Autism Education Facilities Philadelphia PA

Local resource for autism education facilities in Philadelphia, PA. 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.

Green Tree School
(215) 843-4528
146 West Walnut Lane
Philadelphia, PA
Support Services
ABA/Discrete Trial, Art Therapy, Behavorial Intervention, Biomedical Intervention, Camps, Compounding Pharmacies, Disability Advocacy, Early Intervention, Education, Educational Advocacy, Hippotherapy (Horseback Riding), Marriage & Family Counseling, Marriage & Family Counseling, Medical, Music Therapy, Occupational Therapy, Physical Therapy, Play Therapy, Private School (Autism Only), Private School (Integrated), Private School (Multi-disability), Psychological Counseling, Research, Research, R
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade

Data Provided By:
Holcomb Behavioral Health -- DelCo
(610) 352-8943
Delaware County, 225 South 69th Street
Upper Darby, PA
Support Services
Early Intervention, Education, Medical, Research, Residential Facility, Support Organization, Therapy Providers, Training/Seminars

Data Provided By:
Kingsway Learning Center, Inc.
(856) 428-8108
144 Kings Highway West
Haddonfield, NJ
Support Services
Early Intervention, Education, Educational Advocacy, Therapy Providers
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade

Data Provided By:
Matthew Sands (Lovaas Institute East Headquarters)
(856) 616-9442
52 Haddonfield - Berlin Road, Suite 1000
Cherry Hill, NJ
Support Services
Early Intervention, Education
Ages Supported
Preschool

Data Provided By:
Devereux New Jersey Treatment Network
(856) 384-9680
901 Mantua Pike
Woodbury, NJ
Support Services
Education, Residential Facility, Therapy Providers

Data Provided By:
Drexel Autism Center
(215) 831-4058
Psychiatry Dept. - Friends Hospital, 4641 Roosevelt Blvd. POB 45358
Philadelphia, PA
Support Services
Academic Assessments, Behavior Assessment, Compounding Pharmacies, Education, Educational Assessment, Medical, Psychological Counseling, Research, Therapy Providers
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade

Data Provided By:
Bancroft NeuroHealth
(856) 429-0010
425 Kings Highway East
Haddonfield, NJ
Support Services
Early Intervention, Education, Other, Residential, Residential Facility, Training/Seminars
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

Data Provided By:
The Institutes for the Achievement of Human Potential
(215) 233-2050
8801 Stenton Avenue
Wyndmoor, PA
Support Services
Academic Assessments, Auditory Integration Therapy, Early Intervention, Education, Educational Advocacy, Medical, Nutritional Counseling, Nutritional Counseling, Research, Research, Sensory Integration, Therapy Providers, Training/Seminars
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade

Data Provided By:
Devereux Community Based Services
(856) 686-0404
992 Route 45, Units 104-108
Woodbury Heights, NJ
Support Services
Education, Residential Facility, Therapy Providers

Data Provided By:
Durand Academy
(856) 845-0666
230 North Evergreen Avenue
Woodbury, NJ
Support Services
Education, Residential

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