-What is the expected timeline between a diagnosis, and the child receiving the required additional assessment by qualified personnel, such as a Speech/Language Pathologist, Pediatrician, Chartered Psychologist or Child Psychiatrist?
-Does this match the actual time line?
-Is the process of being qualified for the funding severely hindering the effectiveness of the program? If so, could suggestions on how to expedite the process be gathered in the process of evaluation?
-Is the process of re-applying each year onerous to the point of hindrance and, if so, what suggestions can be presented by stakeholders.
-Is the process not thorough enough? Are there a proportion of children in the program who don’t fit it?
-How well coordinated are combined programs? Is there a cogent facilitation plan in place to allow to communication between programs provides in the case of a combined program?
-Are the teachers in charge of developing the Individual Program Plans (IPP) comfortable with their level of training and expertise to be able to create these plans?
-Are the other stakeholders comfortable with the level of teacher training and expertise to be able to create these plans?
-What resources are available to teachers for building and implementing IPPs?
-Are the Teachers aware of resources available for the child, and for the building and implementing of IPPs?
-What level of training and resource is being provided to home caregivers to allow programming benefit to extend beyond the home visits?
-What constitutes the visit time measurement of 1.5 hours?
-Is it 1.5 hours of direct contact with the child, or does that time include documenting the visits, briefing and/or debriefing with the caregiver?
-What attitudes and opinions do supervising teachers and programming providers have towards their level of responsibility?
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