Autism Seminars Huntington WV

Autism seminars provide information on autism spectrum disorders. Read on to learn more information on autism seminars in Huntington, WV 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.

The Autism Training Center
(304) 696-2332
Marshall University College of Education and Human Services, 400 Hal Greer
Huntington, WV
Support Services
Disability Advocacy, Training/Seminars

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The West Virginia Autism Training Center
304-696-2332 or 800-344-5115
1 John Marshall Drive, Suite 316
Huntington, WV
Support Services
Early Intervention, Medical, Support Organization, Therapy Providers, Training/Seminars

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ABA/Discrete Trial Resources Group (ABA/DTRG) of the Autism Society of West Virginia
(304) 366-9543
1305 Hillcrest Road
Fairmont, WV
Support Services
ABA/Discrete Trial, Support Organization, Training/Seminars

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Mid Ohio Valley Autism Support Network (MOVAN)
740-373-6669 Ext. #17
521 Market Street, Box 19
Marietta, WV
Support Services
Advocates (Special Education), Disability Advocacy, Educational Advocacy, Support Group Meetings, Support Organization, Training/Seminars
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

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The Autism Training Center
(304) 696-2332
Marshall University College of Education and Human Services, 400 Hal Greer
Huntington, WV
Support Services
Disability Advocacy, Training/Seminars

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National Autism Hotline / Autism Services Center
(304) 525-8014
605 Nineth Street
Huntington, WV
Support Services
Disability Advocacy, Marriage & Family Counseling, Other, Support Organization, Training/Seminars

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The West Virginia Autism Training Center
304-696-2332 or 800-344-5115
1 John Marshall Drive, Suite 316
Huntington, WV
Support Services
Early Intervention, Medical, Support Organization, Therapy Providers, Training/Seminars

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Eastern Panhandle Autism Support Group
(304) 274-0381
115 Michelle Drive
Hedgesville, WV
Support Services
Support Group Meetings, Support Organization, Training/Seminars
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

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Reed Martin, Attorney
(304) 598-3406
P.O. Box 4003
Morgantown, WV
Support Services
Legal Services, Training/Seminars

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Augusta Levy Learning Center
(304) 242-6722
16 Ridgecrest Road
Wheeling, WV
Support Services
ABA/Discrete Trial, Disability Advocacy, Early Intervention, Education, Private School (Autism Only), Training/Seminars
Ages Supported
Preschool,Kindergarten

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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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