Autism Education Facilities Norman OK

Local resource for autism education facilities in Norman, OK. 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.

Oklahoma Autism Network
(405) 271-7476
1600 N. Phillips Ave
Oklahoma City, OK
Support Services
ABA, Ideas For Finding Therapists, Educational Advocacy, Health Food Stores / Markets, Helpful Websites, Research, State Resources, State Resources, Education, State Resources, Insurance, State Resources, Parent Training, State Resources, Regional Centers/Early Intervention Agency, State Resources, Vocational Rehabilitation Centers, Support Group Meetings, Training/Seminars
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

Data Provided By:
UCPOK - Norman Chapter
1167 East Main Street
Norman, OK
Support Services
Adult Support, Marriage & Family Counseling, Marriage & Family Counseling, Other, Respite, Support Group Meetings, Support Organization
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

Data Provided By:
Central Oklahoma Chapter: Autism Society of America
(405) 370-3220
PO Box 720103
Norman, OK
Support Services
Activities, Support Group Meetings, Support Organization

Data Provided By:
Oklahoma APSE (OK-APSE), Network on Employment
(405) 325-4915
% University of Oklahoma
Norman, OK
Support Services
Career Counseling, Disability Advocacy, Job Coach, Support Organization
Ages Supported
Adult

Data Provided By:
Oklahoma Parent Network
(405) 831-7223
PO Box 55733
Oklahoma City, OK
Support Services
Products/Stores
Ages Supported
1-5 Grade,11-12 Grade,6-8 Grade,9-10 Grade,Adult,Kindergarten,Preschool

Data Provided By:
HOME BASED SERVICES
(405) 642-4839
Goshawk Drive
Norman, OK
Support Services
ABA/Discrete Trial, Behavorial Intervention, Early Intervention, Marriage & Family Counseling, Play Therapy, Residential, Social Skills Training, Support Group Meetings, Therapy Providers, Verbal Behavior
Ages Supported
Preschool,Kindergarten,1-5 Grade

Data Provided By:
Dungarvin Oklahoma
(405) 329-7830
125 Triad Village Dr.
Norman, OK
Support Services
Therapy Providers
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

Data Provided By:
Deborah Dukes
(405) 627-1235
2920 S. Chautauqua #29
Norman, OK
Support Services
ABA/Discrete Trial, Therapy Providers

Data Provided By:
JoEllen Poindexter, M.S., CCC-SLP
(405) 313-9830
11220 N. Rockwell
Oklahoma City, OK
Support Services
ABA, Therapy Services, Assistive Technology, Behavior Assessment, Behavorial Intervention, Early Intervention, Educational Assessment, Floortime, Play Therapy, Psychological Counseling, Social Skills Training, Speech Therapy, Speech Therapy, Verbal Behavior
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

Data Provided By:
Oklahoma Congress of Parents and Teachers, Inc.
(405) 681-0750
1601 S.W. 89th Street
Oklahoma City, OK
Support Services
Disability Advocacy, Marriage & Family Counseling, Other
Ages Supported
Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade

Data Provided By:
Data Provided By:

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