Our Approach


Welcoming a child

Each child that comes to the center has a different and unique development trajectory. It is essential that we start our intervention with observations and assessments in various situations. We use all the information provided by parents and other professional partners.

Creating a learning context

Our environment is carefully adapted to welcome young children with special needs. Our spaces are fun, safe and filled with all the material necessary for therapy. We make sure that every child feels calm and relaxed to maximize his or her collaboration. We establish a learning rhythm that fits his or her specific needs.

Choosing the objectives to prioritize

Based on the child’s age, the parent’s priorities and the essential needs, an ensemble of objectives are targeted. These objectives are part of the child’s daily program and are carefully assessed to follow progress closely. Methods and materials chosen are personalized. Our team has great expertise in the adaptation of teaching methods as well as in the creation of pedagogical material.

The following domains are worked on daily at the program:

  • Communication: Expressing yourself and understanding your surroundings is essential for all domains. Among the many learning strategies, the clinical team will choose the best techniques to ensure that the child will develop a more functional communication with family and peers.
  • Cognitive concepts:  Basic concepts (attributes, associations, prepositions, etc.) that have not been chronologically acquired will be part of the child’s learning program. Individualized strategies will be ajusted to ensure these concepts are mastered and generalized in various functional activities. According to the child’s age, pre-academic or academic activities will also be part of the program.
  • Social skills: We make sure that certain skills are acquired to allow for basic social interaction: react to his or her name, pay attention to the same item as a partner, etc. Access to shared spaces with other children as well as group activities offers great opportunities to develop social skills. Learning to interact with peers is essential to integrate a group in daycare or at school. Group moments also allow children to develop school-related social skills such as waiting for a turn, staying with the group or finding your place.
  • Play and leisure skills: We pay great attention to this category and we try our best to teach skills from the other domains through play. To ensure interactions with peers, it is essential to learn how to use a variety of toys and games. We explore the child’s personal interests and, if needed, we adapt games to make them more interesting and make them accessible to learn. Individual play is also a very important part of our curriculum because it contributes in giving the child and the family a better quality of life.
  • Fine and gross psychomotor activities: In daily life as well as in leisure activities, improvement in physical coordination is part of a balanced program. For many, pre-writting skills are also part of the program.
  • Autonomy: All children must learn to be as independent as possible in daily routines such as feeding and dressing. If not already aquired, toilet training may be part of the objectives that will be chosen with the parent’ s input. Safe behaviors may also be part of the program ( staying with the responsible adult, keep objects away from mouth, etc. )

Optimising learning opportunities

Various professionals are part of the team that works around each child. All of the objectives currently worked on and the progress so far are monitored by a clinical supervisor that coordinates the team’s efforts. This supervisor knows the child very well as he or she is always on site and can also participate in therapy sessions. This way, technical, material or objective adjustments can be made quickly and efficiently.

There is no specific method, no specific approach that will benefit all of the children. These kids show exceptionally unique profiles and it is necessary that we take the time to think about the type of resources that we will use. Some methods are more common than others because of their research-proven efficiency, but various methods are considered when elaboration a child’s program:

  • TEACCH (Treatment and Education of Autistic and Related Communication Handicapped Children)
  • ABA (Applied behavior analysis)
  • ESDM (Early Start Denver Model)
  • PECs (Picture Exchange Communication System)