Autism Seminars Lansing MI

Autism seminars provide information on autism spectrum disorders. Read on to learn more information on autism seminars in Lansing, MI 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.

Learning Disabilities Association of MI
(517) 485-8160; (888) 597-7809
200 Museum Drive, Suite 101
Lansing, MI
Support Services
Disability Advocacy, Support Organization, Training/Seminars

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Autism Foundation of Ingham County
(517) 655-1895
1275 N. Williamston Rd
Williamston, MI
Support Services
Disability Advocacy, Marriage & Family Counseling, Marriage & Family Counseling, Products/Stores, 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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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

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:
Learning Disabilities Association of MI
(517) 485-8160; (888) 597-7809
200 Museum Drive, Suite 101
Lansing, MI
Support Services
Disability Advocacy, Support Organization, Training/Seminars

Data Provided By:
Citizen Alliance to Uphold Special Education (CAUSE)
(517) 886-9167 or (800) 221-9105
6412 Centurion Drive
Lansing, MI
Support Services
Educational Advocacy, Legal Services, Marriage & Family Counseling, Support Organization, Training/Seminars
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade

Data Provided By:
Developmental Disabilities Institute, Wayne State University
(313) 577-2654 or 888) 978-4334
4809 Woodward Ave., Ste. 268
Detroit, MI
Support Services
Research, Training/Seminars

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C.A.I.R. (Center for Autism Intervention and Research)
(313) 881-1571
P.O. Box 806061
Saint Clair Shores, MI
Support Services
ABA/Discrete Trial, Art Therapy, Behavorial Intervention, Early Intervention, Educational Advocacy, Medical, Occupational Therapy, Physical Therapy, Play Therapy, Products/Stores, Research, Sensory Integration, Speech Therapy, Therapy Providers, Training/Seminars, Verbal Behavior
Ages Supported
Preschool,Kindergarten,1-5 Grade

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Oakland University School of Education Professional Development
(248) 370-3033
Rochester, MI
Support Services
Colleges/universities, degrees in teaching/special ed., Training/Seminars
Ages Supported
Adult

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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

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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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