Autism Education Facilities Tallahassee FL

Local resource for autism education facilities in Tallahassee, FL. 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.

Center for Autism and Related Disabilities/ Tallahassee
850-644-4367 or 800-769-7926
625 B North Adams Street
Tallahassee, FL
Support Services
Education, Marriage & Family Counseling, Private School (Multi-disability)

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Florida Department of Health
(850) 245-4330
4052 Bald Cypress Way, Bin A-18
Tallahassee, FL
Support Services
Government/State Agency

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Florida Department of Education
(850) 245-0505
Turlington Building, Suite 1514, 325 West Gaines Street
Tallahassee, FL
Support Services
Government/State Agency

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Advocacy Center for Persons with Disabilities
(850) 488-9071
2671 Executive Center Circle, W., Suite 100
Tallahassee, FL
Support Services
Disability Advocacy, Other, Support Organization, Training/Seminars

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Florida Developmental Disabilities Council
850-488-4180 or 800-580-7801
124 Marriott Drive, Suite 203
Tallahassee, FL
Support Services
Disability Advocacy, Government/State Agency

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Krista Cayer, MA, BCBA (Behavior Specialists)
(850) 264-1355
Tallahassee, FL
Tallahassee, FL
Support Services
ABA/Discrete Trial, Behavorial Intervention, Early Intervention, Education, Play Therapy, RDI, Residential Facility, Support Organization, Therapy Providers
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

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Center for Autism and Related Disabilities (Tallahassee)
(800) 769-7926
Florida State University, 625-B N. Adams St.
Tallahassee, FL
Support Services
Early Intervention, Government/State Agency, Medical, Therapy Providers, Training/Seminars

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RESPECT of Florida
(850) 487-1471
2475 Apalachee Parkway, Suite 205
Tallahassee, FL
Support Services
Disability Advocacy, Other, Support Organization

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Florida Department of Financial Services
(850) 413-3100
200 East Gaines Street
Tallahassee, FL
Support Services
Government/State Agency

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Developmental Disabilities Program Office
(850) 488-4257
1317 Winewood Blvd.
Tallahassee, FL
Support Services
Disability Advocacy, Early Intervention, Government/State Agency

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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