Autism Seminars Chattanooga TN

Autism seminars provide information on autism spectrum disorders. Read on to learn more information on autism seminars in Chattanooga, TN 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.

Siskin Childrens Institute
(423) 648-1700
1101 Carter Street
Chattanooga, TN
Support Services
Academic Assessments, Activities, Adult Support, Art Therapy, Behavorial Intervention, Camps, Compounding Pharmacies, Disability Advocacy, Early Intervention, Education, Educational Advocacy, Marriage & Family Counseling, Marriage & Family Counseling, Music Therapy, Nutritional Counseling, Nutritional Counseling, Occupational Therapy, Physical Therapy, Play Therapy, Private School (Integrated), Psychological Counseling, Research, Research, Sensory Integration, Speech Therapy, Support Group Meeti
Ages Supported
Preschool

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F.E.A.T. of Chattanooga
(423) 296-0092
Families for Early Autism Treatment
Chattanooga, TN
Support Services
Disability Advocacy, Support Organization, Training/Seminars

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Pediatric Behavioral Health Resources, LLC
(931) 296-9813
106A Main Street
Waverly, TN
Support Services
ABA/Discrete Trial, Adult Support, Art Therapy, Behavorial Intervention, Early Intervention, Educational Advocacy, Marriage & Family Counseling, Medical, Music Therapy, Play Therapy, Research, Research, Sensory Integration, Social Skills Training, Therapy Providers, Training/Seminars
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade

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Disability Law & Advocacy Center of Tennessee
(615) 298-1080
P. O. Box 121257
Nashville, TN
Support Services
Advocates (Special Education), Disability Advocacy, Educational Advocacy, Helpful Websites, Lawyers (Special Education), Legal Services, Other, State Resources, State Resources, Education, State Resources, Parent Training, State Resources, Vocational Rehabilitation Centers, Training/Seminars
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

Data Provided By:
Learning Disabilities Association of Greater Memphis
(901) 763-1430
5587 Murray Road, Suite 101
Memphis, TN
Support Services
Disability Advocacy, Other, Training/Seminars

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Autism and Behavior Services
(615) 519-1845
3309 Cummings HWY
Chattanooga, TN
Support Services
ABA, Therapy Services, ABA/Discrete Trial, Academic Assessments, Behavorial Intervention, Early Intervention, Early Intervention, Social Skills Training, Therapy Providers, Training/Seminars, Verbal Behavior
Ages Supported
Preschool,Kindergarten,1-5 Grade

Data Provided By:
Susan Galler
(865) 384-2326
10042 Double Tree Rd.
Knoxville, TN
Support Services
ABA, Ideas For Finding Therapists, ABA, Therapy Services, ABA/Discrete Trial, Behavorial Intervention, Floortime, Social Skills Training, Training/Seminars, Verbal Behavior
Ages Supported
Preschool,Kindergarten,1-5 Grade

Data Provided By:
Boling Center for Developmental Disabilities AUCD
(901) 448-6511
University of Tennessee UCE 711 Jefferson Avenue
Memphis, TN
Support Services
Disability Advocacy, Early Intervention, Research, Support Organization, Therapy Providers, Training/Seminars

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T*O*T*S* (Teaching.Others.To.Succeed.)
(615) 804-0018
1016 Daniel Drive
Hendersonville, TN
Support Services
ABA/Discrete Trial, Behavorial Intervention, Early Intervention, Marriage & Family Counseling, Social Skills Training, Speech Therapy, Support Organization, Therapy Providers, Training/Seminars
Ages Supported
Preschool,Kindergarten,1-5 Grade

Data Provided By:
Autism Education Center, LLC
(615) 554-0229
500 Wilson Pike Circle
Brentwood, TN
Support Services
ABA/Discrete Trial, Behavorial Intervention, Early Intervention, Education, Social Skills Training, Therapy Providers, Training/Seminars, Verbal Behavior
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 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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