Our Philosophy

  • Respect the family as a collaborative partner. Development, assessment and intervention are dynamic processes in which a child’s caregivers play an essential role.
  • Value and respect the uniqueness of each individual and family and start with their strengths whilst working on the areas of need.
  • Meet the child at his or her developmental level and build from there. An emphasis on strengthening early fundamental developmental levels of shared attention, social engagement and reprocity is critical in developing a foundation for thinking and learning.
  • Understand the child’s profile of individual differences that underlies children’s atypical behaviours and gives meaning for them. This understanding provides openings to treatment.
  • Join with the child affectively (emotionally). Emotions enable us to give purpose to our actions and meaning to our words.
  • Advance the child’s profile of individual differences through helping the parent to build a team around them -: Sensory, Motor-spatial, Communication and Language, Socially and Emotionally, Cognitively and Academically.
  • Interventions are geared towards functional outcomes. Goals must be relevant to the child within the context of their family and their community.