What We Do

What We Do

The WeCAN EIP programme was developed in 2004 as a key component of Project Platinum to meet the needs of young children with autism and their families in Singapore. The programme develops a scalable intervention package that can be implemented across Singapore and beyond for children with ASD between the ages of 18mths and 6 years. It also provides autism specific intervention for young children with the diagnosis of autism, in order to help them gain functional and independent skills for more successful transition.

WeCAN EIP is based on international best practices for effective early intervention for young children with autism that:

  • Treat each child as an individual, with unique needs, abilities and priorities
  • Cultivate supportive and respectful relationships with family carers
  • Routinely analyse the underlying causes for the behaviours characteristic of autism and proactively manage the reasons for these
  • Employ a structured approach to teaching
  • Focus on the development of specific skills, and on increasing social communication and understanding
  • Implement outcome measures to review progress on goals and methodologies. Foster integration and social interaction opportunities with peers

Our Vision

To be a recognised leader in quality and professional early intervention services in autism and other related conditions for children, families and practitioners in Singapore and the rest of Asia.

Our Mission

To provide quality early intervention for young children with autism and equip their caregivers to help them maximise their fullest potential.

Our Guiding Principles

  1. The earliest possible start to intervention is essential
  2. Services must be individualised for children and families
  3. Children with autism require intensive engagement
  4. Intervention is based on a developmental curriculum designed to address the specialised needs of a child with autism
  5. Family involvement and participation is critical
  6. Intervention is Planned and Systematic
  7. Challenging Behaviours are addressed using positive behavioural support
  8. Intervention should focus on the development of spontaneous communication skills
  9. The development of social relationships is based on a child's ability to joint attention, play and interact with others
  10. The transition between pre-school and primary school needs to be planned carefully
  11. Placement in an 'ideal' school programme should be made taking into account academic as well as other important factors such as communication, social level, cognitive processing, anxiety management, and sensory self-control
Last modified on Monday, 30 March 2015 09:53