Autism Education Lawyers Huntington WV

Local resource for autism education lawyers in Huntington. 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.

Huntington Area Chapter: Autism Society of America
(304) 736-1479
PO Box 1296
Huntington, WV
Support Services
Disability Advocacy, Support Organization

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National Autism Hotline / Autism Services Center
(304) 525-8014
605 Nineth Street
Huntington, WV
Support Services
Disability Advocacy, Marriage & Family Counseling, Other, Support Organization, Training/Seminars

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West Virginia Autism Training Center
(304) 696-2332
Marshall University - College of Education & Human Services
Huntington, WV
Support Services
ABA/Discrete Trial, Early Intervention, Research, Support Group Meetings, Support Organization, Therapy Providers

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The Autism Training Center
(304) 696-2332
Marshall University College of Education and Human Services, 400 Hal Greer
Huntington, WV
Support Services
Disability Advocacy, Training/Seminars

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Marshall University/H.E.L.P. Program
(304) 696-6252
Myers Hall/ 520 18th Street
Huntington, WV
Support Services
Other

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The West Virginia Autism Training Center
304-696-2332 or 800-344-5115
1 John Marshall Drive, Suite 316
Huntington, WV
Support Services
Early Intervention, Medical, Support Organization, Therapy Providers, Training/Seminars

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National Autism Hotline
(304) 525-8014
929 4th Ave., Keith Albee Building
Huntington, WV
Support Services
Advocates (Special Education), Legal Services

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West VA Autism and DD Moitoring Program-CDC
(304) 696-2332
Marshall Univ. Autism Train. Ctr., 400 Hal Greer Blvd.
Huntington, WV
Support Services
Disability Advocacy

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Autism Services Center
(304) 525-8014
605 Ninth Street
Huntington, WV
Support Services
Adult Support, Behavorial Intervention, Career Counseling, Disability Advocacy, Job Coach, Marriage & Family Counseling, Medical, Private School (Multi-disability), Residential, Residential Facility, Social Skills Training, Support Group Meetings, Support Organization, Therapy Providers

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Prestera Center
304/525-7851 or 1-800-642-3434
3375 U.S. Route 60
Huntington, WV
Support Services
Respite/Childcare/Babysitting, Therapy Providers

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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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