Autism Education Lawyers Bridgeport CT

Local resource for autism education lawyers in Bridgeport. 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.

Cooperative Educational Services (C.E.S.)
(203) 365-8800
40 Lindeman Drive
Trumbull, CT
Support Services
Education, Educational Advocacy
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

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Institute for Educational Planning
(203) 876-5917
243 Broad Street
Milford, CT
Support Services
Educational Advocacy, Other, Support Organization

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Connecticut Autism Spectrum Resource Center
(203) 248-5222
1978 Whitney Ave.
Hamden, CT
Support Services
Adult Support, Disability Advocacy, Educational Advocacy, Marriage & Family Counseling, Marriage & Family Counseling, Support Group Meetings
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

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Connecticut Center for Child Development (CCCD)
(203) 882-8810
925 Bridgeport Avenue
Milford, CT
Support Services
ABA/Discrete Trial, Early Intervention, Education, Therapy Providers, Training/Seminars
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

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Greater Bridgeport Ctr. for Autism Outreach
(203) 374-8588
c/o SOS Computers, 3876 Main Street
Bridgeport, CT
Support Services
Support Organization

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Total Learning and Therapy Center
(203) 268-8852
5893 Main Street
Trumbull, CT
Support Services
ABA/Discrete Trial, Auditory Integration Therapy, Behavorial Intervention, Early Intervention, Educational Advocacy, Marriage & Family Counseling, Occupational Therapy, Physical Therapy, Play Therapy, Psychological Counseling, Sensory Integration, Social Skills Training, Speech Therapy, Therapy Providers, Training/Seminars, Verbal Behavior
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

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Sharon McCloskey
(201) 845-8000
Norwalk, CT
Support Services
Academic Assessments, Early Intervention, Educational Advocacy, Occupational Therapy, Physical Therapy, Schools, Ages 5 years and Up, Schools, Preschool, Typical, Sensory Integration, Support / Tutoring, Training/Seminars
Ages Supported
1-5 Grade,11-12 Grade,6-8 Grade,9-10 Grade,Kindergarten,Preschool

Data Provided By:
Shades of Learning LLC
(203) 569-7140
17 Crescent Street
Stamford, CT
Support Services
ABA, Therapy Services, ABA/Discrete Trial, Academic Assessments, Adult Support, Advocates (Special Education), Art Therapy, Assistive Technology, Behavorial Intervention, Disability Advocacy, Educational Advocacy, Marriage & Family Counseling, Occupational Therapy, Respite, Social Skills Training, Speech Therapy, Support / Tutoring, Tomatis/AIT, Training/Seminars, Verbal Behavior
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

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Little Big Steps, LLC
(203) 870-6326
Fairfield County, CT
Support Services
ABA, Ideas For Finding Therapists, ABA, Therapy Services, ABA/Discrete Trial, Behavior Assessment, Behavorial Intervention, Early Intervention, Educational Assessment, Social Skills Training, Verbal Behavior
Ages Supported
1-5 Grade,Kindergarten,Preschool

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PDD/Asperger Support Group of Fairfield County, CT
(203) 374-5111
60 Lealand Street
Bridgeport, CT
Support Services
Government/State Agency, Support Group Meetings, Support Organization

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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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