Autism Education Lawyers Omaha NE

Local resource for autism education lawyers in Omaha. 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.

Easter Seals Nebraska
(402) 345-2200
1941 S. 42nd Street, Suite 117
Omaha, NE
Support Services
Disability Advocacy, Education, Respite/Childcare/Babysitting, Support Organization

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Munroe-Meyer Institute for Genetics and Rehabilitation LEND
(402) 559-6800
985450 Nebraska Medical Center
Omaha, NE
Support Services
Training/Seminars

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Learning Disabilities Association of Nebraska
(402) 348-1567
P.O. Box 6464
Omaha, NE
Support Services
Disability Advocacy, Support Organization

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Nebraska Special Olympics
(800) 247-0105
8801 F Street
Omaha, NE
Support Services
Disability Advocacy, Other

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Parent Training & Information of Nebraska (PTI)
(402) 346-0525
3135 North 93rd St.
Omaha, NE
Support Services
Support Organization, Training/Seminars

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Nebraska UAP
(402) 559-6402
Munroe-Meyer Institute, 985450 Nebraska Medical Center
Omaha, NE
Support Services
Disability Advocacy

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Epilepsy Foundation of Nebraska and Iowa
(402) 553-6567
6910 Pacific Street, Suite 103
Omaha, NE
Support Services
Support Organization

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James F. Murphy, D.O.
(402) 343-7963
8031 West Center Rd. Ste. 221
Omaha, NE
Support Services
DAN! Pediatrics, Medical

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Learning Disabilities Association of NE
(402) 348-1567
P.O. Box 6464
Omaha, NE
Support Services
Disability Advocacy, Support Organization

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Pilot Parents/The Ollie Webb Center
(402) 346-5220
1941 South 42nd St., Ste. 122
Omaha, NE
Support Services
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...

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