Note : Direct Funding Option Programs also follow the above schedules
The After School Program
(4:00 pm – 6:00 pm)
Extracurricular activities such as piano lessons, basic computer skills and Movement Therapy sessions are offered in our two hour long after school program.
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There are two funding types : 20 hours per week or 25 hours per week. Children may come either in the morning or in the afternoon. These half-day programs are offered year round. They provide training in all major skill areas in IBI settings. All programs are under the supervision of our Clinical Psychologist, Dr. James Porter.
We also offer the children opportunities to participate in enrichment programs where they explore music; dance and other activities as they fall into the Motor Imitation, Play and Leisure, Fine and Gross Motor domains of ABLLS-R.
The Individually Scheduled Program is highly customisable and is tailored to individual children based on their needs and the family's time and resource constraints. The number of hours and learning goals are decided collaboratively by the parents and the OMA Senior Therapist. Parents will generally be responsible for transporting their children to and from OMA for this program, however OMA transport may be arranged as needed.
Weekend Social Skills Program
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As families embark on the journey of therapy, almost all parents wonder when therapy will end. How and when do they decide that their child no longer needs help?
The OMA answer to this question is:
- When the child integrates comfortably in the community and becomes part of the general public.
- When the child goes to school and can manage with minimal or no help.
- When the child goes about everyday activities without special attention.
No, of course not! In our school history, many OMAA children have attained the following goals:
- Attaining verbal communication – child starts talking meaningfully
- Effectively using verbal behaviour to learn, play, and express oneself
- Being able to attend school in a regular classroom without help
- Closing the learning gap and attaining grade level or close to grade level standing at school (based on school academic assessment)
- Achieving grade level credits in high school, even when previously assessed to be at a much lower grade level
Therapy has come to an end for many of our children who have accomplished these goals. While they will still have many challenges, they now have the tools to resolve some of their most pressing problems. These children can ask for help when they need it. They have learned how to learn. We are happy to see their achievements and are so excited for them and their futures.
However, the most effective way to shorten therapy time is to start early. According to our track records, all the children who have entered or are entering grade 1 regular classrooms without help from school (Educational Assistant) are those who have started before age three. It is understood that parents are not likely to have government funding at this early stage of diagnosis. One must understand that the early years are also the most valuable years of learning. The first 5 years are the most CRITICAL years of the child. Investing in your child at the earliest possible time also ensure the best return for you and your child. While financial resource is important, ask yourself this question: How much is your child future worth?