Autism Education Lawyers Cincinnati OH

Local resource for autism education lawyers in Cincinnati. 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.

Child Advocacy Center
(513) 821-2400
1821 Summit Rd.
Cinncinnati, OH
Support Services
Disability Advocacy, Educational Advocacy, Marriage & Family Counseling, Support Organization
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade

Data Provided By:
Inclusion Advocates, Inc.
(513) 543-7771
7838 Shadowhill Way
Cincinnati, OH
Support Services
Educational Advocacy, Marriage & Family Counseling, Training/Seminars
Ages Supported
Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade

Data Provided By:
Fight Autim Now
(513) 319-9097
P.O. Box 15059
Hamilton, OH
Support Services
Disability Advocacy, Educational Advocacy, Other

Data Provided By:
University Affiliated Cincinnati Center for Developmental Disorders
(513) 636-4688
Pavilion Building
Cincinnati, OH
Support Services
Disability Advocacy, Medical, Research, Research, Support Organization
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

Data Provided By:
University Affiliated Cincinnati Center for Developmental Disorders (LEND)
(513) 636-8383
Cincinnati Childrens Hospital Medical Center, MLC 4002, 333 Burnet Avenue
Cincinnati, OH
Support Services
Training/Seminars

Data Provided By:
Nancy Magnus Kopnick,Ph.D.
(513) 761-8186
Educational and Behavioral Consultations for the Greater Cincinnati
Cincinatti, OH
Support Services
Behavorial Intervention, Educational Advocacy, Medical, Psychological Counseling

Data Provided By:
Cincinnati Center for Autism
(513) 874-6789
200 Office Park Drive
Fairfield, OH
Support Services
ABA, Ideas For Finding Therapists, ABA, Therapy Services, ABA/Discrete Trial, Academic Assessments, Babysitting / Childcare, Behavorial Intervention, Camps, Early Intervention, Early Intervention, Education, Educational Advocacy, Medical, Occupational Therapy, Physical Therapy, Private School (Autism Only), Respite, Social Skills Training, Summer Camp/ESY, Support / Tutoring, Support Organization, Therapy Providers, Verbal Behavior
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade

Data Provided By:
Cincinnati Center for Developmental Disorders
513-636-4200; 1-800-344-2462
3300 Elland Avenue
Cincinnati, OH
Support Services
Early Intervention, Medical, Therapy Providers

Data Provided By:
Kelly OLeary Center for Autism Spectrum Disorders
513-636-5340; 800-344-2462 ext. 6-5340
University of Cincinnati, Pavilion Bldg., 3333 Burnet Ave.
Cincinnati, OH
Support Services
ABA/Discrete Trial, Behavorial Intervention, Compounding Pharmacies, Marriage & Family Counseling, Medical, Occupational Therapy, Play Therapy, Psychological Counseling, Research, Research, Social Skills Training, Speech Therapy, Therapy Providers, Training/Seminars
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade

Data Provided By:
Frank Wood Ph.D.
(513) 381-6611
Cincinnati, OH
Support Services
ABA, Therapy Services, Behavior Assessment, Behavorial Intervention, Disability Advocacy, Educational Assessment, Marriage & Family Counseling, Psychological Counseling, Training/Seminars
Ages Supported
11-12 Grade,6-8 Grade,9-10 Grade,Adult

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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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