Autism Seminars San Francisco CA

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

B*E*T*A: Behavior Education Training Associates
415-564-7830; 1-800-368-BETA (2382)
P.O.Box 225129
San Francisco, CA
Support Services
Disability Advocacy, Therapy Providers, Training/Seminars

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World Institute on Disability
(510) 763-4100
510 16th Street, Suite 100
Oakland, CA
Support Services
Disability Advocacy, Research, Training/Seminars
Ages Supported
Adult

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STE Consultants
(510) 665-9700
2560 9th St., Suite 212M
Berkeley, CA
Support Services
ABA/Discrete Trial, Adult Support, Behavorial Intervention, Early Intervention, Lindamood Bell, Marriage & Family Counseling, Marriage & Family Counseling, Other, Play Therapy, Research, Social Skills Training, Training/Seminars, Verbal Behavior
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

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Autism Collaborative Therapies
(510) 914-0323
3292 Jordan Rd
Oakland, CA
Support Services
ABA/Discrete Trial, Behavorial Intervention, Early Intervention, RDI, Therapy Providers, Training/Seminars
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade

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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

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Scientific Learning Corporation/Fast Forward
(888) 665-9707
300 Frank H. Ogawa Plaza
Oakland, CA
Support Services
Other, Products/Stores, Training/Seminars

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Behavioral Intervention Association
(510) 652-7445
3229 Elm St. STE 1
Oakland, CA
Support Services
ABA/Discrete Trial, Behavorial Intervention, Early Intervention, Social Skills Training, Training/Seminars
Ages Supported
Preschool,Kindergarten

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Disability Rights Education & Defense Fund (DREDF)
800-466-4232; 510-644-2555
2212 Sixth Street
Berkeley, CA
Support Services
Disability Advocacy, Educational Advocacy, Legal Services, Training/Seminars

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Wings Learning Center
(650) 692-9800
2303 Trousdale Drive
Burlingame, CA
Support Services
Art Therapy, Educational Advocacy, Music Therapy, Occupational Therapy, Play Therapy, Private School (Autism Only), Social Skills Training, Speech Therapy, Training/Seminars
Ages Supported
Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade

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Lindamood-Bell Learning Processes
(415) 721-0781
1099 D Street, Penthouse B
San Rafael, CA
Support Services
Academic Assessments, Early Intervention, Helpful Websites, Lindamood Bell, Products/Stores, Research, Schools, Ages 5 years and Up, Schools, Preschool, Typical, Support / Tutoring, Training/Seminars
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

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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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