, Education, Marriage & Family Counseling, Occupational Therapy, Physical Therapy, Private School (Multi-disability), Speech Therapy
Ages Supported
Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade

Data Provided By:
The Aurora School
(540) 751-1414
205-B N. Maple Avenue
Purcellville, VA
Support Services
Education, Other

Data Provided By:
Margaret Fernandez
(540) 446-5606
100 Lakeshore Drive
Fredericksburg, VA
Support Services
Early Intervention, Sensory Integration, Training/Seminars
Ages Supported
1-5 Grade,11-12 Grade,6-8 Grade,9-10 Grade,Adult,Kindergarten,Preschool

Data Provided By:
Lynn Staubach Williams (Quantico)
(703) 784-0165
EDIS, Bldg 2004, Marine Corps Base
Quantico, VA
Support Services
Other, Speech Therapy, Therapy Providers

Data Provided By:
Dower and Associates, Inc.
(703) 618-6180
9845 Business Way
Manassas, VA
Support Services
ABA, Ideas For Finding Therapists, ABA/Discrete Trial, Academic Assessments, Behavorial Intervention, Early Intervention, Early Intervention, Education, Educational Advocacy, Helpful Websites, Respite/Childcare/Babysitting, Social Skills Training, Speech & Language, Speech Therapy, Summer Camp/ESY, Support / Tutoring, Therapy Providers, Training/Seminars, Verbal Behavior
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade

Data Provided By:
Center for Autism
(757) 886-7958
1501 Kiln Creek Parkway
Newport News, VA
Support Services
Education, Private School (Autism Only), Support Organization

Data Provided By:
The Virginia Autism Council
(804) 827-9991
10 East Franklin St
Richmond, VA
Support Services
State Resources, Education, Training/Seminars
Ages Supported
1-5 Grade,11-12 Grade,6-8 Grade,9-10 Grade,Adult,Kindergarten,Preschool

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:


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