Our Programme

Our Programme

The WeCAN Early Intervention Programme (EIP) provides a comprehensive range of child services to support families and their children with autism aged 6 years and below. These services are autism-specific and specially tailored to meet the individual needs of the families and their children.

These child services include:

  • Autism Intervention for Children
  • Training for Families and Carers
  • Transition Planning for Child
  • Information and Referral

Our Curriculum

The WeCAN EIP follows the ARC(S) Intervention Focus Areas Pyramid

EIP Focus Area Pyramid

Intervention typically begins with the base of the pyramid (in a 1:2 context supported by teacher and carers) and works upwards towards social relationships (in a small group learning context)

Teachers will work closely with the parents on goal setting and implementation on a regular basis.

Intervention Journey

Every child who enters the programme begins a journey with us. The programme endeavours to provide the appropriate support to help each child move from one sign post to the next in this intervention journey.

1

Assessment

The first step of the intervention journey begins with assessment of the child's learning needs.

Children are first assessed in the following areas:

  • Interests / motivators
  • Learning needs and styles
  • Work habits
  • Self regulation
  • Functional social and communication skills
  • Risk Factors

Information from all sources is referenced to develop the most suitable individualised plan for the child.

Regardless of the level of entry, every child typically begins with a period of paired intervention (two children with one adult). They start in a smaller intervention room, focusing on basic intervention goals. Children are individually assessed and monitored on individualised goals.

When children make progress on planned goals, the team assesses readiness for the 'next step' in intervention.

This may involve an increase or decrease in intensity of teaching, or a move to a more challenging social classroom learning environment.

2

Levels of Learning

There are four (4) main learning levels:

At this level, the focus is on areas of:

  • Basic Compliance and Work Habits
  • Engagement and Self Regulation
  • Functional Communication Using Conventional Means

Intervention at this level aims to prepare the child to be ready for learning. Skills in areas of child engagement and "learning to learn" skills are being worked on.

This is done through intensive adult-led learning activities in direct teaching. It is conducted in a paired basis. Parents and caregivers are actively involved in the intervention at this stage.

Typically, an individual session will be 1 hour and 30 minutes and cover teaching of the child's individual goals in the following ways:

  • Work with teacher (direct teaching)
  • Circle time
  • Gym
  • Art and Craft
  • Independent work
  • Play with Adult
  • Parent training

When children make progress on planned goals, the team assesses the child's readiness for the 'next step' in intervention. This may involve an increase or decrease in intensity of teaching, or a move to a more challenging social pair or small group learning environment.

At this level, our intervention focuses on teaching skills that help children become more independent and effective communicators.

Areas of focus include:

  • Social Communication
  • Group Learning
  • Independence

Children at this level learn in a group size of between 4-6 children with a minimum of two teachers.

Children may participate in a combination of different curriculum teaching focus areas during the course of each session.

These Curriculum Focus Areas include:

  • Arrival / Departure
  • Circle Time
  • Gym
  • Play (Indoor and Outdoor)
  • Art and Craft
  • Curriculum Areas
  • Snack
  • Table Activities

The children are assessed on progress regularly. They are recommended to move on in their goal levels upon achieving goals recommended within this level.

At this level, our intervention focuses on preparing our children for a social learning context. The children are in a ratio of between 6-8 children with at least two teachers.

Areas of focus include:

  • Larger group learning
  • Social Skills
  • Problem Solving
  • Transition Skills

Children at this level may transit to Mainstream Schools, Pathlight School or other Special Schools. Careful transition planning is the focus in this level so as to ensure the most appropriate post early intervention programme for the children.

This is a specific one-year programme for children in the year they turn six (6). The curriculum focuses both on curriculum content as well as autism teaching and prepares children for a mainstream learning context.

Children learn in a classroom context in a group of about two teachers to 10 children.

Children who wish to attend this programme will be required to undergo an intake assessment to ascertain suitability.

Children are selected for this programme based on:

  • Ability to participate purposefully in group learning (ratio of 2:10 children)
  • Independent in self-help skills (feeding, toileting)
  • Ability to be regulated in group learning context
  • Preschool literacy and numeracy skills

The curriculum focuses on:

  • Core Academic Areas (English and Mathematics)
  • Non-Core Areas (Art, PE, Music, Leisure)
  • Autism Areas for Mainstream Readiness

Frequency: This is a daily 3-hour programme (only available in the afternoon).

3

Transition Planning

Children in the WeCAN Early Intervention Programme (EIP) are served until the year they turn six (6). From day one in our early intervention programme, children are being pro-actively prepared for their 'next' learning environment. At the end of every term, the child's progress on their individual goals is reviewed and recommendations are made for the 'next steps' of intervention.

At the start of the year the child turns five (5), recommendations will be made for parents to consider various options for post EIP placement. This may involve a recommendation for an educational assessment for placement purpose. Upon entering the programme, parents will be advised on the necessary timing and steps for a placement assessment.

Each child's journey in intervention will be different, and reflect the wide variety in learning needs and abilities at this stage.

Last modified on Monday, 30 March 2015 14:37