Autism Education Facilities Savannah GA

Local resource for autism education facilities in Savannah, GA. 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.

Kicklighter Resource Center
(912) 355-7633
7219 Seawright Drive
Savannah, GA
Support Services
ABA/Discrete Trial, Adult Support, Art Therapy, Behavorial Intervention, Disability Advocacy, Early Intervention, Education, Educational Advocacy, Marriage & Family Counseling, Marriage & Family Counseling, Music Therapy, Nutritional Counseling, Other, Physical Therapy, Play Therapy, Residential, Residential Facility, Respite, Respite/Childcare/Babysitting, Social Skills Training, Speech Therapy, Support Organization, Therapy Providers, Training/Seminars, Verbal Behavior
Ages Supported
Preschool

Data Provided By:
Coastal Compounding Pharmacy
(912) 354-5188
6709 Forest Park Dr
Savannah, GA
Support Services
Compounding Pharmacies, Labs, Medical

Data Provided By:
Array of Hope Specialty Care
(912) 353-9885
116 Ogelethorpe Professional Court
Savannah, GA
Support Services
Adult Support, Camps, Respite, Respite/Childcare/Babysitting, Summer Camp/ESY
Ages Supported
Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

Data Provided By:
Ms. Bees Therapeutic Services Inc
(912) 272-2774
11305 White Bluff Road
Savannah, GA
Support Services
Camps, Disability Advocacy, Respite, Respite/Childcare/Babysitting, Summer Camp/ESY
Ages Supported
Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade

Data Provided By:
Therapy Solutions of Georgia, Inc.
(678) 377-9634
3615 Braselton Highway, Suite 103
Dacula, GA
Support Services
Academic Assessments, Assistive Technology, Early Intervention, Early Intervention, Education, Karate, Private School (Multi-disability), Products/Stores, Speech Therapy, Summer Camp/ESY, Therapy Providers, Training/Seminars, Verbal Behavior
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade

Data Provided By:
Yusuf (J.P.) Saleeby, M.D.
(912) 201-9464
144 Habersham St.
Savannah, GA
Support Services
Biomedical Intervention, DAN! Pediatrics, Medical

Data Provided By:
Candice L. Barnette, MA, CCC-S
(912) 352-4045
6815 Forest Park Drive Suite 124
Savannah, GA
Support Services
ABA, Ideas For Finding Therapists, Behavorial Intervention, Early Intervention, Other, Social Skills Training, Speech & Language, Speech Therapy
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade

Data Provided By:
Legends Learning Center
(912) 692-1553
7219 Seawright Drive
Savannah, GA
Support Services
Education
Ages Supported
Preschool

Data Provided By:
Speech Therapy
(770) 998-9599
11111 Houze Road, Suite 101
Roswell, GA
Support Services
Early Intervention, Education, Sensory Integration, Social Skills Training, Speech Therapy, Support Group Meetings, Support Organization, Therapy Providers
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade

Data Provided By:
The Autism Angel Center
(706) 215-1953
P.O. Box 7425
Athens, GA
Support Services
Early Intervention, Education, Other, 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:

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