Assistance for Children with Severe Disabilities

This program provides financial support to low-to-moderate income families caring for a child who has a “severe disability”. It is income based and the amount granted depends on family income, size, disability severity and the extraordinary costs related to the child’s disability. See attached for application. Once complete, save a copy and email a copy to:

Online tutorial: How-To Guide | Completing the Assistance for Children with Severe Disabilities (ACSD) Form

Ontario Autism Program

OAP: Ontario Autism Program

The OAP helps families pay for services and supports who are caring for a person under the age of 18 with a diagnosis of Autism Spectrum Disorder. The OAP can assist paying for ABA services, Respite Support, Speech and Language Therapy, Technology, etc.

It is recommended that you visit the Ministry Website to review information on changes currently being made to the program:

To register:

To view the Ministry Website:

Ben Bukuru- Service Navigator or 1-800-472-7789 ext. 341

Disability Tax Credit

DTC: Disability Tax Credit

The Disability Tax Credit is a non-refundable tax credit that helps persons with disabilities or their supporting persons reduce the amount of income tax they may have to pay. Please see attached document and present “Part B” to a Medical Professional (i.e.: Family Doctor). Once Part B is signed and electronically submit, or mail to your tax centre.

See: for further instructions.

Easter Seals

Easter Seals Incontinence Grant

Easter Seals Ontario provides Incontinence Supplies Grant Program for children and youth between the ages of 3 to 18 years old. Easter Seals Incontinence Supplies Grant Program (Provides funding to cover extraordinary expenses, such as diapers) An annual grant provided to families to help cover some costs for diapers and certain supplies for incontinence care (catheters and drainage bags) If your child is 3 to 5 years $400 for the year and ages 6 and up $900 year. The application must be completed by your child/youths physician.


Zones of Regulation

Zones of Regulation

As ____ is having challenges regulating his emotions, resulting in behaviors, I encourage you to introduce, “The Zones of Regulation”. Essentially, the Zones of Regulation is how we think about and manage our feelings and states. Please review the link below to further understand this strategy!

The Zones of Regulation:

How to Teach:

There is a kids movie produced by Pixar called “Inside Out”, which accurately depicts which zone is what! I recommend this as a resource for ____ to further understand emotion as well.

Should you choose to implement this at home, here is a blank template you can print out and fill with ___ strategies:


ABC Data

Collect ABC’s on ___ Challenging behaviours.

A, stands for “antecedent”, which is anything that happens BEFORE a behavior/ tantrum.

B, stands for “behaviour”, which is anything you see ____ displaying DURING a behavior/ tantrum.

C, stands for “consequence”, which is anything you see AFTER ____ has a behavior/ tantrum.

By collecting “ABC” you will learn to predict and how to respond to ____ behavior/ tantrum.

I encourage you to write these findings down, so you are able to reflect on them in the future! This will also help you to realize how you can respond differently to better support _____.

Functions of Behaviour

Functions of Behaviour

Everything we do, or don’t do, is because it was either positively or reinforced by something. To understand why we engage in specific behaviour's, we must first determine is function. Those being:

Sensory- i.e. Hand flapping. A person’s own movements/actions feel good to that individual

Attention- i.e.: Child desires for access to social interaction(s). For example, the child screams, ‘Look at me!’ If screaming gets access to attention, then screaming will continue.

Escape- i.e.: Something is (or signals) an undesirable situation and the person wants to get away from it. For example, a therapist says, ‘Wash your hands,’ and the learner runs out of the bathroom.

Tangible- i.e.: Someone wants access to a specific item or activity. For example, Jane takes the iPad away from

 John, so John pinches her. If pinching gets access to the iPad, then pinching will continue.

Determining the function of behaviour helps us to further understand and apply to the ABCs of behaviour, as stated below. To read more on the functions of behaviour, please see here:


Be Mindful of Transitions

Often times, persons with ASD have challenges with transitions. Transitions are moving from one task or location to another. However, persons with ASD tend to struggle in this area as the next steps causes anxiety, stress and frustration. Simple tasks such as leaving the house to go to the grocery store may be so thoughtless for a neurotypical person, we grab our car keys and go. But, for someone with ASD, they process looks different as they may be “stuck” in doing a task and experience great stress in relocating their attention elsewhere. We can do a couple things to support transitions.

Priming statements: “In 30 minutes, its time to go to the grocery store.”, “In 25 minutes/ 20/15/10/5…”.

Use a timer: Using a timer and setting the exact time to prepare to transition to the next step

Using “First- then” statements, followed by a reinforcement (preferred item)

See more here: and



To increase willingness to learn, you may also choose to implement a reward system or statements. Such as first- then statements!

Example: FIRST: 30 minutes of work- THEN: Ice cream! The “THEN” is to serve as a motivator and be highly rewarding.

Here, you can find a downloadable PDF “Reinforcement Inventory” and find out ___ reinforcements:


To increase independence, we often use levels of prompting (without even knowing it)! When using prompting to teach new skills, it’s useful to think of it in terms of a prompt hierarchy. Although the hierarchy can include different types of prompts, the goal is to think of prompts in terms of how intrusive they are, i.e.: how involved YOU have to be. The top being least intrusive, the bottom being most intrusive.

Verbal. i.e: Go get your shoes.

Gestural. i.e.: Point at the shoes.

Visual. i.e.: Using a visual schedule, or first then board, etc.

Modelling. i.e: “Watch me”.

Physical. i.e.: Hand over hand, guiding from the elbow, etc.

Read more here:

Social Skills

Similar to communication challenges, another common trait of Autism Spectrum Disorder is a lack of social skills. Thus, as support workers and caregivers, we need to teach them! For this, I often refer families towards “Social Stories”. Social stories are used to help create concrete examples of expectations and specific situations. Please review the link below to view various social stories!

Social Stories:

Visual Supports

First - Then Board

First-Then Board

First- Then Board:

Should you choose to implement this a home, you may print this image out (

You may print out images to place on the board in each box, write with pencil, or you could even laminate it and write with dry erase marker!

To use during transitions form preferred to non-preferred tasks, be sure to verbally state “first ____, then ___).

Visual Schedule

Visual Schedule

Visual Schedule:

Similar to the first- then board instructions for use, you may assist or have ___ check off each task with pencil, OR laminate and check off with a dry erase marker.

Here is a blank template should you develop a visual schedule for future tasks: or

Choice Board

Choice Board

Choice Board

Used to provide available choices. To use, include pictures (PECS) of preferred items that are currently available and present to your child. *you should remove items that are not currently accessible/ available*

The goal is that your child will use gestures (touch) to select a choice, or remove the choice and give to you. You would then immediately provide the item. i.e.: “You want ___, sure! Here you go!”

When your child is engaging in a challenging behavior geared by wanting to do something that is not available, you may present their available choices. I.e.: “These are your choices. __ is not available right now”.

Token Economy

Token Economy

A token economy system is a method used to try and reinforce (increase) the frequency of a target behaviour.

The tokens or symbols are provided to the individual when the target behaviour is performed. The tokens can then be exchanged by the child for other types of reinforcement e.g. bubbles, treats.

To implement at home:
Identify the target behaviour(s) (eye contact, clearing plate after meals, keeping hands to self, etc...)

Choose a backup reinforcer (toy, treat, screen time, etc...)

Select a token (stickers, stars...)

Determine how many tokens must be earned (i.e.: 5 stars= Ice cream!)

Helpful Tips

Immediately provide the token (star, sticker) after the desired behaviour is exhibited.

Adjust your system as you go. It may take trial and error to learn how many tokens keeps your child engaged without making it too easy to earn the reinforcer. i.e.: reduce from 10 tokens to 5 to increase value/ desire to obtain reward.

DIY Visuals: Visuals Engine | ConnectABILITY

Activities of Daily Living




Tooth Brushing

If your child is unable to attend your families dental office, Autism Ontario has a list of sensory friendly centers across the province. See below:

Autism Ontario- search "Dentist":

Autism Ontario- Pediatric Dentist:

Autism Speaks Dental Guide:

Autism Speaks Preparing for the Dentist:

Autism Speaks Dental Tool Kit:

Task Analysis for Tooth Brushing:


Toilet Training

Please review the following links for information on toilet training:

Visual Schedule: Should you choose to implement this at home for toilet training you may print this image out:

ErinoakKids often offers a free, virtual "Toilet Learning Virtual Workshop". See their events calendar for future dates:

ErinoakKids - Event Calendar



When teaching a new skill, consistency is your best friend when striving for success! To encourage a sleep routine, I would suggest solidifying a visual schedule night routine. In your night routine, it may be of benefit to introduce some form of physical activity, before starting to decompress for the evening. This may be a walk around the block, going to the park, following a dance along video on YouTube, etc! Please see below for all resources:

Erinoak Kids Webinar on Sleep: ErinoakKids - Sleep Solutions Virtual Workshop

Autism Speaks- Sleep Tool Kit:

Consider sensory needs: Lavender pillow spray, Galaxy ceiling night lights, white noise or water sounds, sleep tents, etc.

Mental Health


Interim Place

Offers Emergency Shelter, 24-Hour Crisis Support Line, Community Support an Outreach, Sexual violence and Counselling Support



WhereToStart is the access point for free and confidential mental health services for children, youth and families who live in Peel Region. When you call, they will listen to your concerns and help connect you with the most appropriate mental health program or service for you. This service is a partnership between AYSP, EveryMind and the Child and Adolescent Mental Health Clinic at Trillium Health Partners and William Osler. This service is available for youth up to 25 years who live in peel. See here for more information:

Support Groups


WhereToStart is the access point for free and confidential mental health services for children, youth and families who live in Peel Region. When you call, they will listen to your concerns and help connect you with the most appropriate mental health program or service for you. This service is a partnership between AYSP, EveryMind and the Child and Adolescent Mental Health Clinic at Trillium Health Partners and William Osler. This service is available for youth up to 25 years who live in peel. See here for more information:

Family Support Groups

This is a list of Family Support groups operating in Ontario:

Peer Support Best Practice Toolkit

A resource for individuals developing and offering peer support programs for families of children with medical complexity and other lifelong disabilities.

Recreation / Respite



RecRepite is a service offered Canada Wide, both in person and virtually. Respite service goals are person centred and aim to identify the barriers to participation or social connection. This may exist for children, youth or adults with disabilities, mental health or those who face isolation due to disease, illness or injury. For 1:1 Respite, Workshops and Social Groups, see here:

CHAP Respite

Community Helpers for Active Participation (CHAP) is

Through the CHAP program, you can set up a profile for you family and the program will work towards finding you potential matches to bets suite your needs! If you do not accept this person, you may request for more matches. This link here is a video guide for how to register if you need guidance:

To set up a profile, go here:

Social Groups

Surrey Place

These programs target specific meaningful and relevant goals within the child and youth’s school environment, at home, or within the local community. Programs focus on areas of communication, social skills, self-help skills, or behaviour management. Each program is individualized to your child, incorporates a range of evidence-based teaching methods (ABA) and includes lots of positive reinforcement to make learning fun. These individualized programs are delivered with peers in a small group setting. Additional one-to-one support is now available at an extra rate of $10 per hour. This option is suitable for children with more complex needs.

Topics Offered: Social Skills Group, Emotional Regulation Skills, Daily Living Skills, Communication Skills, 1-1 Focused Behavioural Intervention.

See here:

Kerry’s Place Autism Services

KPAS offers many virtual social groups that are respite and recreation based, as well as some curriculum based!

To access, you will be required to complete the following steps:

Complete a brief Intake with Kerry’s Place: Toll Free: 1-833-77-KERRY (1-833-775-3779) or email

Express interest in a group at time of intake. Book a ‘Pre Screen’. Led by Behavioral Therapists and Autism Consultants, via zoom, testing your child’s ability to attend to a virtual group; challenges and success’. They will determine what groups are appropriate for your child. Register! View their group offerings here:


Active Assist Brampton

ActiveAssist is a fee subsidy program offered by the City of Brampton, designed to help low-income families and individuals in Brampton participate in Recreation programs. See here if you quality:

ActiveAssist application:

Active Assist Mississauga

ActiveAssist is a fee subsidy program offered by the City of Missisauga, designed to help low-income families and individuals in Mississauga participate in Recreation programs. See here if you quality:

Active Assist application:

Access 2 Entertainment Card 

Is a card used to access entertainment services. When an Access 2 cardholder (the individual with the permanent disability) presents their valid card at any participating venue partner, their support person receives free admission: the cardholder pays regular admission

Adult Services

Job Readiness

Employment Works

Kerry's Place Autism Services- Offers training for adults with Autism Spectrum Disorder (ASD) who want to practice and develop the essential skills necessary to get and keep a job.

ASD Job Readiness Program

We specialize in working with individuals with learning disabilities, Attention Deficit Hyperactive Disorder (ADHD), Attention Deficit Disorder (ADD), developmental disabilities, Autism Spectrum Disorder (ASD), mental health issues, physical challenges and more. Our targeted employment and volunteer programs unlock your abilities so you can reach your potential at work.

Young Adults Program:

Employment Ontario

help job seekers, workers and employers with advice, grants and other services around public and private sector employment.

March of Dimes

Adult Funding

Developmental Services Ontario (DSO)

Developmental services for children such as Special Services at Home, Assistance for Children with Severe Disabilities and services through the Ontario Autism Program ends at the age of 18. To receive services past the age of 18, you must apply through Developmental Services Ontario (DSO) to determine eligibility.  DSO does not deliver services; DSO is the access point for adult developmental services funded by the Ministry of Children, Community and Social Services (MCCSS) in Ontario. A qualified DSO staff trained through the MCCSS will complete the application package with you.  To avoid delays of service when the applicant turns 18, it is recommended you contact your region’s DSO office when the applicant is 16 years of age.  Your regional DSO office can assist you with information on: 

Understanding and completing the application process 

Determining the supports and services you need 

Accessing MCCSS funded supports and services when spots are available  

Finding other resources in your community 

  Ontario Disability Support Services (ODSP)

ODSP provides income and employment supports, as well as health benefits to people over the age of 18 with a disability. Income supports help those who are in financial need pay for living expenses such as food and housing; learn more or find out if you are eligible by clicking here. ODSP also offers employment supports which can assist with preparing for work, finding and keeping a job, job coaching and on the job training, software and mobility devices that can assist you in your job, interpreter services, transportation services, and more; learn more or find out if you are eligible by clicking here. 

  Passport Funding

Helps adults with a developmental disability be involved in their communities and live as independently as possible by providing funding for community participation services and supports, activities of daily living and person-directed planning. The program also provides funding for caregiver respite services and supports for primary caregivers of an adult with a developmental disability. Once an individual is eligibility for adult developmental services, they will automatically be approved for $5,000 annually in direct funding through the Passport program.

See here:

Adult Programs

Family Services of Peel

Adult Protection Worker (APS):

provide comprehensive and intensive case management supports to people with developmental disabilities who live independently, ensuring that people receive the necessary supports to achieve a quality of life based upon person-centred aspirations:

Common Diagnosis'

Autism Spectrum Disorder


Autism is a spectrum disorder, otherwise referred to as an umbrella of diagnoses as not one person is alike. Previously, this umbrella term included diagnoses such as Asperger’s, pervasive developmental disorder and disintegrative disorder. However, the DSM 5 has now divided ASD symptoms into 2 areas. These two being social communication and interaction and repetitive and restrictive behaviours. This may look like a lack of understanding to social ques and settings, understanding of emotions, sensory processing delays, repetitive or obsessive movements. The list of characteristics may be ongoing as not one diagnosis is alike.



A persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development, as characterized by (1) and/or (2): Inattention, 2. Hyperactivty and impulsivity

Cerebral Palsy


Is a group of disorders that affect a person's ability to move and maintain balance and posture. CP is the most common motor disability in childhood. Cerebral means having to do with the brain. Palsy means weakness or problems with using the muscles. Motor disorder.

Intellectual Disability

Intellectual Disability:

Are deficits in general mental abilities. Deficits can be labelled as mild, moderate, severe, or profound. Can be…developmental delay, down syndrome, fragile x, prader-willi syndrome. Theres quite a few to name off.

Developmental Delay

Fetal Alcohol Spectrum Disorder

Fetal Alcohol Spectrum Disorder (FASD)

Fetal Alcohol Spectrum Disorder (FASD) is a diagnostic term used to describe impacts on the brain and body of individuals prenatally exposed to alcohol. FASD is a life long disability. Individuals with FASD will experience some degree of challenge in their daily living and may require support in the following areas to reach their full potential; motor skills, physical health, learning, memory, attention, communication, emotional regulation, and social skills. Each diagnosis of FASD is unique and not one person will have the same strengths and challenges. Challenges can occur in the following areas:

Physical- birth defects and motor skills

Mental- cognitive, memory, decision making

Behavioral- trouble getting along in the world; angry outbursts.

Learning- poor school performance, trouble abstract thinking

FASD Resources

FASD Ontario:

Erinoak Kids:

Parent Caregiver Support Group:

EOK Workshop:


Sensory Processing

Often times, those on the Autism Spectrum experiences challenges with sensory processing. Sensory processing refers to a condition in which the brain has trouble receiving and responding to information that comes through the senses;

Sight (visual), sound (auditory), smell (olfactory) taste (gustatory) and touch (tactile). We can either by hyposensitive (abnormally decreased sensitivity), neutral, or hypersensitive (abnormally increased sensitivity) when receiving this input. It is important that we recognize that there is no treatment for this. To make everyday life more manageable, we may modify day-to-day environments.

For example:

Person struggles with loud noises -> wear noise cancelling headphones

Person chews on shirt -> replace with 'chewlery'

Person seeking deep pressure --> replace with a weighted vest or blanket

Comon Therapies

Speech and Language (SLP)

Speech therapy refers to treatment for problems with speaking, language and swallowing. SLP focus' on persons improving their communication; such as learning to use the right muscles to speak, pronunciation and articulation, written language and reading challenges, as well as utilizing augmentative and alternative communication devices.

Occupational Therapy (OT)

Occupation refers to any activities that people need or want to engage in during their daily lives. OT focus' on assessment and integration of a child challenge to customize programs in the following areas: fin and gross motor skills, self care skills, visual perception, cognition and sensory processing challenges.

Applied Behavioral Analysis (ABA)

ABA refers to a set of principles that are used based on the science of behaviour that are used to change a behaviour. Behaviour change can mean increasing functional skills, such as communication, social skills, or play skills. It can also mean decreasing problematic behaviour, or behaviours which interfere with learning, such as aggression, flopping, or screaming. ABA therapy is used to determine that cause of an individuals behavioral challenges and employ specific strategies to address these challenges.

Intense Behavioral Intervention (IBI)

IBI refers to a specific type f therapy for children's on the moderate to severe end of the autism spectrum. IBI is an intensive way of teaching a child new skills in all areas of development and usually includes 20-40 hours per week of treatment.

General Resources


IEP: an Individualized Education Plan

This being because as learners knowledge and abilities progress, they may require more or less support when entering the next school year. This then means that the strategies and accommodations in place on the IEP may no longer be sufficient or needed.

IPRC: an IPRC identifies exceptional pupils.

Identification: Identifies students who may need special education programs. A student can be identified as needing special education programs within the following exceptionalities: behavioral, communication, intellectual, physical, or multiple.

Placement: Identifies the program placement that will best meet the student’s needs: Determines what type of classroom setting will be appropriate for the learner. i.e. Special Education classroom, mainstream with EA support

Review: The student’s special education needs must be reviewed through the IPRC at least once per school year. A parent may also request a review IPRC meeting once their child has been in a placement for three months.

Committee: The committee (IPRC) is made up of at least three people, one of whom must be a principal or supervisory officer of the school board.

Special Education Placements: The IPRC will decide if the student’s placement will be in a regular classroom with special education support or in a special education classroom.

PBS: Transitioning Back to School and Community - Behavioural Strategies for Success - Child Development Resource Connection Peel - CDRCP


Peel Police Vulnerable Persons Registry

Peel Regional Police has a Vulnerable Persons' Registry (VPR) that helps police and the community locate missing people, should your child wander off and become lost. You can register your child here:

Sophia Safety

Sophia Safety has a partnership program with Kerry’s Place Autism Services, offering the program virtually as a social group! To access, you must book an intake appointment with Kerry’s Place Autism Services, you must call this number: Toll Free: 1-833-77-KERRY (1-833-775-3779) or email

You may read more about the program here, see “My Safe Life”:


Public Works Transportation

See online here:
Apply here:

Lets Buggy

See online here:

March of Dimes MODMobility

See online here:


See PDF here:


Is a reloadable smartcard that can be used to pay for your trip when you travel on Mississauga, Brampton or GO Transit. To purchase, see below:

Call 1-877-378-123


Affordable Transit

If you live in Brampton or Mississauga and you can't afford a monthly bus pass, you can apply for an affordable transit pass. Region of Peel offer a 50% discount off the regular cost of a monthly bus pass to eligible residents. There is no discount available in Caledon at this time.

Check eligibility and apply here:

EarlyON Programs
Child Care & Early Years
Child Care & Early Years
Special Needs
French Directory
Community Services

Every effort is made to ensure that the information in this database is accurate, up-to-date, and comprehensive. Child Development Connection Peel cannot assume liability resulting from errors or omissions. Inclusion or omission of a program or service is not a comment on its quality. Please use the "Suggest and Update" link to suggest changes to records.

Records in this database contains links to external mapping software are are provided as a convenience to the user. Child Development Resource Connection Peel cannot be held responsible for the accuracy of the maps provided by these external applications and the user is urged to confirm the location independently.