Autism Education Lawyers Fresno CA

Local resource for autism education lawyers in Fresno. 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.

Barbara Lundeen, PhD
(559) 222-2555
2733 E. Garland Ave.
Fresno, CA
Support Services
Medical

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Central California Chapter: Autism Society of America
(559) 227-8991
PO Box 13213
Fresno, CA
Support Services
Support Group Meetings, Support Organization

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ACES, inc. - Central San Joaquin Valley
(559) 275-0559
4201 W. Shaw Ave., Suite 106
Fresno, CA
Support Services
ABA, Therapy Services, Therapy Providers

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Goodfellow Occupational Therapy Services
(559) 228-9100
2505 W Shaw Ave., Building A
Fresno, CA
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Speech & Language, Therapy Providers

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Central Valley Regional Center
(559) 274-4300
5168 N. Blyth Ave. Ste. 101
Fresno, CA
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Government/State Agency, State Resources, Regional Centers/Early Intervention Agency

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Exceptional Parents Unlimited
(559) 229-2000
4440 N. First Street
Fresno, CA
Support Services
Support Organization

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Central Valley Regional Center (Fresno Office)
(559) 276-4300
4615 N. Marty Ave.
Fresno, CA
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Disability Advocacy, Government/State Agency, Marriage & Family Counseling, Other, Support Organization

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Center for Autism & Related Disorders, Inc. (CARD) Fresno, CA
(559) 255-5900
4928 E. Clinton Way Suite 105
Fresno, CA
Support Services
ABA, Therapy Services
Ages Supported
1-5 Grade,Kindergarten,Preschool

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Armista Howard
(559) 229-1540
7600 N. Ingram, Ste. 103
Fresno, CA
Support Services
ABA/Discrete Trial, Behavorial Intervention, Early Intervention, Social Skills Training, Therapy Providers

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Medical-Dental Pharmacy
(559) 439-1190
689 E. Nees
Fresno, CA
Support Services
Compounding Pharmacies, Labs, Medical

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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...

Click here to read the rest of this article from Autism Support Network