Autism Education Facilities Ocala FL

Local resource for autism education facilities in Ocala, FL. 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.

Marion Therapeutic Riding Association
(352) 624-4240
P.O. Box 6832
Ocala, FL
Support Services
Hippotherapy (Horseback Riding), Therapy Providers

Data Provided By:
Step-by-Step Success, L.L.C.
(352) 425-0723
5010 Se 30th Court
Ocala, FL
Support Services
ABA, Therapy Services, ABA/Discrete Trial, Babysitting / Childcare, Behavorial Intervention, Early Intervention, Private School (Autism Only), Respite, Social Skills Training, Training/Seminars, Verbal Behavior
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

Data Provided By:
Center for Autism and Related Disabilities/ Gainesville
800-754-5891 or 352-846-2761
PO Box 100234
Gainesville, FL
Support Services
Education, Helpful Websites, Private School (Multi-disability)

Data Provided By:
Center for Autism and Related Disabilities/ Tallahassee
850-644-4367 or 800-769-7926
625 B North Adams Street
Tallahassee, FL
Support Services
Education, Marriage & Family Counseling, Private School (Multi-disability)

Data Provided By:
Autism Behavioral Center - PRBAI
(321) 427-7005
401 N Wickham Road Suite 129
Melbourne, FL
Support Services
ABA/Discrete Trial, Behavorial Intervention, Early Intervention, Education, Educational Advocacy, Government/State Agency, Marriage & Family Counseling, Medical, Private School (Autism Only), Research, Research, Social Skills Training, Summer Camp/ESY, Support Organization, Therapy Providers, Training/Seminars, Verbal Behavior
Ages Supported
Preschool,Kindergarten,1-5 Grade

Data Provided By:
Karen Fattorosi, Ph.D., LCSW
(352) 854-5946
1294 SE 24 Road
Ocala, FL
Support Services

Data Provided By:
Autism Society of Marion County
(352) 591-3120
P.O. Box 255
Reddick, FL
Support Services
Marriage & Family Counseling, Support Organization

Data Provided By:
Ave Maria Preparatory School
(941) 952-9394
201 South Tuttle
Sarasota, FL
Support Services
Academic Assessments, Activities, Aquatic Therapy, Art Therapy, Assistive Technology, Behavorial Intervention, Career Counseling, Disability Advocacy, Early Intervention, Education, FastForword, Independent Living Centers, Interactive Metronome, Legal Services, Lindamood Bell, Music Therapy, Occupational Therapy, Pet Information & Service Dogs, Private School (Integrated), Private School (Multi-disability), Psychological Counseling, Research, Sensory Integration, Social Skills Training, Speech &
Ages Supported
1-5 Grade,9-10 Grade,11-12 Grade

Data Provided By:
Autism Consortium of Nova Southeastern Univ.
(954) 262-7168
3301 College Ave.
Fort Lauderdale, FL
Support Services
Education, Medical, Therapy Providers

Data Provided By:
Achievement and Rehabilitation Centers (ARC Broward)
(954) 746-9400
10250 NW 53rd Street
Sunrise, FL
Support Services
ABA/Discrete Trial, Adult Support, Behavorial Intervention, Camps, Career Counseling, Compounding Pharmacies, Disability Advocacy, Early Intervention, Education, Educational Advocacy, Job Coach, Marriage & Family Counseling, Occupational Therapy, Physical Therapy, Psychological Counseling, Residential, Residential Facility, Respite, Respite/Childcare/Babysitting, Social Skills Training, Speech Therapy, Summer Camp/ESY, Support Group Meetings, Therapy Providers, Training/Seminars
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

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:


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