Autism Education Lawyers Auburn AL

Local resource for autism education lawyers in Auburn. Includes detailed information on local businesses that provide access to autism lawyers, autism education, autism education grants, special needs education lawyers, special education lawyers, special education law, autism special education, autism education services, and autism schools, as well as advice and therapy for those suffering from autism and Asperger's syndrome.

Amber k. Aull, M.S., BCBA (ABA Therapy)
(334) 502-5333
1133 Old Mill Road
Auburn, AL
Support Services
ABA, Ideas For Finding Therapists, ABA, Therapy Services, ABA/Discrete Trial, Behavorial Intervention, Early Intervention, Floortime, Social Skills Training, Therapy Providers, Verbal Behavior
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

Data Provided By:
Robert Simpson, Ph.D.
(334) 844-2106
1228 Haley Center, Auburn University
Auburn University, AL
Support Services
Medical

Data Provided By:
Ronald Eaves, Ph.D.
(334) 844-2107
Not listed, Auburn University
Auburn University, AL
Support Services
Medical

Data Provided By:
Alabama State Department of Education
(334) 242-9700
50 North Ripley Street, PO Box 302101
Montgomery, AL
Support Services
Disability Advocacy, Educational Advocacy, Government/State Agency
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade

Data Provided By:
Angela K. Collier, M.Ed
(256) 828-7667
Meridianville, AL
Support Services
Adult Support, Advocates (Special Education), Career Counseling, Disability Advocacy, Early Intervention, Educational Advocacy, Job Coach, Social Skills Training, State Resources, Regional Centers/Early Intervention Agency
Ages Supported
1-5 Grade,11-12 Grade,6-8 Grade,9-10 Grade,Adult,Kindergarten,Preschool

Data Provided By:
Auburn University Autism Center
(334) 821-4002
1228 Haley Center
Auburn University, AL
Support Services
Occupational Therapy, Physical Therapy, Research, Research, Speech Therapy, Support Group Meetings, Support Organization, Training/Seminars

Data Provided By:
Developmental Disabilities Clinic of Auburn University
(334) 844-4889
Auburn University, 1122 Haley Center
Auburn University, AL
Support Services
Early Intervention, Medical, Therapy Providers

Data Provided By:
Epilepsy Foundation of South Alabama
(251) 432-0970
951 Government Street, Suite 201
Mobile, AL
Support Services
Adult Support, Career Counseling, Disability Advocacy, Educational Advocacy, Research, Support Group Meetings, Support Organization, Training/Seminars

Data Provided By:
Professional Autism Educational Co-Operation
(256) 244-3921
445 Gant Rd
Scottsboro, AL
Support Services
Colleges/universities, degrees in teaching/special ed., Educational Advocacy, Helpful Websites, State Resources, State Resources, Insurance, State Resources, Regional Centers/Early Intervention Agency, State Resources, Vocational Rehabilitation Centers, Training/Seminars, Vocational Rehabilitation Centers
Ages Supported
Adult

Data Provided By:
Behavior Interventions/Home and School
(205) 482-5645
Birmingham, AL
Birmingham, AL
Support Services
ABA/Discrete Trial, Behavorial Intervention, Camps, Educational Advocacy, Marriage & Family Counseling, Medical, Other, Social Skills Training, Summer Camp/ESY, Therapy Providers, Training/Seminars
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade

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Autism, Homework & Beyond

Autism, homework & beyond

Michelle Garcia Winner

Our daily lives are made up of an endless stream of thoughts, decisions, actions and reactions to the people and environment in which we live. The internal and external actions fit together, sometimes seamlessly sometimes not, largely dependent upon a set of invisible yet highly important skills we call Executive Functioning (EF). These skills, which involve planning, organizing, sequencing, prioritizing, shifting attention, and time management can be well-developed in some people (think traffic controllers, wedding planners, business CEOs, etc.) and less developed in others. They are vital in all parts of life, from making coffee to running a profitable business. The skills develop naturally, without specific, formal training, and we all have them to some degree - or at least, we all assume we all have them.

Things are never quite as simple as they seem, and these EF skills are no exception. They require a multi-tiered hierarchy of decisions and actions, all coming together within the framework of time, knowledge and resources.

Imagine trying to navigate life when EF skills are impaired or nonexistent, as they are with individuals on the autism spectrum. For most of us, our imagination won't stretch that far. Therefore, we assume all these kids - especially those who are "bright" - have EF skills and we act and react to our spectrum children or students as if they did.

Nowhere does this EF skill deficit cause more turmoil than in the area of homework, producing monstrous levels of anxiety and dread in students, parents and teachers alike. The myriad of details that need to be accomplished in a student's class, school day or week can overwhelm even the healthiest student; it can shut down our ASD kids.

I am regularly asked: if tasks are so overwhelming to their EF systems, should we just avoid having students deal with them? The answer is an unequivocal emphatic "NO!" Organizational skills are life skills, not just school skills, and even though they are "mandatory prerequisites" for succeeding at school, like social skills they are rarely directly taught. Few states include explicit teaching of EF skills in their "standards of education."

So where do we start? First, by understanding how complex organizational systems become by the time students reach middle school. We can only be good teachers if we appreciate the demands the skills we teach place on our students.

Second, by understanding organization as a skill set, which involves static and dynamic systems.

Static organizational systems and skills are structured: same thing, same time, same place, same way. Static organizational tasks are introduced in kindergarten, first and second grade. We break down tasks and ask students to explicitly complete very defined units of information, at a certain time and place. Write your name at the top of the page, read the instructions, complete the work, when done turn the paper over...

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