Autism Seminars Buffalo NY

Autism seminars provide information on autism spectrum disorders. Read on to learn more information on autism seminars in Buffalo, NY and gain access to seminars that provide information on autism education, autism treatment, drug development in autism, communication difficulties, social skills, and feelings management, as well as advice and content on attending autism seminars.

Parent Network of WNY
(716) 332 - 4170; (866) 277- 4762
1000 Main Street
Buffalo, NY
Support Services
Marriage & Family Counseling, Support Organization, Training/Seminars

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Summit Central (Summits Corporate Offices and Summit Academy)
(716) 629-3400
150 Stahl Rd.
Getzville, NY
Support Services
Early Intervention, Education, Occupational Therapy, Other, Physical Therapy, Residential, Residential Facility, Respite, Respite/Childcare/Babysitting, Speech Therapy, Therapy Providers, Training/Seminars

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Facilitated Communication Institute, School of Education, Syracuse University
(315) 443-9657
370 Huntington Hall
Syracuse, NY
Support Services
Adult Support, Early Intervention, Educational Advocacy, Other, Schools, Ages 5 years and Up, Training/Seminars
Ages Supported
Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

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NIDS NNY CLINIC
(315) 773-6135
204 North Main Street
Black River, NY
Support Services
Biomedical Intervention, Research, Training/Seminars
Ages Supported
Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

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University of Rochester: Autism Spectrum Disorders Program
(585) 275-6605
University of Rochester, Medical Center, Strong Center for Developmental Di
Rochester, NY
Support Services
Other, Research, Training/Seminars

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DisAbility News & Views Radio Show
(716) 522-9185
P.O Box 1077
Williamsville, NY
Support Services
ABA/Discrete Trial, Adult Support, Auditory Integration Therapy, Disability Advocacy, Hippotherapy (Horseback Riding), Job Coach, Marriage & Family Counseling, Music Therapy, Nutritional Counseling, Occupational Therapy, Other, Products/Stores, Sensory Integration, Social Skills Training, Speech Therapy, Support Organization, Training/Seminars, Verbal Behavior
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

Data Provided By:
Shema Kolainu-Hear Our Voices
(718) 686-9600
4302 New Utrecht Avenue
Brooklyn, NY
Support Services
ABA/Discrete Trial, Art Therapy, Behavorial Intervention, Early Intervention, Education, Educational Advocacy, Marriage & Family Counseling, Marriage & Family Counseling, Music Therapy, Occupational Therapy, Physical Therapy, Psychological Counseling, Research, Speech Therapy, Summer Camp/ESY, Support Group Meetings, Therapy Providers, Training/Seminars, Verbal Behavior
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade

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Dr. Eugene Gennarelli
(631) 744-4035
Suffolk County
Smithtown, NY
Support Services
ABA/Discrete Trial, Adult Support, Art Therapy, Auditory Integration Therapy, Behavorial Intervention, Career Counseling, Disability Advocacy, Early Intervention, Educational Advocacy, Government/State Agency, Marriage & Family Counseling, Marriage & Family Counseling, Medical, Music Therapy, Play Therapy, Psychological Counseling, Sensory Integration, Therapy Providers, Training/Seminars, Verbal Behavior
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

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The Advocacy Center
585-546-1700 or 800-650-4967
590 South Avenue
Rochester, NY
Support Services
Advocates (Special Education), Disability Advocacy, Educational Advocacy, State Resources, Parent Training, Training/Seminars

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Dr. Christine ORourke-Lang
(646) 302-3306
57 Walton Avenue
White Plains, NY
Support Services
ABA, Therapy Services, ABA/Discrete Trial, Academic Assessments, Behavorial Intervention, Colleges/universities, degrees in teaching/special ed., Early Intervention, Research, Social Skills Training, Therapy Providers, Training/Seminars, Verbal Behavior
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade

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The Meaning Of Advocacy

The meaning of advocacy

Jeff Katz

One of the first, and in retrospect most important, lessons that Karen and I learned, way back when we first met Phyllis Kupperman, was “be Nate’s advocate.” We were new to the world of autism and hyperlexia, and, besides having to become amateur speech therapists and twice-weekly visitors to the Center for Speech and Language Disorders, now we had to become “advocates.” What did it mean?

No doubt, it means different things to different people. Perhaps some interpret it this way:

“Look, my child is no different from yours. Don’t call him/her autistic, don’t label him/her as someone with special needs.” That tack is usually accompanied by much yelling.

Or this:

“I’m sorry, I’m sorry. He/she doesn’t mean to be disruptive.” This is often part of a strategy that involves taking your child away from the scene of the incident, avoiding embarrassment the top priority.

Here’s what we did: always, always, make sure that Nate’s improvement was addressed first and foremost. I can recall the first school meeting in Lincolnshire, IL when labeling Nate autistic was put on the table. Some parents genuinely recoil at that label. It hurt, sure, but what did it matter if, by categorizing Nate as such, he would get the services and extra help he needed to succeed. We asked questions regarding privacy, and making sure his personal information was not fair game, and the answers were satisfactory.

Would we have changed our acceptance of the label if the answers weren’t good enough? Probably not, because what he received as a result of the autism tag was what he needed. Our damaged feelings were inconsequential compared to the big picture of helping Nate. We always saw ourselves as partners with the school in the grand cause that is Nate Katz; we were never adversaries.

I went through a transformation when Nate took, in effect, the same math course for three years straight. I was a solid math student and was upset that Nate was, except for a few units here and there, subjected to identical material in grades 6-8. The epiphany, my V-8 slap in the head moment, came unexpectedly, but it came. Nate’s stagnant math career was of no consequence to his overall development. It was a problem for me and another adjustment of expectations. I look back at that as an important moment of separating my needs from Nate’s

Even now, we are fighting the good fight. As a recent post noted, Nate has a new test reader at SUNY-Cobleskill. He got one bad grade and we’re unsure on the other. Nate puts a lot of effort into studying, but he may get anywhere from 0 to 100 (and has). All we care about is that he is given the best chance at showing his skills to the best of his ability. We’re always in the process of making that happen.

Look, everyone meets their challenges in different way. I’m not suggesting your way is wrong, and ours is right. You can only do what you’re capable of. Yet, at the core, every parent of an autistic child...

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