Autism Education Lawyers Colorado Springs CO

Local resource for autism education lawyers in Colorado Springs. 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.

Linda L. Thede (Psychotherapist)
(719) 573-8660
225 S. Academy Blvd.
Colorado Springs, CO
Support Services
Adult Support, Behavorial Intervention, Early Intervention, Educational Advocacy, Floortime, Marriage & Family Counseling, Military Families, Play Therapy, Research, Social Skills Training, Support Group Meetings, Training/Seminars
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

Data Provided By:
The Shandy Clinic for Communication and Sensory Disorders
(719) 597-0822
8540 Scarborough Drive
Colorado Springs, CO
Support Services
Early Intervention, Educational Advocacy, Lindamood Bell, Occupational Therapy, Physical Therapy, Play Therapy, Sensory Integration, Social Skills Training, Speech Therapy, Therapy Providers
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

Data Provided By:
Colorado Child Find: DISTRICT 20 - ACADEMY
(719) 260-6600
1130 W. Woodman Road
Colorado Springs, CO
Support Services
Education, Other

Data Provided By:
ARC of the Pikes Peak Region
(719) 633-4601
12 N. Meade Avenue
Colorado Springs, CO
Support Services
Disability Advocacy, Support Organization

Data Provided By:
Early Childhood Connections (El Paso County)
(719) 577-9190
1120 N. Circle Drive, #19
Colorado Springs, CO
Support Services
Early Intervention, Support Organization

Data Provided By:
Developmental Behavioral Health, Inc
(719) 527-2121
1115 Elkton Drive Suite 403
Colorado Springs, CO
Support Services
ABA, Ideas For Finding Therapists, ABA, Therapy Services, ABA/Discrete Trial, Academic Assessments, Advocates (Special Education), Behavior Assessment, Behavorial Intervention, Early Intervention, Educational Advocacy, Educational Assessment, Psychological Counseling, Psychological Counseling, Social Skills Training, State Resources, Parent Training, Support / Tutoring, Training/Seminars, Verbal Behavior
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

Data Provided By:
Child Find: DISTRICT 11 - Colorado Springs
(719) 328-2875
1115 N. El Paso
Colorado Springs, CO
Support Services
Education, Other

Data Provided By:
Colorado Institute of Autism
(719) 593-7334
PO Box 50254
Colorado Springs, CO
Support Services
Early Intervention, Education, Support Organization, Therapy Providers, Training/Seminars

Data Provided By:
The Resource Exchange
(719) 380-1100
2375 N. Academy Boulevard
Colorado Springs, CO
Support Services
Other

Data Provided By:
Jennifer Williams
(719) 535-8800
19 North Tejon Street
Colorado Springs, CO
Support Services
ABA/Discrete Trial, Adult Support, Behavorial Intervention, Early Intervention, Marriage & Family Counseling, Marriage & Family Counseling, Other, 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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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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