Autism Education Lawyers Traverse City MI

Local resource for autism education lawyers in Traverse City. 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.

CHOICES Inc
(231) 947-5644
1745 Barlow
Traverse City, MI
Support Services
Disability Advocacy, Educational Advocacy, Legal Services, Respite, Respite/Childcare/Babysitting, Training/Seminars
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

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Management and Behavioral Consultants (Amelia Siders, Ph.D., LLP)
(231) 392-5562
537-B S. Garfield
Traverse City, MI
Support Services
Disability Advocacy, Other, Psychological Counseling

Data Provided By:
Laura Athens
(248) 661-0801
30741 Tanglewood Tr.
Farmington Hills, MI
Support Services
Disability Advocacy, Educational Advocacy, Legal Services

Data Provided By:
Social Building Blocks
(517) 980-5671
801 W. Eleven Mile
Royal Oak, MI
Support Services
ABA, Therapy Services, Behavior Assessment, Behavorial Intervention, Early Intervention, Educational Advocacy, Play Therapy, Psychological Counseling, Social Skills Training
Ages Supported
1-5 Grade,11-12 Grade,6-8 Grade,9-10 Grade,Kindergarten,Preschool

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Michigan Protection and Advocacy Service
(800) 288-4263
4095 Legacy Parkway, Suite 500
Lansing, MI
Support Services
Adult Support, Disability Advocacy, Educational Advocacy, Legal Services, Marriage & Family Counseling, Support Organization
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

Data Provided By:
Childrens Therapy Corner
(231) 929-2354
808 South Garfield Avenue, Suite A
Traverse City, MI
Support Services
Assistive Technology, Early Intervention, Floortime, Music Therapy, Occupational Therapy, Physical Therapy, Play Therapy, Sensory Integration, Social Skills Training, Speech Therapy, Support Group Meetings, Tomatis/AIT, Training/Seminars
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade

Data Provided By:
James A. Lester, Attorney
(517) 767-3449
114 N. Main St., Suite 1
Tekonsha, MI
Support Services
Disability Advocacy, Educational Advocacy, Legal Services
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade

Data Provided By:
Autism in Berrien County Speaks
(269) 313-4315
1423 Margaret Place
St. Joseph, MI
Support Services
Disability Advocacy, Educational Advocacy, Marriage & Family Counseling, Support Group Meetings, Support Organization, Training/Seminars
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

Data Provided By:
CHOICES Inc
(231) 947-5644
1745 Barlow
Traverse City, MI
Support Services
Disability Advocacy, Educational Advocacy, Legal Services, Respite, Respite/Childcare/Babysitting, Training/Seminars
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

Data Provided By:
Richard Nye
(734) 645-1643
Ann Arbor, MI
Support Services
Academic Assessments, Camps, Educational Advocacy, Karate, Lindamood Bell, Private School (Integrated), Sports, Support / Tutoring, Swimming Lessons, Training/Seminars
Ages Supported
11-12 Grade,9-10 Grade

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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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