Children with a range of diagnoses including but not limited to:

  • Encephalitis, stroke, recovery from neurosurgery, acquired brain injury (ABI)
  • Cerebral Palsy, Spina Bifida, prematurity
  • Autism, Asperger’s Syndrome, Pervasive Developmental Disorder (PDD)
  • Developmental Co-ordination Disorder, Dyspraxia
  • Developmental Delay, Down Syndrome

Children and Youth with a variety of needs:

Some issues that children struggle with may not be formally diagnosed or may not fit into one of the above defined categories.  Parents, teachers and caregivers, however, know that there are issues that could be addressed with some formalized attention.  Not to worry, we work with the child and the other stakeholders in their lives to assess the situation, identify short and long term goals and put a therapy program in place.  We have worked with many clients to help them strive towards their goals.  The types of things we help address include:

Fine motor problems, difficulties with printing, handwriting and keyboarding

  • Challenges with visual perceptual skills
  • Attention and organizational difficulties
  • Poor co-ordination and poor trunk control
  • Sensory integration disorders

Youth and Young Adults with Asperger’s or Autism Spectrum Disorders

As children grow and mature through school and social systems, they require assistance in developing strategies for future stages int heir lives, whether that means finding employment, living independently or taking on post-secondary education.  The support that those individuals had while in the school system may no longer be available as they take on life’s bigger transitions.  We can assess the clients needs and develop programs and strategies that will assist them.

  • Transition management at a task level
  • Transition management at macro level (high school to higher education, moving away from home etc.)
  • Task planning and management
  • Independent living skills and assessment
  • Development of coping strategies
  • Utilization of assistive technologies
  • Facilitate the adaptation of an IEP to a post-secondary environment