Autism Education Facilities Indianapolis IN

Local resource for autism education facilities in Indianapolis, IN. 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.

ABA Programming, Inc
(317) 849-5437
6060 Castleway W. Drive
Indianapolis, IN
Support Services
ABA, Ideas For Finding Therapists, ABA/Discrete Trial, Activities, Assistive Technology, Early Intervention, Education, FastForword, Haircuts & Photography, Military Families, Occupational Therapy, Other, Private School (Autism Only), Private School (Multi-disability), Schools, Preschool, Typical, Social Skills Training, Speech & Language, Speech Therapy, Summer Camp/ESY, Support / Tutoring, Support Organization, 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:
Broad Horizons Montessori School
(317) 571-0258
1325 E. 111th St
Indianapolis, IN
Support Services
Behavorial Intervention, Disability Advocacy, Early Intervention, Early Intervention, Education, Educational Advocacy, Private School (Multi-disability), RDI, Schools, Ages 5 years and Up, Schools, Preschool, Typical, Sensory Integration, Social Skills Training, Summer Camp/ESY, Support / Tutoring, Training/Seminars
Ages Supported
Preschool,1-5 Grade

Data Provided By:
Damar Services, Inc.
(317) 856-5201
P.O. Box 41
Camby, IN
Support Services
ABA/Discrete Trial, Adult Support, Behavorial Intervention, Education, Marriage & Family Counseling, Medical, Play Therapy, Residential, Residential Facility, 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:
Riley Child Development Center LEND Program
(317) 274-8167
702 Barnhill Drive room 5837
Indianapolis, IN
Support Services
Publications, Research
Ages Supported
1-5 Grade,11-12 Grade,6-8 Grade,9-10 Grade,Adult,Kindergarten,Preschool

Data Provided By:
Indiana Canine Assistant Network
317.250.6450 ext.10
1801 North Meridian Street
Indianapolis, IN
Support Services
Pet Information & Service Dogs, Training/Seminars
Ages Supported
1-5 Grade,11-12 Grade,6-8 Grade,9-10 Grade,Adult,Kindergarten,Preschool

Data Provided By:
Indiana Developmental Training Center
(888) 638-3558
11075 N. Pennsylvania Street
Indianapolis, IN
Support Services
Behavorial Intervention, Education, Medical, Occupational Therapy, Physical Therapy, Psychological Counseling, Residential, Residential Facility, Speech Therapy, Therapy Providers, Training/Seminars
Ages Supported
1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade

Data Provided By:
ABA Programming
(317) 849-KIDS
9840 westpoint Dr.
Indianapolis, IN
Support Services
ABA/Discrete Trial, Behavorial Intervention, Camps, Early Intervention, Education, Marriage & Family Counseling, Medical, Occupational Therapy, Play Therapy, Private School (Autism Only), Respite, Respite/Childcare/Babysitting, Social Skills Training, Speech Therapy, Summer Camp/ESY, Support Group Meetings, Support Organization, 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:
VSA arts of Indiana, Inc.
(317) 974-4123
Harrison Centre for the Arts, 1505 N. Delaware Street
Indianapolis, IN
Support Services
Disability Advocacy

Data Provided By:
ATTAIN (Accessing Technology Through Action in Indiana)
(800) 528-8246 (in IN); (317) 921-8766 (in Marion
1815 N. Meridian St., Suite 200
Indianapolis, IN
Support Services
Support Organization

Data Provided By:
Riley Hospital for Children: Behavioral/Developmental Pediatrics
(317) 274-7819
Behavioral/Developmental Pediatrics, 702 Barnhill Drive, Room 5833
Indianapolis, IN
Support Services
Early Intervention, Other

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