Autism Education Facilities Honolulu HI

Local resource for autism education facilities in Honolulu, HI. 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.

Alakai Na Keiki, Inc.
(808) 523-7771
100 Alakea St. 9th Floor
Honolulu, HI
Support Services
ABA/Discrete Trial, Adult Support, Art Therapy, Behavior Assessment, Behavorial Intervention, Biomedical Intervention, Camps, Career Counseling, Disability Advocacy, Early Intervention, Early Intervention, Education, Educational Advocacy, Educational Assessment, Floortime, Job Coach, Marriage & Family Counseling, Military Families, Music Therapy, Occupational Therapy, Play Therapy, Private School (Autism Only), Private School (Multi-disability), Psychological Counseling, Psychological Counseling
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

Data Provided By:
Hauoli Na Keiki Program
(808) 440-8319
Child and Family Service
Ewa Beach, HI
Support Services
Education, Private School (Multi-disability), Therapy Providers
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade

Data Provided By:
William M. Bolman, M.D.
(808) 944-2597
1600 Kapiolani Blvd.
Honolulu, HI
Support Services
Medical
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

Data Provided By:
Shelly A. Tomishima, Ph.D., LLC
(808) 943-0200
1441 Kapiolani Blvd., Ste. 906
Honolulu, HI
Support Services
ABA/Discrete Trial, Other

Data Provided By:
Special Parent Information Network
(808) 586-8126
919 Ala Moana Blvd.
Honolulu, HI
Support Services
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:
CASE, Inc.
(808) 779-8883
45-934 Kamehameha HWY.
Kanehohe, HI
Support Services
ABA, Therapy Services, ABA/Discrete Trial, Adult Support, Behavorial Intervention, Camps, Early Intervention, Education, Floortime, Play Therapy, Psychological Counseling, RDI, Sensory Integration, Social Skills Training, Support Group Meetings, 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:
Disability and Communication Access Board
(808) 586-8129 (V/TTY); (808) 586-8130 (TTY)
919 Ala Moana Boulevard
Honolulu, HI
Support Services
Other

Data Provided By:
Sounding Joy Music Therapy, Inc.
(808) 945-7878
1655 Makaloa Street, #1818
Honolulu, HI
Support Services
Early Intervention, Educational Advocacy, Music Therapy, Research, Research, Therapy Providers, Training/Seminars
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

Data Provided By:
State Planning Council on Dev. Disab.
(808) 586-8100
919 Ala Moana Blvd., Suite 113
Honolulu, HI
Support Services
Disability Advocacy, Marriage & Family Counseling, Research, Support Organization

Data Provided By:
Oahu State Alliance for the Mentally Ill
(808) 591-1297
770 Kapiolani Blvd.
Honolulu, HI
Support Services
Adult Support, Disability Advocacy, Educational Advocacy, Marriage & Family Counseling, Other, Support Organization
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

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