Autism Seminars San Bernardino CA

Autism seminars provide information on autism spectrum disorders. Read on to learn more information on autism seminars in San Bernardino, CA 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.

Dr. Jose L. Fuentes
(909) 796-9300
24230 Barton Road
Loma Linda, CA
Support Services
Adult Support, Behavorial Intervention, Early Intervention, Education, Marriage & Family Counseling, Marriage & Family Counseling, Medical, Research, Research, Support Group Meetings, Therapy Providers, Training/Seminars
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

Data Provided By:
Jan B. Blacher, Professor of Education
(951) 827-3875
Graduate School of Education
Riverside, CA
Support Services
Helpful Websites, Research, State Resources, Training/Seminars
Ages Supported
11-12 Grade,Adult,Kindergarten,Preschool

Data Provided By:
David Adams, BCBA
(951) 809-8488
9734 Winterberry Drive
Riverside, CA
Support Services
ABA/Discrete Trial, Behavorial Intervention, Early Intervention, Marriage & Family Counseling, Social Skills Training, Therapy Providers, Training/Seminars
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade

Data Provided By:
Autism Society of America Los Angeles Chapter
(562) 804-5556
PO Box 8600
Long Beach, CA
Support Services
Disability Advocacy, Support Organization, Training/Seminars

Data Provided By:
San Diego Kids First
(858) 692-4187
12625 High Bluff Drive, Suite #101
San Diego, CA
Support Services
Other, Psychological Counseling, Support Organization, Training/Seminars

Data Provided By:
Christian Counseling Service
90 793-1078
51 West Olive
Redlands, CA
Support Services
Behavior Assessment, Early Intervention, Floortime, General Supplies, Helpful Websites, Marriage & Family Counseling, Play Therapy, Psychological Counseling, Sensory Integration, State Resources, Insurance, State Resources, Parent Training, Training/Seminars
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade

Data Provided By:
Open Doors
(909) 941-9814
Northkirk Presbyterian Church
Alta Loma, CA
Support Services
Early Intervention, Marriage & Family Counseling, Other, Social Skills Training, 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:
Dr. Pamela Varady
(310) 827-5059
1728 Abbot Kinney Blvd.
Venice, CA
Support Services
Marriage & Family Counseling, Other, Social Skills Training, Training/Seminars

Data Provided By:
Center For Learning and Autism Support Services
(650) 286-4396
433 Airport Blvd.
Burlingame, CA
Support Services
ABA, Therapy Services, ABA/Discrete Trial, Academic Assessments, Art Therapy, Behavorial Intervention, Camps, Early Intervention, Floortime, Play Therapy, Sensory Integration, Social Skills Training, Speech Therapy, State Resources, Education, State Resources, Insurance, State Resources, Parent Training, State Resources, Regional Centers/Early Intervention Agency, Training/Seminars, Verbal Behavior
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade

Data Provided By:
Kirstin Hall
(619) 871-5126
2537 Ferdinand Road
San Diego, CA
Support Services
ABA, Ideas For Finding Therapists, ABA, Therapy Services, ABA/Discrete Trial, Academic Assessments, Advocates (Special Education), Behavior Assessment, Behavorial Intervention, Early Intervention, Educational Advocacy, Educational Assessment, Sensory Integration, Support / Tutoring, Training/Seminars, Verbal Behavior
Ages Supported
1-5 Grade,Kindergarten,Preschool

Data Provided By:
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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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