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Not sure what program is right for you or your child? Fill out our inquiry form or contact intake@tipes.ca.

School Readiness

This program is designed to teach learners, 3-4 years of age, the basic skills needed to participate and learn in a classroom setting. Learners are encouraged to follow typical classroom routines such as raising their hands to speak, taking turns, sitting for circle time, and playing with peers cooperatively. Learners gain independence as they learn new skills through a variety of activity stations set up in the classroom. Activity stations include literacy, numbers/math, fine motor, arts and crafts, imaginary play, and visual performance such as matching, sequencing, puzzles etc. The teacher to student ratio is 1:4, allowing for additional teaching sessions or support if needed.  

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The days are structed like a typical kindergarten classroom with activities from circle time, show and tell, individual activity station learning, recess, group activity, story time, lunch break, quiet time, group learning, cooperative play, and free play.  

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Report cards are provided every semester to give caregivers feedback on their child’s progress. The program follows the typical academic year and runs from September to June. Learners can also participate in a summer program that runs from July to August. A senior therapist supervises the program ensuring skill acquisition and appropriate learning targets are introduced for each learner, as well as the group. 

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Despite the program starting in September, learners can join at any time during the year provided space is available. 

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Individualized programming is available for an additional fee. 

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Please see below for prerequisite skills required for entry into the school readiness program.

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The following prerequisite skills are required for entry into the school readiness program.

If the learner is accompanied by a 1:1 support, these prerequisite skills may be waived; however, they will be required to fade support.

 

Cooperation and reinforcer effectiveness

  • Accepts reinforcers when offered

  • Chooses from two items offered

  • Approaches an instructor when a response is required for reinforcement

  • Responds to instructor-controlled reinforcers

  • Waits appropriately if a reinforcer is delayed (up to five minutes)

  • Functional method of communication

    • Vocally (1+ word), AAC device, PECS, etc.

 

Classroom skills

  • Sits appropriately, without disruptive behaviour, in a group of six learners

  • Follows daily routines (arrival, departure) without elopement

  • Sits and waits appropriately during transitions (up to two minutes)

  • Physically transitions to the next area or activity without elopement

  • Appropriate when in close proximity to peers (no aggression towards others or the environment)

  • Follows simple known directions provided by another individual

    • Responds to their name, instructions in routine situations, etc.

  • Allows others to occasionally manipulate/touch toys

  • Allows others to play nearby

  • Safely and independently plays with toys (absence of mouthing toys and plays independently for up to five minutes)

 

Self-help skills

  • Dresses self

    • Pulls pants up and down, shoes on and off, coat on and off, etc.

  • Eats independently

    • Eats finger foods, drinks from a straw or cup, etc.

  • Washes and dries hands independently

  • Uses restroom independently

    • Remains dry on a toileting schedule, urinates and defecates in the toilet, requests to use the toilet when needed, etc.

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