• Our primary goal to support social-emotional engagement and skill development. In doing so, we also support secondary goals such as physical development to promote inclusion and participation.  
• Fostering social integration, helping children build friendships and confidence.
• Empowering families to actively participate in their child’s growth.
• Bridging service gaps by providing accessible leisure opportunities.
• Supporting neurodiverse learners with affirming, adaptable approaches.
• Celebrating each child’s unique abilities, ensuring inclusive, engaging, and fun learning experiences.
• Preparing children for future success in school and their communities.

1. Complete the intake form by clicking the registration button below.
   
2. Schedule a virtual 15-minute occupational therapy assessment using the booking link that we will send to you. The email will come from movelearngrow@marchofdimes.ca. Consider adding the email to your address book to prevent Move Learn Grow emails from going to junk mail.
   
3. Attend the virtual assessment on our Teams Platform to help us learn about your child and match them with the appropriate class.
   
4. Confirm your child’s enrollment in the recommended class.
   

What can I expect from the classes?

Move Learn Grow classes are carefully designed to support children with disabilities in a structured yet flexible environment. While class placement is primarily based on chronological age, we also consider developmental stages to ensure children are matched with peers who share similar abilities. 

What to Expect:

• Classes are led by Occupational Therapists, with support from trained volunteers and staff.
• Each class follows a group-based learning approach, with individual goals discussed during assessments to ensure they align with the overall class goals.
• Children are encouraged to participate in structured activities, but we never force participation—free play is often a favorite part of the session!
• Progress varies for each child, with support tailored to their unique needs. We celebrate the small wins!
• We follow a neurodiversity-affirming approach, celebrating and respecting the diverse ways in which every child learns and grows.

Classes typically follow the following structure: 

• A welcoming circle to start, normally with songs, visuals, or games
• A guided, structured activity or stationed activities (depending on the class)
• A period of free play for children to explore our active zone, games and activities, the ball pit, or sensory room.

We deeply value communication with parents. While our primary focus during class is supporting the children, we do our best to connect with parents when time allows to provide support, strategies, and education.

For more details, please visit our Move Learn Grow – Classes page.

 

Additional class information

Messy play:

Some activities involve water, paint, or food colouring. Please dress your child in clothes that can get messy. Aprons are available upon request.

Siblings:

We do not offer sibling care. Children not enrolled in our program always remain the responsibility of their supervising adult. If a sibling accompanies you, please remain in the designated waiting areas. 

Sensory room:

We offer a sensory room onsite. Children with medical conditions (e.g., epilepsy, head injuries) or sensitivities should have parental consent before use. A list of safety considerations is posted outside the room. Signed consent is required for children with seizure conditions.

Unsafe behaviour: 

We aim to create safe environment for everyone. Aggressive behaviour toward other children, staff or volunteers during class may result in removal from the program or program registration deferral. 

Toileting, medical support and other complex needs:

While we may be able to provide support for certain medical or toileting needs, this is not guaranteed for every class. If your child requires specific care in these areas, a caregiver may need to remain onsite during classes. Our team will inform you whether these supports are available. Please contact us for more information related to this topic at movelearngrow@marchofdimes.ca.

Program eligibility

Move Learn Grow is a play-based learning program for children with disabilities, but a formal diagnosis is not required. 

 

Can Parents Stay During the Sessions?

We recommend that parents stay onsite while their child participates in Move Learn Grow. 

Parents have the option to relax in our community cafeteria while waiting or, if preferred, they can observe classes in the program space. However, space in the program area is limited, and availability may vary. If leaving the premises during classes, please inform a staff and return at least 10 minutes prior to the end of class.

Our goal is to create a welcoming environment for both children and families, ensuring everyone feels supported throughout the session!

 

What if my child misses a session?

Attendance at all sessions is encouraged in order for your child to receive the full benefit of the program. We understand that this is not always possible due to extenuating circumstances and request that parents let us know ahead of time if their child needs to miss a class. Unfortunately, we are not able to offer make-up sessions for missed classes.

 

How Do We Ensure an Inclusive Learning Environment?

At Move Learn Grow, inclusion is at the heart of everything we do. We believe that every child deserves to feel welcomed, supported, and empowered to learn in a way that works best for them.

Inclusion with Intention

Inclusion is about recognizing and embracing differences and ensuring that every child has access to safe, meaningful participation and learning experiences.

Inclusion means thoughtfully supporting each child’s unique developmental journey — it does not mean that every child is placed in any available class. To ensure each child thrives, our OTs assess their strengths and needs and carefully match them with the class that best fits where they are at.

While we offer a variety of class options for most age groups, each child is typically best suited to one specific class. This means that although we have a class for most children, not every class will be the right fit for every child. This intentional approach helps create a learning environment where children of all abilities are respected, valued, and given the opportunity to thrive.

Here's how we foster inclusivity:

• Neurodiversity-Affirming Approach – We celebrate each child’s unique learning style, recognizing and respecting the diverse ways brains function.
• Adaptable Activities – Our play-based sessions are designed to accommodate different abilities, ensuring every child can fully participate.
• Experienced Facilitators – Classes are led by Occupational Therapists and with trained volunteers providing extra support.
• Family Engagement – We encourage parents to stay onsite and offer opportunities for family involvement in the learning process.
• Supportive Social Environment – We focus on peer connections and relationship-building, ensuring children feel included in group activities.

At Move Learn Grow, every child belongs — and we’re dedicated to providing a safe, inclusive, and engaging learning space for all.

 

How was the program developed?

Move Learn Grow builds on nearly 20 years of children’s programming, using evidence-based practices and the latest educational theories to support children with disabilities.

Designed by Occupational Therapists, the program focuses on social, emotional, cognitive, and physical development, creating a play-based, inclusive learning experience tailored to diverse needs.

Move Learn Grow continues to evolve, providing meaningful support and engagement for every child who joins!

 

Which evidence-based practices are reflected in the program? 

Move Learn Grow is grounded in proven frameworks that support children’s development in meaningful ways:

• World Health Organization’s International Classification of Functioning (ICF): A globally recognized framework for understanding and measuring health and disability. 
  
  
• Sensory Hierarchy: Helps guide client goal setting and support meeting children where they are at. See FAQ below for details.
  
  
• CASEL Social Emotional Learning (SEL) Framework: Helps children manage emotions, build relationships, and develop social-emotional skills in a supportive environment.
  
  
• Person-Environment-Occupation (PEO) Model: A holistic occupational therapy approach that considers a child’s environment and activities to enhance participation and engagement.
  
  
• CanChild’s F-Words for Child Development: A strengths-based model focusing on:

• Fitness: Promoting healthy body structure and function.
  
• Functioning: Encouraging independence through daily activities. 
• Friends: Supporting social participation and relationship-building.
• Family: Involving families in a child’s learning and future success.
• Fun: Ensuring play-based activities that make learning enjoyable.

By integrating these evidence-based practices, Move Learn Grow creates a well-rounded, supportive, and engaging learning experience for children with disabilities.

 

What is the Sensory Hierarchy and Why is it Important?

Camarata, S., Miller, L. J., & Wallace, M. T. (2020). Evaluating sensory integration/sensory processing treatment: issues and analysis. Frontiers in integrative neuroscience, 14, 556660.

Understanding the Sensory Hierarchy

For many of our service users, we adopt elements of the sensory hierarchy when scaling our goals and meeting your child where they are at. Think of this hierarchy as a ladder that children climb as they develop the ability to process and respond to sensory information. This includes things like touch, sound, smell, taste, movement, and body awareness. Just like learning to read starts with recognizing letters, sensory development starts with basic processing before moving to more complex skills.

While this framework provides valuable guidance, each child develops at their own unique pace and may not progress through the hierarchy in a strictly linear way. Our team does not typically use a sensory integration approach but rather draws upon elements of this model to offer sensory-based interventions as part of our class curriculums.

The Levels of the Sensory Hierarchy

1. Sensory 
   
   What it is: The ability to take in and process information from the senses—touch, sound, sight, movement, etc.
   
   Why it matters: If a child has difficulty processing sensory input, it can affect everything that comes after. For example, if a child cannot process the auditory input when their name is called, they may not shift their attention to the speaker. This is the base of the pyramid because all other skills depend on it.
   
   
2. Motor
   
   What it is: The ability to move and control the body—gross motor (like running or jumping) and fine motor (like writing or buttoning a shirt). This also impacts speech and gestures.
   
   Why it matters: Motor skills rely on accurate sensory input. For example, if a child can’t feel where their body is in space due to sensory needs, they may demonstrate challenges with coordination or movement.
   
   
3. Social
   
   What it is: The ability to interact with others—sharing, taking turns, engaging in conversation, and reading social cues.
   
   Why it matters: Social skills depend on both sensory and motor abilities. For example, a child needs to be able to process sounds (sensory) and use speech or gestures (motor) to engage socially. Supporting children’s unique ways of displaying their sensory and motor abilities is key to our strengths-based approach.
   
   
4. Behaviour
   
   What it is: The outward actions and responses we see—like following directions, managing emotions, or participating in group activities. Children require executive functions and cognitive intellect to promote regulation and positive behaviours.
   
   Why it matters: On the hierarchy, behavior is the result of everything below it (social, motor, and sensory). If a child needs behavioural support, it may mean they have unmet needs at the sensory, motor, or social levels. This is why we sometimes suggest honing the other levels first, before supporting behaviour goals directly.

Why This Hierarchy Helps

Drawing upon elements of this hierarchy helps us look beneath the behavior to identify what a child might really need. Instead of just addressing the behavior, we aim to support the foundational skills first.

If your child is lower on the sensory hierarchy, it doesn’t mean they can’t learn or grow — it just means they need support that meets them where they’re at. At Move Learn Grow, we design activities that help strengthen those foundational skills in a fun, supportive way. We don’t rush kids up the ladder — we support them in climbing it at their own pace!

 

I am interested in the program but am not sure if my child is ready for group classes. What should I do?

Every child develops at their own pace, and we understand that some may need extra support before joining a group setting. If you’re unsure whether your child is ready for Move Learn Grow, we’re here to help!

In some cases, children may present with behaviors that could make a group environment challenging. If you have questions or concerns about your child’s readiness, please reach out to us at

movelearngrow@marchofdimes.ca. We’d be happy to discuss your child’s needs and explore the best options for their learning journey.

Your child’s success and comfort matter to us—we’re committed to creating a supportive experience for every participant!

Additional Questions?

If you have questions about Move Learn Grow, please contact us at movelearngrow@marchofdimes.ca.