Autism Education Facilities Spokane WA

Local resource for autism education facilities in Spokane, 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.

Anya Sibley
(650) 388-6000
Spokane, WA
Support Services
Educational Advocacy, Marriage & Family Counseling, Other, Play Therapy, Respite, Respite/Childcare/Babysitting, Sensory Integration, Training/Seminars
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade

Data Provided By:
Christine R. Guzzardo, Ph.D.
(509) 456-3600
421 W. Riverside Avenue
Spokane, WA
Support Services
Medical, Psychological Counseling
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

Data Provided By:
Washington PAVE - Spokane Office
(509) 326-1722
PMB#482
Spokane, WA
Support Services
Educational Advocacy, Marriage & Family Counseling, Support Group Meetings, Support Organization, Training/Seminars

Data Provided By:
Year for Change LLC
(509) 448-1506
701 W. 7th Ave., Suite 15
Spokane, WA
Support Services
Biomedical Intervention, Early Intervention, Therapy Providers
Ages Supported
Preschool,Kindergarten,1-5 Grade

Data Provided By:
Spokane Hyperbarics
(509) 922-6552
13007 E. Mission Ave
Spokane Valley, WA
Support Services
Hyperbaric Oxygen Providers, Hyperbaric Oxygen Providers, Vaccine Awareness, Vaccine Awareness
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

Data Provided By:
Washington Assistive Technology Alliance
(509) 328-9350
606 Sharp
Spokane, WA
Support Services
Disability Advocacy, Educational Advocacy, Support Organization

Data Provided By:
ICAN International Christian Association of Neurodevelopmentalists
(406) 961-5266
P.O. Box 9822
Spokane, WA
Support Services
Assistive Technology, Behavorial Intervention, Biomedical Intervention, Disability Advocacy, Early Intervention, Floortime, Occupational Therapy, Physical Therapy, Social Skills Training, State Resources, Parent Training, Training/Seminars, Vaccine Awareness, Verbal Behavior, Vision Therapy
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

Data Provided By:
Tom Weddle
(509) 325-6762
7018 N. Belt
Spokane, WA
Support Services
Behavorial Intervention, Social Skills Training
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

Data Provided By:
Inland Center for Autism & Related Disorders (ICARD), P.L.L.C.
701 W. 7th Avenue, Suite 130
Spokane, WA
Support Services
Other, Research, Therapy Providers, Training/Seminars

Data Provided By:
Susan F. Moon, Ph.D.
(509) 535-3990
PO Box 968
Spokane, WA
Support Services
Adult Support, Behavorial Intervention, Marriage & Family Counseling, Medical
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