Autism Seminars Mobile AL

Autism seminars provide information on autism spectrum disorders. Read on to learn more information on autism seminars in Mobile, AL 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.

Epilepsy Foundation of South Alabama
(251) 432-0970
951 Government Street, Suite 201
Mobile, AL
Support Services
Adult Support, Career Counseling, Disability Advocacy, Educational Advocacy, Research, Support Group Meetings, Support Organization, Training/Seminars

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Genetics Birth Defects Center
(800) 624-1865 or 251-460-7500
USA Department of Medical Genetics, 214 CCCB
Mobile, AL
Support Services
Medical, Research, Support Organization, Training/Seminars

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Alabama Games
(205) 967-1776
2570 Acton Road
Birmingham, AL
Support Services
Other, Training/Seminars
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

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Center for Autism Resources and Education, Inc. (C.A.R.E)
(205) 349-2774
PO Box 2673
Tuscaloosa, AL
Support Services
Support Organization, Therapy Providers, Training/Seminars

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Early Childhood Svcs. Ctrs. for the Developmentally Disability
(256) 355-7596
P.O. Box 2091
Decatur, AL
Support Services
Early Intervention, Marriage & Family Counseling, Other, Support Organization, Therapy Providers, Training/Seminars
Ages Supported
Preschool

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Special Education Action Comm.
334-473-1208; 800-222-7322
600 Bel Air Blvd., Suite 210
Mobile, AL
Support Services
Disability Advocacy, Training/Seminars

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Statewide Technology Access & Response for Alabamians w
(334) 613-3480; 1-800-STAR-656
2125 East South Boulevard, PO Box 20752
Montgomery, AL
Support Services
Disability Advocacy, Training/Seminars

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The Riley Center
(256) 882-2457
1900 Golf Road
Huntsville, AL
Support Services
ABA, Therapy Services, ABA/Discrete Trial, Academic Assessments, Behavior Assessment, Behavorial Intervention, Early Intervention, Educational Assessment, Floortime, Helpful Websites, Military Families, Occupational Therapy, Play Therapy, Private School (Autism Only), Schools, Preschool, Typical, Sensory Integration, Social Skills Training, Speech Therapy, State Resources, Parent Training, State Resources, Regional Centers/Early Intervention Agency, Summer Camp/ESY, Support / Tutoring, Support G
Ages Supported
1-5 Grade,Kindergarten,Preschool

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PADS (Parent Advocates for Downs Syndrome)
(205) 988-0810
1919 Oxmoor Road No. 416
Birmingham, AL
Support Services
Disability Advocacy, Training/Seminars

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Auburn University Autism Center
(334) 821-4002
1228 Haley Center
Auburn University, AL
Support Services
Occupational Therapy, Physical Therapy, Research, Research, Speech Therapy, Support Group Meetings, Support Organization, Training/Seminars

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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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