Autism Education Facilities Seattle WA

Local resource for autism education facilities in Seattle, WA. 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.

Childrens Institute for Learning Differences
(206) 232-8680
4030 86th Ave SE
Mercer Island, WA
Support Services
Camps, Education, Private School (Multi-disability), Summer Camp/ESY
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade

Data Provided By:
Johnathan Wright, MD
(425) 264-0059
801 Southwest 16th
Renton, WA
Support Services
ABA/Discrete Trial, Education, Therapy Providers

Data Provided By:
Washington P&A System
(206) 324-1521
315 - Fifth Avenue South, Suite 850
Seattle, WA
Support Services
Disability Advocacy

Data Provided By:
Elliot Watson
206-709-3050 ext. 1350
2011 E. Olive St.
Seattle, WA

Data Provided By:
Larry A. Jones
(206) 405-3240
2118 8th Ave
Seattle, WA
Support Services
Legal Services

Data Provided By:
Music Works
(426) 644-0988
14360 SE Eastgate Way, Suite 102
Bellevue, WA
Support Services
Education, Music Therapy, Other

Data Provided By:
Washington Protection and Advocacy
(206) 324-1521
315- Fifth Ave South
Seattle, WA
Support Services
Other

Data Provided By:
Northwest Justice Project
(888) 201-1012
401 Second Ave S
Seattle, WA
Support Services
Educational Advocacy, Other

Data Provided By:
Que Areste, ND
(206) 328-2926
1605 12th Ave
Seattle, WA
Support Services
Biomedical Intervention, Nutritional Counseling

Data Provided By:
Hearing Speech and Deafness Center-Speech and Motor Department
(206) 388-1300
1625 19th Avenue
Seattle, WA
Support Services
Auditory Integration Therapy, Camps, Early Intervention, Marriage & Family Counseling, Occupational Therapy, Play Therapy, Sensory Integration, Social Skills Training, Speech Therapy, Summer Camp/ESY, Therapy Providers, Training/Seminars
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

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