Autism Education Facilities Idaho Falls ID

Local resource for autism education facilities in Idaho Falls, ID. 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.

Behavior and Social Intervention Center (B.A.S.I.C.)
(208) 552-7177
1970 East, 17th Street, Suite 208
Idaho Falls, ID
Support Services
Behavorial Intervention, Marriage & Family Counseling, Other, Support Organization

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Access Point
(208) 522-4026
2680 Channing Way
Idaho Falls, ID
Support Services
ABA/Discrete Trial, Behavorial Intervention, Early Intervention, Occupational Therapy, Physical Therapy, Psychological Counseling, Research, Social Skills Training, Speech Therapy, Therapy Providers, Training/Seminars
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade

Data Provided By:
Shelley School District #60
(208) 357-3411
545 Seminary Ave.
Shelly, ID
Support Services
Education
Ages Supported
Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade

Data Provided By:
Idaho Falls School District #91
(208) 525-7500
690 John Adams Parkway
Idaho Falls, ID
Support Services
Education
Ages Supported
Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade

Data Provided By:
The Adventure Center
(208) 528-8639
265 Gladstone Street
Idaho Falls, ID
Support Services
Support Organization

Data Provided By:
Access Point Family Services
(208) 522-4026
2680 Channing Way
Idaho Falls, ID
Support Services
ABA/Discrete Trial, Research, Therapy Providers

Data Provided By:
Development Workshop, Inc.
(208) 524-1550
555 W. 25th Street
Idaho Falls, ID
Support Services
Disability Advocacy, Support Organization

Data Provided By:
The Learning Center (Idaho Falls)
(208) 529-3518
265 Gladstone
Idaho Falls, ID
Support Services
Other

Data Provided By:
Riverside Service Group
(208) 542-4517
575 1st St.
Idaho Falls, ID
Support Services
Support Organization

Data Provided By:
Joshua D. Smith Foundation
(208) 523-5674
756 Oxford Drive
Idaho Falls, ID
Support Services
Disability Advocacy, Occupational Therapy, Physical Therapy, Residential, Social Skills Training, Speech Therapy, Support Organization, Therapy Providers, Training/Seminars
Ages Supported
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