Autism Seminars Richmond VA

Autism seminars provide information on autism spectrum disorders. Read on to learn more information on autism seminars in Richmond, VA 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.

Commonwealth Autism Service
(800) 649-8481 or 804-355-0300
2201 West Broad Street, Suite 107
Richmond, VA
Support Services
Government/State Agency, Helpful Websites, Training/Seminars

Data Provided By:
The Virginia Autism Council
(804) 827-9991
10 East Franklin St
Richmond, VA
Support Services
State Resources, Education, Training/Seminars
Ages Supported
1-5 Grade,11-12 Grade,6-8 Grade,9-10 Grade,Adult,Kindergarten,Preschool

Data Provided By:
PEATC (Parent Educational Advocacy Training Center) Satellite Office
(804) 819-1999
21 Professional Center, 2025 East Main St., Suite 104
Richmond, VA
Support Services
Support Organization, Training/Seminars

Data Provided By:
Autism Society of America, Central VA Chapter
(804) 257-0192
P.O. Box 29364
Richmond, VA
Support Services
Support Organization, Training/Seminars
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

Data Provided By:
Parents Of Autistic Children of Northern Virginia (POAC-NoVA)
(703) 391-2251
P.O. Box 1839
Vienna, VA
Support Services
Support Organization, Training/Seminars

Data Provided By:
VDOE Autism Priority Project
(804) 786-9775
VA Dept. of Education
Richmond, VA
Support Services
Publications, State Resources, Education, Training/Seminars
Ages Supported
1-5 Grade,11-12 Grade,6-8 Grade,9-10 Grade,Kindergarten,Preschool

Data Provided By:
The Faison School for Autism
(804) 827-3801
Affiliated with the Autism Center of Virginia at VCU, 1325 Palmyra Ave.
Richmond, VA
Support Services
Education, Marriage & Family Counseling, Summer Camp/ESY, Support Organization, Training/Seminars

Data Provided By:
Lauren McAdams
(804) 396-0122
2309 Quarterdeck Ct
Richmond, VA
Support Services
Academic Assessments, Behavorial Intervention, Early Intervention, Floortime, Play Therapy, Social Skills Training, Support / Tutoring, Training/Seminars
Ages Supported
Preschool,Kindergarten

Data Provided By:
Virginia Autism Resource Center (VARC)
877-667-7771; (804) 674-8888, ex. 5161
4100 Price Club Boulevard
Midlothian, VA
Support Services
Other, Training/Seminars

Data Provided By:
Autism Society of America, Central VA Chapter
(804) 257-0192
P.O. Box 29364
Richmond, VA
Support Services
Support Organization, Training/Seminars
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

Data Provided By:
Data Provided By:

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...

Click here to read the rest of this article from Autism Support Network