Autism Seminars Syracuse NY

Autism seminars provide information on autism spectrum disorders. Read on to learn more information on autism seminars in Syracuse, NY 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.

Facilitated Communication Institute
(315) 443-9657
School of Education, Syracuse University, 370 Huntington Hall
Syracuse, NY
Support Services
Disability Advocacy, Other, Research, Training/Seminars

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Facilitated Communication Institute, School of Education, Syracuse University
(315) 443-9657
370 Huntington Hall
Syracuse, NY
Support Services
Adult Support, Early Intervention, Educational Advocacy, Other, Schools, Ages 5 years and Up, Training/Seminars
Ages Supported
Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

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FEAT of CNY
(315) 638-4058
51 Carousel Lane
Baldwinsville, NY
Support Services
ABA/Discrete Trial, Disability Advocacy, Marriage & Family Counseling, Play Therapy, Speech Therapy, Support Organization, Therapy Providers, Training/Seminars

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The Manhattan Social Therapy Group
(212) 941-8844
920 Broadway, 14th Floor
Manhattan, NY
Support Services
Marriage & Family Counseling, Support Organization, Therapy Providers, Training/Seminars

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Shahal Rozenblatt, Ph.D.
(631) 378-0741
Smithtown, NY
Support Services
Behavior Assessment, Behavorial Intervention, Educational Assessment, Psychological Counseling, Social Skills Training, Training/Seminars
Ages Supported
1-5 Grade,11-12 Grade,6-8 Grade,9-10 Grade,Adult,Kindergarten,Preschool

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Enable
(315) 455-7591
1603 Court Street
Syracuse, NY
Support Services
ABA, Therapy Services, ABA/Discrete Trial, Academic Assessments, Aquatic Therapy, Assistive Technology, Camps, Career Counseling, Disability Advocacy, Doctors, Pediatrics, Early Intervention, Early Intervention, Educational Advocacy, Job Coach, Medical, Occupational Therapy, Physical Therapy, Residential, Schools, Preschool, Typical, Sensory Integration, Social Skills Training, Speech & Language, Speech Therapy, Summer Camp/ESY, Support Organization, Therapy Providers, Training/Seminars
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

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Alternative Autism Solutions
(315) 449-0040
Syracuse, NY
Support Services
Psychological Counseling, Training/Seminars
Ages Supported
1-5 Grade,11-12 Grade,6-8 Grade,9-10 Grade,Adult,Kindergarten,Preschool

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Families for Effective Autism Treatment of Central New York
(315) 638-4058
51 Carousel Lane
Baldwinsville, NY
Support Services
ABA/Discrete Trial, Respite/Childcare/Babysitting, Social Skills Training, Support Group Meetings, Support Organization, Therapy Providers, Training/Seminars

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Enable
(315) 455-7591
1603 Court Street
Syracuse, NY
Support Services
ABA, Therapy Services, ABA/Discrete Trial, Academic Assessments, Aquatic Therapy, Assistive Technology, Camps, Career Counseling, Disability Advocacy, Doctors, Pediatrics, Early Intervention, Early Intervention, Educational Advocacy, Job Coach, Medical, Occupational Therapy, Physical Therapy, Residential, Schools, Preschool, Typical, Sensory Integration, Social Skills Training, Speech & Language, Speech Therapy, Summer Camp/ESY, Support Organization, Therapy Providers, Training/Seminars
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

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Shana Nichols, Ph.D.
(516) 802-8600
4300 Hempstead Turnpike
Bethpage, NY
Support Services
ABA, Therapy Services, ABA/Discrete Trial, Academic Assessments, Adult Support, Behavior Assessment, Behavorial Intervention, Career Counseling, Educational Assessment, Marriage & Family Counseling, Psychological Counseling, Research, Social Skills Training, Support Group Meetings, 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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