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.
- 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
- 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
- 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)