- Special Needs
- Frequently Asked Questions
- Special Needs Funding
- Additional Special Needs Resources
- Mental Health
- Dual Diagnosis
- PIRS- Peel Inclusion Resource Services
For free information on specialized services for children, youth, and adults with special needs contact an Information and Referral Specialist:
Call 905-890-9432 for Mississauga and Brampton
For Caledon Call 1-888-836-5550
Interpretive services are available
Information is available on:
• Types of service
• Eligibility criteria
• Locations of agencies and areas served, hours of service and program costs.
To view some of the special needs opportunities and events in Peel click on the icon below:
Ceci est un service d'information sans frais de la région de Peel à l'intention des enfants, familles et personnes atteintes des troubles développementaux.
De l'information est disponible quant aux sortes de services, critères d'admissibilité, emplacement des agences, secteurs desservis, heures de service et coûts des programmes. Des services d’interprétation sont disponibles.
Pour parler à un de nos spécialistes en information et référence, composez le 905-890-9432 à partir de Mississauga et Brampton, à partir de Caledon, composez le 1-888-836-5550. Le numéro de l'ATS-ATME est le 905-890-8089.
What is Special Needs Information Peel?
1. What is Special Needs Information Peel (SNIP)?
Special Need Information Peel (SNIP) is a free information line funded by the provincial government under the Child and Family Services Act, Developmental Services Act, and information on, or linkages to related services. We have a database that can search by agencies names, age supported and type of disability. For more information contact the Information & Referral phone line: 905-890-9432.
What is Dual Diagnosis
2. What is Dual Diagnosis?
An individual with Dual Diagnosis has both a developmental disability and mental health needs. In some other context Dual Diagnosis refers to mental health and addiction combined.
Who do we serve
3. Who do we serve?
We serve agencies, families and individuals with developmental disabilities by giving information on services in Peel/Halton Region for children, families, and people with developmental disabilities.
How do families get connected
4. How do families find out about services?
Families can receive information in a variety of ways. They can call the telephone information line at 905-890-9432 Mon-Fri 9am-5pm to speak with a Certified Information and Referral Specialist. They will review your needs and provide you with a description and contact information on services available.
What are the supports available
5. How do I talk to other people with a child who has a similar disability?
There are many Parent Associations and Parent Support Groups available. This information is available through meetings and through internet links. Parents can go and talk in a group or use the Internet to read about others experiences. Visit our special needs calendar for more community supports and opportunities.
6. What happens when my child is to start elementary school?
Information and contact numbers are on our website for both The Dufferin-Peel District School Board and The Peel District School Board and the French Board. Special Needs programs exist in all Boards.
7. Who can help me with relief time or a break- extra supports? I want something that will be good for him/her as well as give me time.
There are many agencies that offer respite care. The needs and age of clients can help determine which agency is the best to meet your needs. Call Coordinated Information Peel for appropriate numbers. Peel Respite Services will also help families hire an Independant Respite worker. To apply please go to www.respiteservices.com/peel
What is this diagnosis
8. My Doctor has told me my child has Autism/PDD/PDD-NOS/Asperger's. What is it?
"Autism is a complex developmental disability that typically appears during the first three years of life: it is the result of a neurological disorder that affects the functioning of the brain." "Children and adults with autism typically have difficulties in verbal and non-verbal communication, with social interactions, and leisure or play activities. They find it hard to communicate with others and relate to the outside world." (Autism Society Ontario 2001) Please view Autism for services in Peel.
10. My adult child is being released from the psychiatric unit of my local hospital. They need a place to live? They cannot come home but need to be supervised or they won't use their medication.
Some Agencies serving people with Dual Diagnosis have supportive housing. Supportive housing gives the client an opportunity to learn life skills in a supervised environment.
11. My pre-teen son has had a brain injury. He needs to have someone to do things with him in a group. He needs to be socialized.
Peel Respite Services helping families requiring respite services for children and adults with developmental disabilities to make the process of recruiting and contracting their own respite workers easier.
Special Olympics , consists of Sport training, recreation and competition for males and females aged five and older who have developmental challenges.
In the Region of Peel there are recreation programs: Brampton Parks & Recreation, Mississauga Parks & Recreation, and Caledon Department of Recreation
12. I have an elder person in my family who needs a support group and personal care.
Call 905-890-9432 to speak with a certified Information and Referral Specialist or Health Line Peel 905-799-7700.
13. Our family is in crisis because of problems we are having with our child, youth, or adult family member. Can you tell us where to go?
There are many agencies that provide family counselling. It can be directed at a specific age group or general counseling. Call to speak to an Information and Referral Specialist 905-890-9432
Ministry Funding Sources:
• Assistance for Children with Severe Disabilities (ACSD)
• Developmental Services Ontario
• Special Services At Home
• Ontario Disability Support Program
• OHIP-Ontario Health Insurance
• Ministry Overview of SSAH/PASSPORT Changes
Try our Special Needs Directory for more information on Autism. Use the Quick List called Autism
AboutFace International: An AboutFace education program designed to help children talk about differences, share their feelings, and change attitudes in the school community.
Advocacy for All Special Needs Children: Parent Advocacy Workshops, Resources on Special Education , Legal and much more.
Caledon Institute of Social Policy: The Caledon Institute of Social Policy does rigorous, high-quality research and analysis; seeks to inform and influence public opinion and to foster public discussion on poverty and social policy; and develops and promotes concrete, practicable proposals for the reform of social programs at all levels of government and of social benefits provided by employers and the voluntary sector.
Canadian Clinic For Adopted Children: The Canadian Clinic For Adopted Children offers medical and developmental consultation services to individuals and families involved in domestic and international adoption.
Canadian Coalition for the Rights of Children: for the promotion and protection of children rights in Canada and abroad.
Canadian Council on Social Development: promoting better social and economic security for all Canadians.
CanChild: concentrate on children & youth with disabilities & their families within the context of the comminities in which they live.
Dufferin Peel ERW Association: Dufferin Peel Educational Resource Workers' Association
Immigration Peel Portal: A resource for Newcomers and Employers
Social and Enterprise Development Innovations: Non-profit organization that assists people who are stuggling economically. We motivate them to aim higher and develop the tools they need to achieve their goals, in partnership with community groups across Canada.
The Centre of Excellence for Early Childhood Development (CEECD): The Mission of the Centre of Excellence for Early Childhood Development (CEECD) is to improve our knowledge of the social and emotional development of young children. Example of Bulletin focusing entirely on the effects of alcohol and tobacco on the fetus.
Vanier Institute of the Family: advocates on behalf of Canada's 7.8 million families from the point of view that families are the key building block of society and that every Canadian is included in their context.
Voices for Children: Its mission is to work with organizations and individuals through leadership and education to strengthen public commitment to the healthy development of children and youth.
Canadian Clinic For Adopted Children: The Canadian Clinic for Adopted Children offers medical and developmental consultation services to individual and families involved in domestic and international adoption.
Canadian Institute of Child Health: For over 20 years, the Canadian Institute of Child Health has acted as a dedicated voice for children, improving their health and well-being.
Canadian Register of Health Service Providers in Psychology: The Canadian Register identifies psychologists who meet basic criteria for the provision of health services.
Centre of Knowledge on Healthy Child Development: Dedicated to finding, evaluating and summarizing only the very best research on subjects pertinent to healthy child development and child and youth mental health.
Health Nexus: Formly (The Ontario Prevention Clearinghouse) is a non-profit organization with a multidisciplinary focus on health promotion and prevention activities across the province.
Children Mental Health: Children Mental Health Ontario (CMHO) works to improve the mental health and well-being of children, youth and their families.
Halton Region Acti-Van Accessible Transit
Toronto Transit Commission (TTC)
Wheel Trans (Toronto Transit Commission)
Specialized Paratransit Service: Wheel-Trans provides door to door accessible transit service 7 days a week, weekdays from 6:00 a.m. to 1:00 a.m. and weekends and holidays from 7:00 a.m. to 1:00 a.m. within the City of Toronto at 416-393-4222. Regular TTC fares apply.
Community Networks of Specialized Care: Provincial Network of Specialized Care Videoconferencing Education Sessions
Canadian Association of Rehabilitation Professionals Inc.: The Canadian Association of Rehabilitation Inc. (CARP) is a national non-profit association representing over 2000 members across Canada who specialize in a wide range of rehabilitation services such as assessment, affective/adjustment counselling, vocational counselling, case management, disability management, vocational evaluation, work adjustment, job placement and expert testimony.
Gary Direfeld Your Social Worker: Gary Direfeld is a social worker and expert on matters of family life. He is in private practice (Interaction Consultants), writes and provides workshops and is the developer of the "I Promise Program" - teen safe driving initiative. To view his many articles his site is listed below.
The New Grief Journey: Giving people a CHOICE: something to read, to watch, to listen to, or to participate in a unique and effective resource for grieving people and those who want to help them.
Punjabi Community Health Services: is a health and social service organization serving the communities in the Central West – LHIN boundaries and the GTA area. Our primary focus of intervention is the South Asian community with an emphasis on other diverse communities.
S.W.A.T. Social Worker Action Team: S.W.A.T. Information Circulation Service (One of the many free support services for social service practitioners, students and schools) Includes summary on upcoming workshops, summary of upcoming community events, links to social services news from publications and social service employment market overview.
Tetra Society of North America: Tetra Society, A non-profit organization that utilizes skilled volunteers to design and build customized assistance devices for people with disabilities.
The Canadian Council on Social Development CCSD: The Canadian Council on Social Development (CCSD) is one of Canada's key authoritative voices promoting better social and economic security for all Canadians. A national, self-supporting, membership-based organization, the CCSD's main product is information and its main activity is research, focusing on issues such a child and family well-being, social and economic security, crime prevention, disability, poverty and more.
On behalf of the A.S.D. Peel Group, we would like to welcome you to Peel's Autism Web Site.
We want to get information to you as easily as possible. Staff and families want to know what specific programmes are being offered and where. This type of information changes often so it is not possible to keep up with it in print. However, our web site features ongoing updates, with links to the appropriate service providers.
We hope that you will find it helpful. If you have any questions or information to add, please call the organization that is overseeing the web site, Child Development Resource Connection Peel, at 905-507-9360. We would like to sincerely thank the Ministry of Community and Social Services and Ministry of Children's Services which supported the start up of this site. Better communication will lead to better services, a goal we can all support!
A.S.D. Peel Group (subcommittee of the Peel Planning Group)
Bienvenue au site Web sur l’autisme et les troubles du spectre autistique (TSA) de la région de Peel
Au nom du groupe de Peel sur les TSA, nous aimerions vous souhaiter la bienvenue au site Web de Peel sur l’autisme.
Nous voulons vous fournir des renseignements le plus facilement possible. Les employés et les familles veulent connaître les programmes spécifiques qui sont offerts et où ils sont offerts. Ce type de renseignements change souvent; il est donc impossible de rester à jour en les publiant. Toutefois, notre site Web présente des mises à jour continues ainsi que des liens vers les fournisseurs de services appropriés.
Nous espérons que vous trouverez ce site utile. Si vous avez des questions à poser ou des renseignements à ajouter, veuillez appeler l’organisme responsable de ce site Web, la Child Development Resource Connection Peel, au 905 507-9360. Nous aimerions remercier sincèrement le ministère des Services sociaux et communautaires et le ministère des Services à l’enfance et à la jeunesse, qui ont appuyé la création de ce site. Une meilleure communication mènera à de meilleurs services, un objectif que nous pouvons tous appuyer!
Groupe de Peel sur les TSA (un sous-comité du Peel Planning Group)
Information on services and resources for dual diagnosis, mental health, related links to family services and education and support groups.
For a list of agencies/programs that offer mental health services and resources try our Special Needs Directory. Use the Quick List called Mental Health Organizations or call 905-890-9432.
Welcome to the Dual Diagnosis Website of Peel and Halton Regions
On behalf of the Peel Region Committee for Persons with a Dual Diagnosis, I would like to welcome you to our dual diagnosis website.
This website has been developed for many reasons:
Staff and families want to know what specific programmes are being offered and where. This type of information changes so continually that it is not possible to keep up with it in print. However, our web site features ongoing services and new programmes, with links to the appropriate service providers.
Families want to talk to other families so that they can share ideas, support each other, and exchange information.
Since education and training are always rated as crucial issues in the improvement of services to persons with a dual diagnosis, this web site provides information on current best practices, links to training resources such as books and videos, and links to other organizations involved with dual diagnosis.
Staff want the opportunity to talk to staff outside their own agencies, in particular those from the "other" service system. By using this web site they can post questions asking for information/ suggestions. People could discuss coordination of their services. This results in staff being able to support each other and get feedback from someone else who has experience in a specific topic. This would ultimately result in better service provision for clients.
This web site has information pertaining to both Peel and Halton Regions. We hope that you will find it helpful. If you have any questions or information to add, please call the organization that is overseeing the web site, Child Development Resource Connection Peel, at 905-890-9432.
We would like to sincerely thank the Ministry of Community and Social Services and Ministry of Children's Services and the Ministry of Health and Long Term Care which jointly funded the start up of this site. Better communication will lead to better services, a goal we can all support!
Jo Anne Nugent
Peel Region Committee for Persons with a Dual Diagnosis
Try our Special Needs Directory for more information on Dual Diagnosis. Use the Quick List called Dual Diagnosis
- Assist clients and their care-givers with problem identification and clarification through the gathering of client information and the provision of short-term service coordination.
- Assist clients to develop long-term goals, identify appropriate community and specialized support services in order to maximize independence and to increase accessibility of generic services.
- Assist clients and their care-givers in the coordination of services. Designated service coordinators provide service coordination as part of interdisciplinary teams with community agencies and service providers or independently, as needed.
- Act as advocates for individual clients, or support clients and/or care-givers in their role as an advocate.
Work collaboratively with other community agencies to develop and maintain a continuum of coordinated services.
Parent Resources Chapter 2: Understanding Professionals
Chapter 2: Understanding Professionals
Master List of Strategies
(Information taken from STRATEGIES A Practical Guide For Dealing With Professionals And Human Service Systems.Written by: Craig V. Shields. Published by: Human Services Press 1995)
- Remember that a professional is someone who has chosen to provide services of a particular nature in exchange for payment. If this exchange is to be truly useful, the professional needs to be a resource to you, your child, and family.
- Remember that professionals tend to be trained into specific orientations or "schools of thought" within their profession. Ask them to be explicit about their particular orientation and make you aware of alternative approaches.
- Accentuate the positive and keep the negative in perspective.
- As far as possible, select professionals who demonstrate through their actions a concern for you, your child and family.
- Where access to a professional is difficult:
- Discuss with the professional at the outset your respective expectations regarding access.
- If you want to speak directly to the professional, ask the person acting as intermediary to simply have the professional call you; don't give any further explanation.
- If you're having difficulty getting the professional's time, take the initiative and request to meet by a certain date; and you specify how much time you think you'll need.
- Let the professional know if you're having problems getting through, and ask what to do in the future to avoid delays.
- Where you suspect that information is being withheld from you:
- Find out your rights regarding access to information.
- If the information is in a report, ask to see the report, even if you can't have a copy.
- If you're not allowed to see the report, ask that it be paraphrased or interpreted to you.
- If the report was generated elsewhere, go back to the originating source and request a copy
- Where you feel that you are not being involved in decisions that affect you, your child or family:
- Let the professional or professionals know that you want and expect to be involved.
- Anticipate decisions that will need to be made, and request to be involved.
- If no alternatives are given to the preferred decision, ask the professional(s) to provide alternatives, and /or seek advice from other professionals regarding alternatives.
- If decisions appear to be linked, ask the professional(s) to separate them so they can be considered initially on their individual merits.
- Where a professional uses technical terms you don't understand:
- Ask them to explain the term in simple English.
- Or where possible, ask them to show you what the term means rather than tell you.
- Never relinquish responsibility for your child or for looking after your child's best interests.
- Be alert to when professionals feel threatened and try to discover the ways in which they protect themselves at such times.
- If you feel a professional is either avoiding you or delaying a decision or meeting:
- Write to them suggesting specific arrangements for a telephone call or meeting.
- Contact a person or group to whom or to which the professional reports and express your concerns
- If you suspect that a professional is bluffing:
- Note the incident and go on, if the matter isn't serious. Later try to get at the truth.
- If the issue is serious, first try to encourage and allow the professional to change their position without losing face;
- If this doesn't work, challenge the professional, but try to keep the focus on facts and make sure you have your facts straight and well documented.
- Where you feel a professional is trying to put you on the defensive: ignore those comments that you can; and otherwise keep the discussion focused on current or future needs and responsibilities, rather than debating the past or any accusations
- Where you suspect that a professional is trying to out-talk you by using technical language or information, place the responsibility back on them to help you understand what they are saying.
- Where you suspect that a professional is pulling rank, try to keep the focus on the matter at hand, be persistent, and avoid getting into a power struggle over status.
- Where you are dealing with two or more professionals at the same time, be as involved and well-informed as possible, and always retain responsibility for looking after your child's best interests.
Parent Resources Chapter 3: Knowing The System
Chapter 3: Knowing "The System"
- Discover the information resources for services in your area.
- Get to know the admission criteria, programs, and service philosophies of all relevant agencies.
- Be persistent, systematic and well organized in your approach to learning "the system."
- Keep informed about the system's activity on your behalf.
- Be persistent in your efforts to make the system respond to your child's and family's unique needs.
- You are your own best advocate; in order to look after your own interests: be well-informed, stay involved, and participate.
- Place responsibility on professionals to deal with their differences of view: If the different views are separated by time, ask the current professional to explain the discrepancy; if you're not satisfied, contact the previous professional for their explanation. Or, particularly if the differences seem important, request that the relevant parties contact one another or get together to try to resolve their differences.
- If you feel that the professionals providing you with service are working in either isolation or opposition, begin by finding out: The standards and expectations for professional cooperation; The normal decision-making process and any appeal process; The way in which conflict between professionals and /or agencies is to be resolved then bring your concerns and understanding of the way things should work to the attention of those involved and /or their superiors.
- Respect, and reinforce in the view of others, your child's uniqueness and individuality, and the uniqueness of your situation.
- Be alert to the system's tendency to protect its own interests; be persistent in your role of advocate for child's and your family's best interests.
Parent Resources Chapter 4: How to Begin
Chapter 4: How to Begin
- Seek out and explore the support groups and publications related to your child's needs.
- Be well informed on normal child development, the nature of your child's exceptionality, and the possible implications the latter might have for your child's development.
- When gathering information on services and agencies:
- Begin by talking with people you know, both professionals and non-professionals;
- Find out whether there are parent support groups on information resources (such as telephone information services or directories of agencies) in your community, and use them;
- Develop a list of knowledgeable and helpful people who can provide you with accurate information on services and agencies;
- Check and double-check the accuracy of the information you're given.
- Be well informed on your rights and the rights of your child with regard to such things as:
- Eligibility criteria for services
- Confidentiality and access to information
- Informed consent and participation in decisions
- Grievance procedures and rights of appeal
- Policies, principles and standards governing service delivery and professional practice.
- Wherever possible when gathering information, try to confirm its accuracy from at least two independent sources.
- Keep a record of all contacts with professionals or agencies. Include the date and type of contact, the person's name title, and a summary of the important points discussed.
- Keep copies of all information you generate (such as correspondence), or provide (such as completed questionnaires, signed consent or admission forms.)
- Request, in writing, copies of all relevant written reports, case histories or summaries generated by others about your childs or family.
- Request, in writing, documentation of all relevant recommendations, conclusions, or decisions (and where possible, the reasons for these) made by others regarding your child or family.
- Request that the relevant points of all meetings you attend be recorded, and that this record be distributed to all participants.
- If there is no written record of a meeting, summarize your understanding of the relevant points in a letter, and ask for confirmation of their accuracy from the chairperson or other participants.
- Develop a records file for storing all material related to your child's development and services history.
- Set up a contacts sheet and get used to using it to record:
- Date (and possibly time) of contact
- Name and position of the person contacted
- Agency affiliation, telephone number (and address where necessary)
- Important points of discussion
- Any other details you think are relevant and worth recording
Parent Resources Chapter 5: Selecting Professionals and Agencies
Chapter 5: How to Select Professionals or Agencies
- When considering whether to apply for service, ask yourself the following questions:
- Does my child really need a service?
- What are the potential benefits and risks of the service in question? Of the alternatives to the service?
- Could the service be provided in a more normal way?
- Which choice appears to be in my child's best short-term interest? Best long-term interest?
- When selecting a professional or agency for your child or family:
- Begin by identifying the alternatives
- Talk with others who have had experience with the alternatives
- Get a first-hand impression by meeting or visiting the professionals or agencies.
- In making a decision regarding a service, consider your child's overall development needs and long-term interests.
- Involve your child in the selection of services where appropriate, and respect his or her point of view.
- After you've done all you can do, trust your judgment and intuition when selecting a professional or agency.
- When gathering information on professionals and agencies, treat the views and experiences of others as simply pieces of information which may be useful along with other considerations in making your selection decision.
Parent Resources Chapter 6: How to Deal with Professionals
Chapter 6: How to Deal with Professionals
- In preparing for a meeting try to have the following clarified: the day, date, time frame, and place of the meeting; the purpose and participants; and whether you need to bring any materials or will receive any written account of the meeting.
- Before the meeting write down: any points you'd like discussed; questions you'd like answered; or decisions you'd like made.
- Make certain that the agenda for the meeting allows time for your items to be raised and discussed.
- Require professionals to be clear regarding the purpose for assessment: why it's needed, what information it will provide, and how that information will be used on behalf of your child.
- When deciding upon an assessment service, select in favor of the most normal setting and approach available which can obtain the necessary information.
- Ask to observe the actual assessment, wherever appropriate and possible.
- Wherever possible, select in favor of an assessment service which provides both a feedback session to parents and a written report.
- Make sure that the assessment report provides a balanced profile of your child's abilities. If it doesn't, request that the report be amended or rewritten.
- Be cautious regarding the results of any assessment; don't read more into it than is there.
- When attending meetings and conferences be sure to record the following:
- The date and place of the meeting
- The names and affiliations of all participants
- Relevant points of information, decisions or disagreement
- The date and details of any future meetings.
- When attending meeting and conferences ask participants to clarify any terms, concepts or points you don't understand.
- At the end of a meeting or conference, if it hasn't been done already, ask for a summarization of decisions regarding who will be doing what and by when.
- As far as possible, make sure that services goals are focused upon the person receiving services, and that they are stated in a clear, precise and positive manner.
- As far as possible, make sure that all commitments made by professionals include reference to a target deadline.
- As far as possible, make sure that all commitments made include identification of the person or persons responsible for seeing that they are carried out.
- In general, when faced with any type of impasse:
- Keep the focus on the child's best interests
- Emphasize what's right rather than who's right
- Begin with areas of agreement among participants and work from there.
- When faced with an impasse resulting from differing views of "reality," begin by accepting all views as equally valid, then explore ways of understanding why they differ.
- When faced with an impasse resulting from preconceived limits, begin by identifying the ideal response given the concerns, then work back to the possible.
- When faced with an impasse resulting from unknown obstacles try to find out what the hidden issues are through off-the-record conversations with key participants, and then work from there.
- When faced with an impasse resulting from the intransigence of a particular individual, try asking the person what they would do if they were in your place. If this doesn't work, consider the following:
- Switching professionals or agencies
- Appealing to someone higher up in the organization
- Lobbying other professionals to get them to influence or overrule the intransigent person
- Going outside the system for the support.
- Where you have concerns regarding some aspect of human services, begin by addressing those concerns through appropriate channels within the system.
- If your concerns are not resolved from within the system, consider their seriousness, the strength of your case, the likelihood of success, and possible repercussions of applying pressure on the system.
- If warranted, develop a strategy for applying pressure by first identifying the issue(s), focus or target of the pressure, and the type of approach (political, legal, public) to be used.
Additional Parent Resources and Forms
Dual Diagnosis Consultative Support For Individuals/Families/Staff
Dual Diagnosis Consultation Format
Peel Dual Diagnosis Committee Case Consultation: Feedback Form
Case Presentation Peel Dual Diagnosis Committee Procedure Flow Chart
Brampton Parks and Recreation
Special Needs Social and Sports Programs. Special needs programs are designed to provide participants with the opportunity to make new friends, develop skills and have fun.
Mississauga Parks and Recreation
Special Needs Social and Sports Programs. Special needs programs are designed to provide participants with the opportunity to make new friends, develop skills and have fun.
Ontario Special Olympics
Description of programs and events across the province. No information specific to Halton/Peel. Contact information provided for each of the regional coordinators.
Ministry of Citizenship
Lists supports currently available for Ontarians with disabilities. Includes detailed information on the Ontario Disability Support Program, Ontario Tax Credits/Exemptions, Elementary/Secondary School Programs and Services, Supports for People with Developmental Disabilities, Home Care, Attendant Services/Outreach, Acquired Brain Injury Services and Children's Treatment Centres.
Ministry of Children & Youth Services
Publications available include:
Special Services at Home & Assistance for Children with Severe Disabilities.
Assistance for Children with Severe Disabilities
Ministry of Community and Social Services - Developmental Services
Services and supports available to help people with a developmental disability: Passport; Residential Supports;Special Services at Home
Ministry of Health & Long Term Care - Assistive Devices & Home Oxygen
Detailed information about services and funding available through these two programs.
Government of Ontario Central Forms Site
This site has been developed to provide Ontario Government Forms
Canada Pension Plan
Outlines CPP benefits for disabled children aged 18 - 25.
Individualized Funding Coalition
Includes information on what's new, current projects, ideas exchange, list of articles and contact list.
Transition Checklist for students with disabilities in high school
The transition to adulthood is an exciting journey that takes time, planning and much preparation. This is a time that students and families can think beyond where they are today and dream about the future. Consider this an opportunity to converse with your family, school staff and support team about plans for adulthood.
The Transition Checklist was developed for students, families and school personnel as a resource to identify different areas that students and families may want to explore when getting ready for the future. Each area identified on the checklist is connected to a reasource sheet.
The Transition Checklist is also intended to initate very important conversations which may help students become more prepared for the future. It is designed to help increase awareness about issues that may require attention.
Please be advised that this webpage and the Years One-Seven are in the process of being revised. If you have any questions regarding transitions or require information or assistance please connect with Pathways and Information Peel, Monday-Friday 9am-5pm (905-890-9432) or access the online directory
Year One | Year Two | Year Three | Year Four | Year Five | Year Six | Year Seven
Peel Inclusion Resource Services (PIRS) is a partnership between special needs resourcing programs and licensed child care providers that offer services to families and children before they start school.
PIRS is committed to supporting:
• Children with special needs in licensed centre and home-based child care programs in Brampton, Caledon and Mississauga
• Early identification of children who may benefit from resource consultant support.
• Child care programs by providing resources and coaching so that all children can participate fully in child care
Who can receive PIRS supports?
Children with special needs or identified as needing extra support who attend, or plan to attend licensed child care in Peel and would benefit from resource support
How does PIRS support my child and family?
Families are connected to a Resource Consultant who will work closely with you to understand your needs and support your child to have a positive child care experience. The Resource Consultant will:
• Create a plan with you and the child care provider that focuses on your child’s strengths and areas of development
• Share ideas and strategies to use in child care and your home
• Build on the child care provider’s strengths to support the inclusion of all children
• Provide resources and information about other services that would benefit your family
• Support your child’s transition from child care to school, and to service coordination, if appropriate
How do I start the referral process?
• If your child attends child care, speak to your child care provider or the Resource Consultant who will complete the referral
• If you are looking for child care, call us to complete the referral and if required, discuss your child care needs
• You can also ask your doctor or other professional to start the process and we will call you to complete the referral
What else do I need to know?
• Child care fee subsidy is available to families who qualify to help with the cost of child care.
How do I contact PIRS?
• Call: 905-791-7800 Ext. 7627
• Email: PIRS@peelregion.ca
• Fax: 905-450-5757
PIRS is part of Peel’s Special Needs Strategy and a partnership between:
- Brampton Caledon Community Living
- Community Living Mississsauga
- Peel Children's Centre
- Region of Peel
- Surrey Place Centre
Fetal Alcohol Spectrum Disorder
What is FASD?
Fetal Alcohol Spectrum Disorder (FASD) is a collection of interrelated syndromes that occur in children born to mothers who ingested alcohol during her pregnancy. The occurrence of FASD is 1 in 100 in the Canadian population.
The Public Health Agency of Canada (2004) states that FAS is the most common and preventable non genetic cause of mental disability in the Western world.
According to the Alberta Alcohol and Drug Abuse Commission (2004), it is estimated that in Canada approximately one child is born with FAS every day, and there is an estimated 1-3 cases of FASD per 1000 live births
Partial Fetal Alcohol Syndrome (pFAS) is a limited expression of the more pronounced FAS. Individuals often exhibit the typical facial characteristics, but not the full range of symptoms.
Alcohol-Related Neurodevelopmental Disorder (ARND) is characterized by central nervous system problems, neuro-developmental abnormalities, and cognitive and behavioural deficits.
Click here to download a FASD brochure for more information
Resources for Children and Families in Peel with FASD
Child Development Resource Connection Peel (CDRCP): provides information, resources and referral information regardinging FASD diagnostic and service options for Peel Residents.
Contact by phone 905-890-9432
FASD resources through Peel Health:
Region of Peel/Health-FASD
The Hidden Disability-A Manitoba Resource