The Association of Resource and Education for Autistic Children (REACh) is a Lions community service
project, and the result of the efforts of a few dedicated and committed volunteers together with support
from the public and the Lions family throughout Malaysia. The centre was set up in 1987 in Penang and
provides FREE services to autistic children and their families. From a small group of four children, our
Centre is now offering free services to around 80 children, ranging from 3 years old to 30 years old. We started another Centre in Butterworth in 1998 to meet the increasing needs of the northern region in Malaysia. In the early year of 2015, Butterworth centre was closed and all the children were transferred to the main centre in Penang Island.
We are pleased to note that the benefits of our holistic training have successfully contributed to the
enrichment and the transformation of the lives of our autistic children over the past 26 years. It is the
REACh Way that has earned recognition as a reliable and credible source of support. This has enabled
us to help our children to achieve their developmental milestones.
Our five individual programmes include One-to-One Learning Programme, Computer Assisted Learning,
Neuro - feedback, Sensory Integration and Hydrotherapy. We also conduct group programmes such as
Music and Movement, Pre-Vocational and Vocational Training, Family Group Therapy, Play Group, Snoezelen, Storytelling, Art and Creativity Programme, Occupational Therapy, Lions OptiMusic, Pottery Class, Traverse Wall and Community Living Camp. All these strongly reinforce the learning process of our
children and enable them to recognise, differentiate, value and appreciate people, things, objects and
situations in a natural and orderly manner.
These REACh programmes focus on the overall development of the child in terms of mental, motor,
language, speech and communication, social and self-help. Most parents tend to believe that only the
mental and speech defects of the child need to be corrected and once these are adjusted, the child
should be able to make progress in the other areas. This is unfortunately not true. All five
areas must be addressed simultaneously in order for them to be included into normal schools and be
integrated into the society.