In 1996, the provincial government announced funding to create a system for preschool speech and language services. Until that time there was no consistency or local organization of services for preschool age children. Most communities had speech and language services provided by a variety of agencies, including; hospitals, public health, children's treatment centres and community agencies. Each agency was independent and set their own eligibility criteria and could reduce or eliminate services if necessary.

The government's funding announcement was significant for several reasons. Firstly, the twenty million dollars were designated for speech and language services and could not be used for other purposes. Secondly, in order to obtain the enhancement dollars, each community had to plan and develop an integrated system with a central intake process for all children up to four years and eleven months in age. These were both very important changes and have become the model for other recent initiatives in children's services. In addition to changing the way services were organized, the government required each community to include certain key elements in each system. These include:

Public Awareness Awareness activities to emphasize the importance of communication development, and alert parents and caregivers about when they should be concerned, and where they can go for help.

Parent Support Support for parents of children at risk for communication disorders as well as parents of identified children. The Hanen Program and other parent training programs, as well as parent support activities, to be available.

Early identification Identification of children as early as possible, to provide a longer period to prepare children for school entry, and reduce the long term impact of communication disorders.

Simple and Easy Access Everyone should know where to go, and there should be co-ordinated access. This does not necessarily mean one point of entry into the system, but does mean that there is only one system to enter.

Common intake This means that all children are tracked on a common data base, and parents do not need to have their children on multiple waiting lists.

Assessments It is important to avoid duplicate and multiple assessments. Good inter-agency cooperation and communication is essential, and there has to be agreement on best practices for assessments.

Range of interventions One-on-one direct therapy, group therapy, and consultation to parents and/or child care providers and home programming must all be available in the community. The intervention provided to the child will depend on the age and the needs of the child.

Transition planning There needs to be improved transition planning, especially when children start school. It is important that children not move to another waiting list for another assessment.

When to call with concerns about your child's speech or language development:

• If you are worried that your child is not learning to talk well

• If you have questions about how your child communicates

• If you are worried about your child's play or social skills

• If your child often repeats sounds or words

•If you are concerned that your child's voice sounds different or odd to you

• If you want to find out how to get help.How to access preschool speech and language services:

Another key change is, that parents who have a concern about their child's speech and language development can contact the service system directly. Every community in Ontario has an information line that any parent can call.

The procedure may vary slightly in each community, but by calling the information number, parents can find out whether their child has a speech or language delay (usually through a check list or set of questions) and find out the process to get an assessment of their child. Usually parents will be asked for their name and contact information, and someone from the service system will follow up with an appointment for an assessment or a request for more information.

What to expect after the initial contact:

Each community is unique, but all parents should receive a quick response and information.. A preliminary assessment will be required and if there will be a wait for a further intervention, parents will be provided with information on the development of speech and language and some tips on helping their child at home. In many communities, parents will be invited to attend a parent training course, such as the Hanen Program. This will involve attending intensive classes which focus on the development of speech and language skills and the role of parents.

The agency or organization where the child and family gets services will depend on local community resources and the needs of the child. A child that has a speech or language delay, as well as a physical, developmental or other needs may be matched with a Speech-Language Pathologist or agency that has the appropriate skills and knowledge. As much as possible, services are to be delivered locally, and travel time reduced. As part of the new preschool system many community based sites have been set up in locations, such as community and child care centres, that are more accessible for families.

Following an in depth assessment by a Speech-Language Pathologist, a variety of strategies will be used to help the child and family. These may include regular sessions with a Speech-Language Pathologist, either individually or as part of a group. Sometimes a speech and language assistant may be involved under the direction of a Speech-Language Pathologist.

For some children sessions may be short term or infrequent with the focus on the family and on other supporting adults and how they can help the child. There is no one way to help a child and families may be involved with one or more of these activities. It is important for parents to be involved in the process. For example, watching or participating in the child's therapy session, trying new activities at home and practising skills, such as turn taking or modelling sounds and words.

Types of Services for Preschool Children:

• Parent Information and Training

• Assessment of child's needs

• Small group therapy sessions with other children

• One to one therapy

• Block therapy - regular sessions for a set number of weeks followed by home program

• Augmentative communication systems, such as sign language, picture symbols or Bliss Symbols

As the child grows and progresses services may be changed, or discontinued if the child is able to communicate age appropriately. However, many children will still be receiving services when they are eligible for registration at school, in the spring of the year they turn 4, for Junior Kindergarten, or the year they turn five, for Senior Kindergarten. It is the responsibility of the Speech-Language Pathologist involved with the child to assist the family with the transition to school services.

Preschool - School Transition Plan:

Children that have received preschool speech and language services in Ontario are required to have a transition plan developed by the Preschool Speech-Language Pathologist and the school board, when they are discharged from preschool services. In addition, many school boards have planning guides and other helpful information for children with special needs that are starting school. The transition plan should include information on the latest assessment completed on the child, a summary of speech and language needs, and identify who at the school will be responsible for making referrals for support services. Usually, the planning for students will be completed in the spring, to ensure that services are in place for the start of the school year in September. To help with the planning, you will be asked to sign consent forms to allow staff with different agencies to have copies of reports and, if necessary, discuss your child.

Get the help you need!

A list of contact numbers for preschool speech and language services is attached. Many parent organizations, including OAFCCD, the Learning Disabilities Association of Ontario, the Easter Seal Society, Associations for Community Living and the Autism Society hold information meetings or workshops on school services, Special Education and parent's rights and responsibilities. Try to attend these meetings to get the latest information and develop your skills.