Autism Education Facilities Minneapolis MN

Local resource for autism education facilities in Minneapolis, MN. 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.

Fraser Child & Family Center
(612) 331-9413
3333 University Ave SE
Minneapolis, MN
Support Services
Adult Support, Auditory Integration Therapy, Behavorial Intervention, Disability Advocacy, Early Intervention, Education, Educational Advocacy, Marriage & Family Counseling, Marriage & Family Counseling, Music Therapy, Nutritional Counseling, Occupational Therapy, Other, Physical Therapy, Play Therapy, Private School (Integrated), Private School (Multi-disability), Products/Stores, Psychological Counseling, RDI, Residential, Residential Facility, Respite, Respite/Childcare/Babysitting, Sensory I
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade

Data Provided By:
The Fraser Institute?
(612) 861-1688
2400 W. 64th Street
Minneapolis, MN
Support Services
Education, Other, Residential

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In The Company of Kids "Creative Arts Center", LLC
(952) 432-5525
15010 Glazier Ave. Suite 103
Apple Valley, MN
Support Services
Activities, Education, Other
Ages Supported
Preschool,Kindergarten,1-5 Grade

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University of St. Thomas - Minnesota
(651) 962-4397
1000 LaSalle Avenue
Minneapolis, MN
Support Services
Education
Ages Supported
Adult

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Minnesota Disability Law Center
(612) 332-1441
300 Kickernick Building 430 First Avenue North
Minneapolis, MN
Support Services
Disability Advocacy, Government/State Agency, Legal Services

Data Provided By:
Minnesota Life College
(612) 869-4008
7501 Logan Avenue South
Richfield, MN
Support Services
Adult Support, Career Counseling, Education, Job Coach, Residential, Residential Facility, Social Skills Training, Support Organization
Ages Supported
Adult

Data Provided By:
Childrens Home Society & Family Services
651-646-7771 or 800-952-9302
1605 Eustis Street
St. Paul, MN
Support Services
Disability Advocacy, Early Intervention, Education, Marriage & Family Counseling, Support Organization

Data Provided By:
VSA arts of Minnesota
(612) 332-3888
Hennepin Center for the Arts, 528 Hennepin Avenue, Suite # 305
Minneapolis, MN
Support Services
Disability Advocacy

Data Provided By:
Minnesota Autism Center
(612) 767-4200
3001 Broadway St. NE
Minneapolis, MN
Support Services
Early Intervention, Marriage & Family Counseling, Medical, Occupational Therapy, Physical Therapy, Social Skills Training, Speech Therapy, Support Organization, Therapy Providers
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade

Data Provided By:
Minesota Disability Law Center
(800) 292-4150
430 1st Avenue N., Suite 300
Minneapolis, MN
Support Services
Disability Advocacy, Government/State Agency, Legal Services
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