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.

 

Our Curriculum

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

EIP Focus Area Pyramid

 

 

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 signpost to the next in this intervention journey.

1

Assessment

The first step of the intervention journey begins with an 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

 

2

Levels of Learning

There are three (3) main learning levels:

 

At this level, the focus is on areas of:

  •  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. We work on the skills in areas of child engagement and "learning to learn".  This is done through intensive adult-led learning activities in direct teaching conducted in pairs. Parents and caregivers are actively involved in the intervention at this stage.

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

At this level, our intervention focuses on preparing our children for a social learning context.

Areas of focus include:

  • Larger group learning
  • Social Skills
  • Problem-solving
3

Transition Planning and Preparation

Children in the WeCAN Early Intervention Programme (EIP) are served until the year they turn six (6). From day one when they join our programme, we pro-actively prepare parents and children for their post-EIP placements which could be a mainstream setting, a special education school or a privately-run programme.  Each child's journey in the intervention will be different and reflect a wide variety of learning needs and abilities.