Our Vision
Both research and experience support the effectiveness of relationship-based, developmental approaches to parenting and therapy. In Canada, developmental therapies include Developmental Individual-differences and Relationship-based Model (DIR/Floortime®), Relationship Development Intervention® (RDI), and Hanen ® .
It remains our intent to raise community awareness of the value of developmental therapies, to become a source of information and support for parents interested in learning about, and accessing, these supports, and to make sure policy-makers and resource providers know that there is a community of parents who choose to guide their parents using these strategies and need access to related supports.
Our Goals:
Family Support:
- To provide parents with information about relationship-based, developmental programs and therapies, led by trained and certified consultants, for children diagnosed with autism
- To provide information about community services that support the development of children on the autism spectrum and their families
- To create opportunities for parents of children diagnosed with autism to connect for mutual support
Community Awareness:
- To promote general awareness of the available programs, benefits and research support for relationship-based, developmental programs and therapies
- To provide information for professionals and educators about effective developmental resources for children on the autism spectrum
- To share information about capacity-building training opportunities
Advocacy:
- To advocate for equitable funding for relationship-based, developmental programs and therapies
- To support and promote the expansion developmental and inclusive community programs, and promote their expansion throughout the school years
- To support training opportunities for professionals to build and expand on clinical expertise in developmental therapies.
In short, our vision is
- to see families receive information at their child’s diagnosis about all available intervention programs
- to have information and support available for families within a reasonable time frame
- to have training provided for educators (including early childcare and school teachers)
- to support helpful communication in transitions between services (ie from early intervention to school years to adulthood)