Scene 1: Initial Contact
The Centre de réadaptation Marie Enfant (CRME) offers programs that aim to develop the full potential and autonomy of children according to their age and abilities. When the rehabilitation team is in a position to provide services, an initial meeting is organized, ideally in the home, to assess where the child and the family are experiencing difficulties with daily living activities, and to identify their needs and expectations.
This meeting provides parents with information on how the Centre operates and on resources in the community. Interpreters are available if needed.
- On the child
The clients are children aged 18 years or younger with motor or language disabilities, who were referred to the Centre by a medical or rehabilitation professional. Services are provided to the child by a number of professionals either at the Centre or in the child’s everyday environment (daycare, school, leisure, home, etc.).
- On the parent
The family is at the centre of the rehabilitation process, supported and surrounded by a team of professionals. Partnerships are also created with resources in the community.
Scene 2: Passe-Temps
The Passe-Temps is a transitional place that receives children between appointments. It can also receive their siblings so that parents can attend the interventions.
- On the teacher
A special education teacher and a team of staff ensure the safety and well-being of the children. They work together to achieve certain learning objectives.
Scene 1: Initial Contact
When children are referred to the Centre de réadaptation Marie Enfant for hospitalization, they are admitted to the Intensive Functional Rehabilitation Unit (IFRU). Depending on the needs, a rehabilitation professional invites the family to tour the facilities in the event of hospitalization. The visit introduces the family to available services and activities, and informs them on how the Centre operates. Interpreters are available if needed.
- On the bed
The rooms are furnished like traditional bedrooms. Children are given the possibility of decorating them with posters and personal items.
- On the parent
If a parent wishes to sleep in their child’s room or in the room intended for parents, this is possible by making a reservation.
Scene 2: Therapeutic Activities
Activities allow the children to develop their autonomy according to their age and abilities. At the Intensive Functional Rehabilitation Unit (IFRU), adapted tools are available to make learning easier.
- On the bath board
If a child is unable to move, different assistive aids are used to enable the child to move around.
Scene 3: Recreational Activities
Recreational activities (games, outings, parties, crafts, etc.) are organized and supervised by rehab professionals or volunteers. They may have rehabilitation objectives such as developing the ability to socialize with friends.
Scene 1: Identifying Needs
Following initial contact, therapists meet with the child and the family to obtain more complete information about the difficulties they experience and about their needs. This step allows them to develop an intervention plan, outlining precise objectives to achieve with the child, family members and other people in the child’s environment (ex.: educators, teachers, etc.). This plan comes under review according to the timelines established during its development.
- On the therapist
Professionals work in close collaboration with the children and their families. The goal is to help the children achieve autonomy in their daily living activities; to help them maintain the skills they have acquired; to minimize the impact of their limitations; and to ensure their greater well-being.
- On the teen
Teenagers are represented by their parents or legal guardian. However, at the age of 14 years, they participate, if they are able to, in their own intervention plan. A preliminary questionnaire and help from a rehab professional are provided to them so as to prepare and favour their participation.
Scene 2: Individual Interventions
Individual interventions are personalized interventions that take place directly with children and their families either at the Centre or in one of the locations in their everyday environment. When interventions take place at the Centre, it is necessary for parents to be present in order to ensure the day-to-day integration of the therapist’s recommendations.
- On the therapist
Interventions can take place in the presence of one or several therapists. Interventions are conducted using games or situation scenarios.
Scene 3: Group Interventions
Group interventions are meant for several teenagers who share the same needs. All of the activities aim to improve their social skills (respect, empathy, peer support, etc.), and to prepare them to integrate into group settings in their everyday environment.
- On the window
Some rooms have mirrored windows so that parents can observe interventions without the children knowing it. Depending on the needs and the situation, parents can be called in to participate.
Scene 4: Consulting with Medical Specialists
Depending on the needs, the doctor in charge of the program, which the child is registered in, can request consultations in physical medicine and rehabilitation, pediatric medicine, cardiology, orthopedic medicine, neurology, etc. Consultations generally take place at the Centre.
Scene 5: Technical Aids
Depending on their needs, children can benefit from mobility aids (orthosis, prosthesis, wheelchair, etc.), and from communication aids (communication table, computer, etc.). These are intended to compensate for the disability and to enhance their autonomy.
- On the computer
To compensate for communication difficulties, technical aids are introduced by rehabilitation professionals and tested with the children.
Scene 6: Areas of Intervention
In order to develop the children’s skills, rehabilitation professionals visit their different everyday environment: home, daycare, school, public places, sports complex, etc. This allows them to equip, guide and support the children, their families and resources in their environment for the pursuit of learning.
- Young fencer
In collaboration with their parents and with the support of rehabilitation professionals, young people experience different daily living activities such as: using rides at the park, coordinating their homework, crossing streets, using a bank machine, ordering a pizza, playing sports, participating in leisure activities, etc.