Autism Seminars Saint Paul MN

Autism seminars provide information on autism spectrum disorders. Read on to learn more information on autism seminars in Saint Paul, MN 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.

School Law Center, LLC.
(651) 222-6288
452 Selby Avenue, Second Floor East
Saint Paul, MN
Support Services
Advocates (Special Education), Disability Advocacy, Educational Advocacy, Lawyers (Special Education), Lawyers (Vaccine Lawsuits), Training/Seminars
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade

Data Provided By:
Kim Jurowski, M.S. BCBA
(651) 783-2313
430 W. Mendota Rd
St. Paul, MN
Support Services
ABA/Discrete Trial, Behavorial Intervention, Early Intervention, Therapy Providers, Training/Seminars, Verbal Behavior
Ages Supported
Preschool,Kindergarten,1-5 Grade

Data Provided By:
Fraser Child & Family Center
(612) 331-9413
3333 University Ave SE
Minneapolis, MN
Support Services
Adult Support, Auditory Integration Therapy, Behavorial Intervention, Disability Advocacy, Early Intervention, Education, Educational Advocacy, Marriage & Family Counseling, Marriage & Family Counseling, Music Therapy, Nutritional Counseling, Occupational Therapy, Other, Physical Therapy, Play Therapy, Private School (Integrated), Private School (Multi-disability), Products/Stores, Psychological Counseling, RDI, Residential, Residential Facility, Respite, Respite/Childcare/Babysitting, Sensory I
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade

Data Provided By:
Robin McLeod, PhD, Licensed Psychologist
(651) 739-7539
Woodbury, MN
Support Services
Adult Support, Marriage & Family Counseling, Psychological Counseling, Social Skills Training, Training/Seminars
Ages Supported
11-12 Grade,9-10 Grade,Adult

Data Provided By:
Social Skills Group for Children and Adolescents with Aspergers Syndrome
(651) 739-7539
7616 Currell Blvd Suite 185
Woodbury, MN
Support Services
Social Skills Training, Support Organization, Training/Seminars

Data Provided By:
The Metropolitan Center for Independent Living, Inc. (MCIL)
(651) 646-8342
1600 University Ave. W., Suite 16
St. Paul, MN
Support Services
Other, Support Organization, Training/Seminars

Data Provided By:
Breakthrough Consulting LLC
(651) 253-9366
1735 Hillcrest ave.
St. Paul, MN
Support 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:
Research and Training Center on Community Living
(612) 624-6328
204 Pattee Hall, 150 Pillsbury Drive S.E.
Minneapolis, MN
Support Services
Other, Research, Training/Seminars

Data Provided By:
Minnesota Autism Project
(612) 638-1528
Division of Special Ed.
Minneapolis, MN
Support Services
Government/State Agency, Training/Seminars
Ages Supported
Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade

Data Provided By:
Courage Center Headquarters
(763) 520-0520
3915 Golden Valley Road
Minneapolis, MN
Support Services
Disability Advocacy, Other, Residential, Summer Camp/ESY, 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