Making the Connections

“I… …like… …the lion.”

Six year-old Alec is sounding out words from his school book. His reading is much improved and his family is proud. It's a huge accomplishment for all of them because Alec has been diagnosed with an Autism Spectrum Disorder (ASD).

In September, Alec left the Autism Intervention Program and started full-time at school. He had been receiving Intensive Behavioural Intervention (IBI) at ErinOakKids Centre for Treatment and Development in Mississauga.

Like other children his age, he goes to school every morning, plays in the schoolyard, lines up with his classmates and works in a small area of his classroom. At the end of the day, Alec's mom takes him home to play.

“He knows what to expect, understands the expectations and he's pretty happy,” says his mom, Renee.

And like many other children with ASD, Alec needs extra support at school – and he gets it through the Connections for Students program.

Since March 2010, all publicly funded school boards have had teams available to help children with autism move from IBI to school. The teams, made up of parents, ASD consultants, teachers, and principals, are established approximately six months before a child starts school. They continue to support the child in school for at least six months.

Alec's transition team has been sharing information and working together to make his transition to school as smooth as possible. Natalie, Alec's ASD consultant, has been working with Alec, his family, and the team since April.

“For me, Connections for Students is a nice mix of working with a student and with the school. It helps me to get a better perspective and to be able to see kids through the programs,” she says. “It's really nice to have that more intimate and close relationship with the family.”

Parents are a crucial part of the transition team. Renee is glad her family has been part of the decision-making process.

“I get to be involved in all the steps along the way,” she says. “What they're working on at school, we can work on at home. Or what we are working on at home, they can work on at school. The crossover between home and school makes everything less disjointed for him. It gives Alec confidence, but it also gives us, as parents, confidence that we can move on into the next stage of Alec's development.”

That development is a delight for the whole family. Alec's older sister Lauren now enjoys her brother's company on the way to school and she helps Alec get ready for school.

“Alec is a lot less frustrated by his inability to communicate with us and to get what he wants,” says Brian, Alec's dad. “Everybody has been accepting him. The other students and teacher were prepared and trained. They were very open to him. And that's a huge relief.”

Because of the community and school supports available to Alec, Brian has turned down job promotions that would require a move to Europe or the United States.

“What we're getting here is so valuable. Everything is secondary to [Alec's] being able to grow better and live as normal a life as possible as a young little guy.”