Our Vision

Both research and experience support the effectiveness of relationship-based, developmental approaches to parenting and therapy.  In Manitoba, developmental therapies include: Developmental Individual Differences® (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 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 of Autism Outreach, Relate, and similar 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 the diagnosis about all available intervention programs
  • to have training and support for families – within a reasonable timeframe (reduce or eliminate wait times)
  • to have training for educators (including early childcare and school teachers)
  • to improve transitions between services (ie from early intervention to school years to adulthood)

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