Autism Education Facilities Wilmington DE

Local resource for autism education facilities in Wilmington, DE. 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.

The ARC of Delaware
(302) 996-9400
1016 Centre Road Suite 1
Wilmington, DE
Support Services
Early Intervention, Education, Support Organization, Therapy Providers

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AdvoServ, DE
(800) 593-4959
4185 Kirkwood-St. Georges Road
Bear, DE
Support Services
Disability Advocacy, Education, Residential Facility

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Community Legal Aid Society
(800) 292-7980 or 302-575-0660
100 West 10th St, Suite 801
Wilmington, DE
Support Services
Disability Advocacy, Legal Services

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Delaware Assistive Technology Initiative
(800) 870-DATI or (302) 651-6790
Univ of Delaware - A.I DuPont Hospital
Wilmington, DE
Support Services
Disability Advocacy, Other, Support Organization, Training/Seminars
Ages Supported
Preschool,Kindergarten,1-5 Grade,9-10 Grade,11-12 Grade,Adult

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Wanna Play Program
(610) 853-2898
8701-A West Chester Pike
Upper Darby, PA
Support Services
Camps, Early Intervention, Marriage & Family Counseling, Marriage & Family Counseling, Play Therapy, Social Skills Training, Summer Camp/ESY, Therapy Providers, Training/Seminars
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade

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Vocational Consulting Services
(302) 292-0333
106 Red Pine Circle
Newark, DE
Support Services
Education, Other
Ages Supported
9-10 Grade,11-12 Grade,Adult

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Advoserv (Private school program, age range 8-21 and adults)
(800) 593-4898
152 Locke Avenue
Woolwich Township, NJ
Support Services
Education, Private School (Multi-disability)

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Parent Information Center of Delaware (Wilmington Office)
(302) 764-3252
3707 N. Market St. (PAL Center)
Wilmington, DE
Support Services
Other, Support Organization

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Disabilities Law Information
(302) 575-0660
Community Service Building, 100 West 10th Street, Suite 801
Wilmington, DE
Support Services
Legal Services

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Mental Health Association in Delaware
(800) 345-6785
100 West 10th St., Suite 600
Wilmington, DE
Support Services
Government/State Agency, Other, Support Group Meetings, Support Organization

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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