Autism Education Facilities Washington DC

Local resource for autism education facilities in Washington, DC. 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.

National Dissemination Center for Children with Disabilities (NICHCY)
(202) 884-0285 or (800) 695-0285
PO Box 1492
Washington DC, DC
Support Services
Other, Research, State Resources, State Resources, Education, State Resources, Parent Training
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade

Data Provided By:
Saint Colletta School
(703) 683-3686
207 South Peyton Street
Alexandria, VA
Support Services
Education, Support Organization
Ages Supported
Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

Data Provided By:
Chelsea School
(301) 585-1430
711 Pershing Drive
Silver Spring, MD
Support Services
Education, Private School (Multi-disability)
Ages Supported
1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade

Data Provided By:
Phillips School for Contemporary Ed.
(703) 941-8810
7010 Braddock Road
Annandale, VA
Support Services
Disability Advocacy, Education, Marriage & Family Counseling, Support Organization

Data Provided By:
Community Services for Autistic Adults and Children (CSAAC)
(301) 762-1650
751 Twinbrook Parkway
Rockville, MD
Support Services
Adult Support, Behavorial Intervention, Camps, Career Counseling, Early Intervention, Education, Job Coach, Marriage & Family Counseling, Other, Private School (Autism Only), Private School (Integrated), Residential, Residential Facility, Respite, Respite/Childcare/Babysitting, Summer Camp/ESY, Support Group Meetings, Support Organization, Therapy Providers
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

Data Provided By:
District of Columbia Public Schools
(202) 442-5635
825 North Capitol St. NE 7th Fl.
Washington, DC
Support Services
Education, Educational Advocacy

Data Provided By:
Saint Coletta School
(703) 683-3686
207 South Peyton St.
Alexandria, VA
Support Services
Education, Other
Ages Supported
Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

Data Provided By:
Montgomery Primary Achievement Center (MPAC)
(301) 593-3797
10611 Tenbrook Drive
Silver Spring, MD
Support Services
Education, Private School (Multi-disability)
Ages Supported
Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade

Data Provided By:
Lourie Center School
(301) 984-4444 ext. 110
12301 Academy Way
Rockville, MD
Support Services
Education, Medical, Occupational Therapy, Private School (Multi-disability), Psychological Counseling, Speech Therapy, Therapy Providers
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade

Data Provided By:
CSAAC (Community Services for Autistic Adults and Children) - CSAAC Twinbrook
(301) 762-1650
751 Twinbrook Parkway
Rockville, MD
Support Services
Adult Support, Early Intervention, Education, Educational Advocacy, Marriage & Family Counseling, Residential, Residential Facility, Respite, Respite/Childcare/Babysitting, Support Organization, Training/Seminars

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