Understanding the Transition Maze

Understanding the Transition Maze – PowerPoint Presentation

Timmins, Ontario

History/Background Information


South Cochrane District Children’s Services Committee (SCDCSC) was formed to deal with concerns and trends seen in our community in providing serves to children, youth and young adults with special needs. The committee decided to focus their goals on meeting challenges and concerns and issues faced through the development of a workshop format.


SCDCSC identified that finding solutions for seamless transition was a priority goal for service providers and families

Timmins Transition Committee was formed


“Our Community at work” workshop was developed and facilitated by Lindsay Moir, Comhnadh Consulting. In attendance were over 150 community members from 23 agencies including professionals from front line, supervisory level, management and board level. The four (4) local school boards were represented as well as ministry consultants, parents and consumers.

2004 to 2007

Ongoing community meetings to plan seamless transition


Agencies and school boards give formal commitment to the project

Trillium Application- Northern Ontario level, denied

Trillium Application – Provincial level, approved


Hiring of Community Coordinator to facilitate Community planning


Logic Model community development meetings with assistance from outside sources namely by:

Debbie Stewart, Associate Professor
Occupational Therapy Program
School of Rehabilitation Science
McMaster University


Late Dr. Beverly Antle
Hospital for Sick Children, Toronto

Nancy Young,
University of Laurentian

Coordinator working with community planning group


Protocol signed and formal commitment until December 2013


  • Website launch
  • Community sharing
  • Provincial sharing of our community project
  • Future planning / sustainability

Strategies to get through the maze: Building community capacity

Accessed outside expertise and new perspective with Lindsay Moir, Hospital for Sick Children (late Dr. Beverly Antel) and CanChild.

Community Workshop: In 2003, Lindsay Moir, Comhnadh Consulting spearheaded a workshop “Our Community at Work”. During this workshop, key components that ultimately were the catalyst for the Timmins Transition Committee planning were identified.

A. Barriers identified (i.e. the maze)

By our community in what impacted on developing an effective collaborative community transition plan for our children, youths and young adults with special needs in our community were identified:

Agencies working in silos:

  • Waiting lists
  • Lack of lead time( lack of effective planning)
  • Lack of staff
  • Limited resources in the north
  • No “case management” protocol
  • Information sharing/privacy concerns
  • Lack of training in collaboration and coordination

Competing agencies and school board = not sharing of resources, territorial

  • Fear/takeover worries
  • Reduced funding/cuts
  • Overlapping/competing agencies
  • Either/or mandates
  • Scheduled agency interaction
  • Mandates
  • Ownership of programs
  • Lack of training in collaboration and coordination
  • Geography/distance
  • Lack of community awareness, cultural/lifestyle issues
  • Transportation/location of services

Misunderstanding of each other’s need to support the client and family (i.e., recommendations)

  • Conflicting/uncertain mandates
  • Parent indifference
  • Misunderstandings with regard to the services of other providers

B. Key issue

  • Case management coordination;
  • Assessment and diagnosis coordination;
  • Development of a collaborative initiative between school boards and service providers on transitioning to post secondary programs, employment and community;
    Joint community wide resource/technological and education and training plan;

C. Opportunities

  • Transition planning guide as a road map;
  • Write inter-agency protocols;
  • Individual transition plans for 14 +;
  • Develop a transition guide for families;
  • Develop Timmins Directory of Services for children & youth with special needs;
    joint professional development/training calendar;
  • Write curriculum for transition/bridging HS to Community;

3) Formalized collaboration agreement

4) Created a universal community resource website that is easily transferable to another community