Autism Education Facilities Glendale CA

Local resource for autism education facilities in Glendale, CA. 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.

Elliott Institute
(818) 236-3603
2506 Foothill Blvd.
La Crescenta, CA
Support Services
ABA, Therapy Services, ABA/Discrete Trial, Auditory Integration Therapy, Behavorial Intervention, Early Intervention, Education, Educational Advocacy, FastForword, Interactive Metronome, Private School (Autism Only), Schools, Ages 5 years and Up, Social Skills Training, Speech & Language, Speech Therapy, Support / Tutoring, Therapy Providers
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

Data Provided By:
Personal Coaching Systems - PCS
(213) 413-2807
1725 Beverly Blvd.
Los Angeles, CA
Support Services
Education, Schools, Ages 5 years and Up

Data Provided By:
Pasadena Child Development Associates, INC.
(626) 793-7350
620 North Lake Avenue
Pasadena, CA
Support Services
Advocates (Special Education), Behavorial Intervention, Compounding Pharmacies, Early Intervention, Education, Floortime, Marriage & Family Counseling, Marriage & Family Counseling, Medical, Music Therapy, Music Therapy, Nutritional Counseling, Nutritional Counseling, Occupational Therapy, Occupational Therapy, Play Therapy, Sensory Integration, Social Skills Training, Social Skills Training, Speech & Language, Speech Therapy, Summer Camp/ESY, Support Group Meetings, Support Organization, Therap
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade

Data Provided By:
Carousel Schools-Non Public School, Early Intervention, Preschool, Infant Center, After School Progr
(310) 216-6641
8333 Airport Blvd.
Los Angeles, CA
Support Services
Early Intervention, Education

Data Provided By:
Dubnoff Center For Child Development & Educational Therapy
(818) 755-4950
10526 Dubnoff Way
North Hollywood, CA
Support Services
Education, Residential Facility, Therapy Providers
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

Data Provided By:
Personal Coaching Systems (PCS) #1
(213) 413-2807
1725 Beverly Blvd.
Los Angeles, CA
Support Services
ABA/Discrete Trial, Education, Other, Psychological Counseling, Sensory Integration, Social Skills Training, Speech Therapy, Therapy Providers, Training/Seminars
Ages Supported
Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade

Data Provided By:
Almansors Early Childhood Education Program
(323) 341-5580
625 Fair Oaks, Suite 200
South Pasadena, CA
Support Services
Early Intervention, Education, Respite/Childcare/Babysitting
Ages Supported
Preschool,Kindergarten,1-5 Grade

Data Provided By:
Protection and Advocacy, Inc., - Los Angeles Legal Office
(800) 776-5746
3580 Wilshire Blvd., Suite 902
Los Angeles, CA
Support Services
Education, State Resources

Data Provided By:
Summit View School: Coldwater Canyon Prep Program (The Help Group)
(877) 943-5747
6455 Coldwater Canyon Blvd.
Valley Glen, CA
Support Services
Education, Educational Advocacy
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade

Data Provided By:
The Help Group - Summit View School (Valley Glen)
(877) 943-5747
6455 Coldwater Canyon Blvd.
Valley Glen, CA
Support Services
Education, Schools, Ages 5 years and Up

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