Autism is characterized by difficulties in communication, unusual responses to sensory stimuli, difficulty relating to people or to the environment, and developmental discrepancies. With specific approaches and teaching strategies, many individuals with Autism Spectrum Disorders may be quite successful in home, school and community life.

This is a CEU based program with an option for 2 undergraduate or 2 graduate credits.

Boy standing next to chartSummer Semester: June 2015 (TBD)

Locations:

Presenters:

Our presenters are made up of university professors, public school professionals, Chileda professionals and parents.

Who Will Benefit:

  • School Personnel
    • Teachers
    • Special Education Teachers
    • Paraprofessionals
    • Speech Pathologists
    • Occupational Therapists
    • School Psychologists
  • Medical Field Professionals
    • Psychologists
    • Mental Health Counselors
  • Health and Human Services Workers
  • Parents and Family Members of Persons with ASD
  • Anyone who currently provides or who will provide direct support or services to an individual with an Autism Spectrum Disorder in the home, school, work, or community setting.

After Attending This Program You Will Have:

  • A new community of support people and resources
  • Ideas for visual, social & behavioral supports:
    • Individualized
    • Varied by Setting and Need
    • Sharing of Ideas with Feedback
    • May be added to Professional Development Plans, Portfolios, etc.
  • A wealth of knowledge covering a variety of topics from multiple perspectives
  • A list of autobiographies/biographies of individuals with autism including comments and recommended audiences
  • A list of websites with comments and purpose

UW-La Crosse maintains responsibility for this program and its content.

Download Brochure

Comments from our 2013 Participants:

  • “My understanding of autism has grown so much in this week. I don’t think there is one thing that has impacted me more than another. In general, I will be more aware of my students’ diets, sensory diets, hidden curriculums, life skills and families.”
    Justina Smet, Early Childhood Teacher
  • “I have had so many ah-ah moments this conference. Whether it is something that I am doing currently, but can tweak to make it fit an individual better or something brand new that I can implement.”
    — CJ Reid, Special Education Teacher
  • “I have enjoyed the diversity of the learning objectives and varying points of view . . . of professionals . . . as well as parent perspective.”
    — Robin Frei, School Psychologist
  • “Hearing the personal stories of the families with children with ASD really helped me put into perspective the experiences of these children and adults. It gave me a better understanding of how they perceive interactions with treatment providers and what they expect from therapists and educators.”
    — Chelsea Josephson, Music Therapist
  • “Behavior is Communication, we just need to watch for and interpret it, and act accordingly . . .”
    — Kevin Prairie, Teacher
  • “VALIDATION OF WHAT I WANT TO TRY! It could work!!”
    — Shanna Cote, Special Education Case Manager
  • “I have renewed excitement in working with kids with ASD.”
    — Janice Schreir, Child and Adolescent Clinical Therapist
  • “. . . I have a better understanding of other professionals that support students that I work with that have ASD.”
    — Morgan Cook, Recreation Therapist