ASCD Values

ASCD Values

  1. Relationships - ASCD programs are founded on relationships as it is through healthy, safe relationships that a child with diverse abilities can develop to their full potential. ASCD aims to support and nurture relationships between and among the child, parents, caregivers, therapists, etc.

  2. Respect – Respect is the foundation of all ASCD services. It is through mutual respect that trusting, meaningful relationships are built between families and service providers to ensure Aboriginal children are best supported in reaching their fullest potential.

  3. Culturally Relevant and Safe Support – Evidence demonstrates that when programs and services are led by Aboriginal communities, this leads to greater participation, retention, and satisfaction in programs.

  4. Access – Through relationships, ASCD works to support a family caring for a child with extra needs to access relevant and necessary supports and services that will foster the family, child and community connection.

  5. Inclusion – ASCD acknowledges children as gifts of the creator, appreciates the unique abilities of Aboriginal children, and supports them in achieving their full participation in community life.

  6. Shared Responsibility - Children are not raised in isolation; they are influenced by family, community and the greater society. As such the responsibility for children is a shared one.

  7. Advocacy – ASCD acknowledges and honours that parents, caregivers and families know their children best. ASCD programs work to ensure families feel empowered to be advocates in supporting their child’s development.

  8. Family Centred Practice – ASCD programs follow the families lead as decision makers for their children and acknowledge that parents and caregivers are experts in regards to their child. Families have choice and provide input at all levels of service delivery that involves their child.

  9. Holistic – ASCD programs honour the “whole” child, which encompasses not only the physical, social/emotional and mental, but also the cultural/spiritual aspects of the child, within the context of their family, extended family, community and culture.

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