Autism Education Lawyers West Chester PA

Local resource for autism education lawyers in West Chester. 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.

Marycate McDonough, M.S.Ed, BCBA
(267) 253-5366
489 Gregory Lane
West Chester, PA
Support Services
ABA/Discrete Trial, Academic Assessments, Behavorial Intervention, Early Intervention, Educational Advocacy, Play Therapy, Therapy Providers, Training/Seminars, Verbal Behavior
Ages Supported
Preschool

Data Provided By:
Debra Schafer
(610) 363-1156
P.O. Box 973
Exton, PA
Support Services
Advocates (Special Education), Disability Advocacy, Educational Advocacy, Training/Seminars
Ages Supported
Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade

Data Provided By:
Dennis C. McAndrews at McAndrews Law Offices
(610) 648-9300
30 Cassatt Avenue
Berwyn, PA
Support Services
Advocates (Special Education), Disability Advocacy, Educational Advocacy, Lawyers (Special Education), Lawyers (Special Needs Trusts), Legal Services
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

Data Provided By:
The Network for Behavior Change
(610) 383-1432
848 W Kings Hwy
Coatesville, PA
Support Services
ABA/Discrete Trial, Behavorial Intervention, Disability Advocacy, Educational Advocacy, Marriage & Family Counseling, Medical, Psychological Counseling, Research, Research, Support Organization, Therapy Providers, Verbal Behavior
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade

Data Provided By:
Marie Lewis, RN, PhD, BCEA
(610) 964-0143
Wayne, PA
Support Services
Advocates (Special Education), Disability Advocacy, Educational Advocacy, Training/Seminars
Ages Supported
1-5 Grade,11-12 Grade,6-8 Grade,9-10 Grade,Adult,Kindergarten,Preschool

Data Provided By:
Marycate McDonough, MSEd, BCBA
(267) 253-5366
489 Gregory Lane
West Chester, PA
Support Services
ABA, Therapy Services, ABA/Discrete Trial, Behavorial Intervention, Early Intervention, Early Intervention, Educational Advocacy, Other, Verbal Behavior
Ages Supported
Preschool

Data Provided By:
The Timothy School
(610) 725-0755
973 Old Lancaster Rd.
Berwyn, PA
Support Services
Education, Educational Advocacy, Occupational Therapy, Private School (Autism Only), Schools, Ages 5 years and Up, Speech & Language, Support / Tutoring

Data Provided By:
J. Timothy Bak, Esq.
(610) 892-1863
Petrikin, Wellman, Damico, Brown & Petrosa
Media, PA
Support Services
Disability Advocacy, Educational Advocacy, Legal Services
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

Data Provided By:
The Institute for Behvior Change
(610) 383-1432
1850 E. Lincoln Hwy.
Coatesville, PA
Support Services
ABA/Discrete Trial, Behavorial Intervention, Early Intervention, Educational Advocacy, Medical, Psychological Counseling, Research, Research, Support Organization, Therapy Providers, Training/Seminars, Verbal Behavior
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade

Data Provided By:
Parent Information Center Delaware
(302) 999-7394 or (888) 547-4412
5570 Kirkwood Highway
Wilmington, DE
Support Services
Educational Advocacy, Support Organization

Data Provided By:
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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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