Autism Education Facilities Lubbock TX

Local resource for autism education facilities in Lubbock, TX. 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.

South Plains Autism Network (SPAN)
(806) 743-5678
3601 4thSt., Suite 2A 300
Lubbock, TX
Support Services
Support Group Meetings, Support Organization

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West Texas Parent Education Network
(877) 762-1435
1001 Main St #804
Lubbock, TX
Support Services
Educational Advocacy, Government/State Agency, Training/Seminars
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

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Harlan Wright, D.O.
(806) 794-9632
4903 82nd St. #50
Lubbock, TX
Support Services
Biomedical Intervention, DAN! Pediatrics, Medical

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Dallas Services
(214) 828-9900
4106 Office Parkway
Dallas, TX
Support Services
Education, Occupational Therapy, Physical Therapy, Private School (Multi-disability), Sensory Integration, Speech Therapy, Therapy Providers
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

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Autism Treatment Center (San Antonio)
(210) 590-2107
16111 Nacogdoches Road
San Antonio, TX
Support Services
Education, Research, Residential Facility, Support Organization, Therapy Providers

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Texas Home School Coalition
(806) 744-4441
PO Box 6747
Lubbock, TX
Support Services
Educational Advocacy, Other

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Burkhart Center for Autism Education and Research
806-742-1998 x458
Texas Tech University
Lubbock, TX
Support Services
Adult Support, Behavorial Intervention, Career Counseling, Disability Advocacy, Educational Advocacy, Job Coach, Marriage & Family Counseling, Marriage & Family Counseling, Other, Research, Research, Social Skills Training, Support Group Meetings, Support Organization, Training/Seminars
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

Data Provided By:
The Sean Ashley House
(713) 667-6460
5326 W. Bellfort, Ste. 102
Houston, TX
Support Services
Adult Support, Art Therapy, Behavorial Intervention, Camps, Career Counseling, Compounding Pharmacies, Disability Advocacy, Education, Educational Advocacy, Hippotherapy (Horseback Riding), Marriage & Family Counseling, Medical, Music Therapy, Nutritional Counseling, Occupational Therapy, Physical Therapy, Play Therapy, Psychological Counseling, Residential, Residential Facility, Respite, Respite/Childcare/Babysitting, Sensory Integration, Social Skills Training, Speech Therapy, Summer Camp/ESY,
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

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IASIS Learning Center
(214) 395-3045
100 West Oak Street, Suit 214
Denton, TX
Support Services
Education, Social Skills Training
Ages Supported
Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade

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Autism Treatment Centers of Texas
(972) 644-2076
10503 Metric Dr.
Dallas, TX
Support Services
ABA/Discrete Trial, Adult Support, Art Therapy, Auditory Integration Therapy, Behavorial Intervention, Early Intervention, Education, Hippotherapy (Horseback Riding), Lindamood Bell, Marriage & Family Counseling, Music Therapy, Occupational Therapy, Physical Therapy, Play Therapy, Private School (Autism Only), Psychological Counseling, Residential, Residential Facility, Sensory Integration, Social Skills Training, Speech Therapy, Support Group Meetings, Therapy Providers
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,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