Autism Education Facilities South Bend IN

Local resource for autism education facilities in South Bend, IN. 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.

Sonya Ansari Center For Autism
(574) 289-4831
2505 E Jefferson St
South Bend, IN
Support Services
ABA, Ideas For Finding Therapists, ABA, Therapy Services, Behavior Assessment, Camps, Career Counseling, Colleges/universities, degrees in teaching/special ed., Disability Advocacy, Early Intervention, Educational Advocacy, Helpful Websites, Independent Living Centers, Job Coach, Karate, Residential, Sports, State Resources, Education, State Resources, Parent Training, State Resources, Regional Centers/Early Intervention Agency, Summer Camp/ESY, Support / Tutoring, Support Group Meetings, Swimmi
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

Data Provided By:
Indiana Resource Center for Families with Special Needs
(574) 234-7101 or 800-332-4433
1703 South Ironwood Drive
South Bend, IN
Support Services
Other, Training/Seminars

Data Provided By:
Reins of Life, Inc.
(574) 232-0853
55200 Quince Rd.
South Bend, IN
Support Services
Hippotherapy (Horseback Riding), Therapy Providers

Data Provided By:
Zoreen Ansari, M.D.
(219) 272-7107
51160 Erin Glen Dr.
Granger, IN
Support Services
DAN! Pediatrics, Medical

Data Provided By:
Special Connections Elkhart Chapter ASA
(574) 295-7301
97772 County Road 9 South
Elkhart, IN
Support Services
Disability Advocacy, Educational Advocacy, Marriage & Family Counseling, Marriage & Family Counseling, Research, Sensory Integration, Support Group Meetings, Support Organization
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade

Data Provided By:
Autism Spectrum Disorders Family Support Group
(574) 289-4831
1235 North Eddy Street
South Bend, IN
Support Services
Support Organization

Data Provided By:
Logan: Resources and Opportunities for People with Disabilities
(574) 289-4831
2505 E. Jefferson Blvd.
South Bend, IN
Support Services
Adult Support, Support Organization

Data Provided By:
Dungarvin Indiana, Inc.
(574) 259-4870
411 East McKinley Highway
Mishawaka, IN
Support Services
Residential, Support Organization

Data Provided By:
Samlind of Indiana, Inc.
(574) 654-8700
115 E Michigan St.
New Carlisle, IN
Support Services
Adult Support, Behavorial Intervention, Compounding Pharmacies, Disability Advocacy, Government/State Agency, Marriage & Family Counseling, Residential, Residential Facility, Respite, Respite/Childcare/Babysitting, Sensory Integration, Social Skills Training, Support Organization, Therapy Providers, Verbal Behavior
Ages Supported
1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

Data Provided By:
Andrea Skaliks
(817) 395-2000
8871 Maplewood Dr
Berrien Springs, MI
Support Services
ABA, Therapy Services, Babysitting / Childcare, Respite
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 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