A toolkit about applying for Family Support for Children with Disabilities
FSCD helps parents of children with disabilities with:
FSCD supports and services are tailored to your family’s and your child’s needs.
Documents you will need
So you want the RDSP (Registered Disability Savings Plan)? You need to follow a few steps, including getting the DTC (Disability Tax Credit), so we will start there.
KEEP A COPY FOR YOUR RECORDS
Once they have assessed your file, they will send a Notice of Determination in the mail letting you know that you have been approved or declined. If you’re declined, look at the reasoning and you can either file a formal objection within 90 days or re-apply. The CRA (Canada Revenue Agency) changes its criteria so you may be approved later down the road.
If you’re approved you can start the process of setting up the RDSP.
Disclaimer: Information is accurate as of December 2023
This toolkit is meant to provide those considering getting a service dog with the information they need in order to make an informed choice.
When we talk about service dogs, it is essential to recognize that there are different types of support dogs, and not all have the same rights to access. There are four types: service dogs, emotional support animals, therapy animals and accredited facility dogs.
A service dog is one that is specifically trained to help someone with a disability. There are expectations of the dog, so that it can maintain public access. It must not bark, be aggressive, snap, bite, or damage property (Source).
It is specially trained and certified to perform tasks for an individual with visible and invisible disabilities like epilepsy, PTSD, vision impairment, diabetes, or mobility limitations.
An emotional support animal provides comfort and emotional support to an individual with mental health needs. To qualify for an ESA, the owner needs to receive assessment and support from a qualified mental health professional or doctor.
While service dogs are protected by law in Alberta, allowing them rights to public access, emotional support dogs are not afforded the same rights. An emotional support dog is meant to offer their owner companionship and support without special training. They have limited access. Under the Service Dogs Act, emotional support dogs are not considered service dogs and do not have the same rights to access; meaning your dog can be denied entry to a public area.
A therapy dog is trained to work in specific locations such as a hospice, hospitals, schools, etc. They do not have the right to public access and are also not trained to support a specific disability. (Source)
It provides comfort and animal-assisted therapy support to many people in a variety of settings such as hospitals, nursing homes, schools, therapeutic settings, etc.
A facility dog encourages participation and is there to reduce the anxiety of a client in a professional environment. They can be trained to offer deep pressure for clients experiencing anxiety. (Source)
Are you thinking a service dog is right for you? Check out the following list of pros and cons parents and caregivers have listed about their experience with their service animal.
(Source)
What benefits have caregivers noticed during research studies:
Now what?
If you wish to go with a Government of Alberta-approved agency, follow this link to learn more.
What is the cost of getting a service dog through an agency?
Answer: It depends on many factors.
According to Aspen Service Dogs, one of the organizations approved by the Government of Alberta, there are several factors that go into cost:
Are there programs to help with the cost of getting a service dog?
The short answer is no. However, there are several options for trying to get support to reduce costs:
How long does it take to train a service dog?
If you would like to learn more about the process and benefits of getting a service dog, check out these resources:
A toolkit about privately hiring support staff
Depending on your region, you may have the option to hire staff under your FSCD contract through an agency or privately. Approved agencies can bill FSCD directly and pay their staff accordingly, so this can be a really great option for some families!
If you choose to hire privately instead, here are some helpful tips and links to get you started!
**Be sure to speak with your FSCD caseworker if you have any questions about this process or the details of your contract**
Outline the job description (Examples of points to include)
Here is a great link from Inclusion Alberta with some examples of job postings.
Here are some examples of places to advertise.
(Keep in mind respite may be provided by anyone 16 years of age or older however, a community aide must be at least 18 years old.)
Here are some things to keep in mind when interviewing and hiring service providers.
Inclusion Alberta has a great checklist (Staff Recruitment Checklist)
Here are some ideas of some sensory items you or your loved ones may find helpful. Click or tap each item to go to a suggested website.
Disclaimer: Consult your own/your loved one’s therapy team before implementing new sensory strategies.
(jumping, climbing, swinging)
(weighted, compression, tagless)
**Compression clothing website for all ages. (variety of sizes and styles)
Sensory Light Box – Apple $5.49 | Android $3.49
Fluidity (Free and In App purchases) – Apple
Colorfy (Free and In App purchases) – Apple | Android
Feelsy: Stress Anxiety Relief (free and In app purchases) – Apple | Android
Breathe Think Do with Sesame (Free) – Apple | Android
Dreamy Kid (Free and In App purchases) – Apple | Android
Chillz Out $6.99 – Apple
A toolkit to give a broad overview of the different aspects young adults need to consider as they transition into adulthood. For more regional-specific information, contact your local Family Resource Centre
After turning 18, an individual becomes their own guardian. These individuals may require varying degrees of support to make decisions. For some levels, a court order is required in order to appoint a guardian and or trustee (someone to oversee financial matters).
There are employment programs across the province to support adults with disabilities. Each area has different programs. Your local Family Resource Centre should be able to provide more information for your specific situation.
A toolkit with information on ways to support autistic older adults
We all age, yet not everyone’s care needs in the later years are the same. This is especially true with autistic older adults. There is little information on aging and autism, and this is an emerging issue we need to get ahead of. What we do know is that autism is lifelong, neurodevelopmental, and viewed as a spectrum. The needs of autistic individuals are different for everyone.
This is a 53 minute video done by the Autism Society of Calgary that talks about the unique needs that come with aging and autism.
Avoid lighting that produces a sound such as fluorescent lights.
If possible install dimmable lighting or purchase light filters
Be aware of Glare! Both natural and artificial lighting can produce a glare on objects in the home such as appliances, hardwood floors, screens and picture frames. Window tinting or sheer curtains can help with this.
The use of natural colours in paint and art work can be beneficial. Creating a monochromatic colour scheme would be a suggestion.
Keep the living space decluttered and use easily accessible storage areas that are organized by content. This can assist with maintaining routines.
Offer hats or sunglasses to help with reducing the visual stimuli when needed.
Opt for carpet if possible, or have area rugs and runners in high traffic areas. Be aware however of tripping risks.
Be aware of noise pollution in the home, TVs, radios, furnace, appliances running, outside noise and activity. Ensure the senior has a comfortable space where as much of the noise can be filtered.
Have earplugs, noise canceling headphones, white noises machines or music players available (these tools are dependant on the individuals preference)
If in a care facility or shared living environment adapting the timing of when someone attends to needs in a communal setting to less busy times.
Choose low odor materials when possible (paints, adhesives, flooring)
Proper ventilation and filtration. Use certified filters for your HVAC system. Choose low noise air purification systems.
Avoid the use of scented candles and air fresheners. Choose scentless cleaning products.
Scent boxes – Make a collection of scents an individual may find calming or enjoy. Using small plastic containers or sealable bags, fill each with different scented items. (cinnamon, spices, wood chips) Alternatively you can use essential oils dabbed on small cotton pads or in an infuser.
Weighted Blankets or weighted pillows – Ensure you consult with a professional such as an Occupational Therapist prior to using weighted tools.
Compression clothing – These garments provide a deep pressure input that can help regulate an individual. Body socks or compression bedding are also items that provide similar sensory stimulation or regulation. Ensure you consult with a professional such as an Occupational Therapist as well keeping in mind the mobility of the individual.
Fidget tools – Fidgets are an ageless tool! Provide some options for individuals and based on ones they like, create a tool box for them to access whenever they need.
Movement – Based on an individual’s needs, movement spaces are needed. Rocking chairs, swings, swivel chairs or large comfortable seats will help provide comfort. Room to move freely as pacing, spinning or even jumping may be activities the individual will need to be able to do when they need. Keep in mind tripping hazards in these areas like uneven flooring or a change in flooring (vinyl to carpet)
Comfort Activities for Seniors – This website has a long list of ideas and activities intended to decrease stress and provide comfort.
Understanding Sensory Processing Differences – This guide will outline the eight sensory systems and help caregivers to better understand the sensory needs of others.
Seniors’ Centre Without Walls – This free phone-based program offers a variety of interactive programs. Accessible to anyone in Alberta 55+ CALL 780-395-2626 to register.
Virtual Travel – This site provides links to webcams and virtual tours from all over the world. From museums to theme parks, explore from the comfort of your home.
Games – Play sudoku, trivia, crosswords, code cracker or wordsearch. Games updated every day! Or play chess.
Many organizations are providing online and virtual programs and supports dedicated to supporting seniors.
Caregivers Alberta – Supports and services for caregivers in Alberta.
Core Alberta – The knowledge hub for Community-Based Seniors Serving organizations and allied agencies and individuals in Alberta.
Programs & Services for Seniors – Information on services such as financial assistance provided through the Government of Canada.
Seniors – Financial assistance and other supports for seniors, caregivers and service providers. Available throughout Alberta.
Elder abuse is any action or inaction by self or others that jeopardizes the health or well-being of a senior.
Local Contact Numbers for Reporting Abuse
For more information
Included here is some emerging work and research on the topic of autism and again.
A glossary of disability-related terms.
Behavioural Aide – Assistants that provide strategies to support individuals and families with behaviour concerns.
Community Aide – Assistants to help children with disabilities to integrate and participate in community activities.
Developmental Aide – Assistants that help parents in addressing and managing their child’s needs and/or to generalize skills and strategies across the child’s natural environments.
Educational Assistant (EA) – Assistants in the school to help children with disabilities learn and function successfully in the classroom.
Personal Aide – Assistants to help children with disabilities with personal hygiene and medical care.
Alberta Aids to Daily LIving (AADL) – AADL helps Albertans with a long-term disability, chronic or terminal illness to pay for basic medical equipment and supplies.
Assured Income for the Severely Handicapped (AISH) – Financial and health benefits for eligible Albertans with a permanent medical condition that prevents them from earning a living.
Disability Application Processing (DAP) – A centralized team that processes all PDD and FSCD applications and determines eligibility .
Family Managed Services (FMS) – Family Managed Services (FMS) allows for an individual, their family or a person close to the individual to manage the delivery of services to the individual by hiring staff directly or by obtaining supports privately.
Family Support for Children with Disabilities (FSCD) – A government program (delivered in the community and at home) that provides funding for families with children (aged 0-18) with disabilities, to help with the extraordinary cost of raising a child with disabilities. There are two categories of FSCD services: Family Support Services, or FSS and Child Focused Services, or CFS.
Online Claims Reimbursement (OCR) – The portal used by FSCD and PDD to claim expenses incurred that are under FSCD or PDD contract.
Persons with Developmental Disabilities (PDD) – PDD helps adults with developmental disabilities to live as independently as possible in their community by helping with planning and providing services; i.e. home living supports, respite services, community access supports, employment supports, and specialized supports from experts.
Program Unit Funding (PUF) – A government program provided to approved Early Childhood Services (ECS) operators for children with severe disabilities who require additional support beyond that offered in a regular ECS program. For ages 2 years, 8 months, up to age 6.
Respite – Temporary relief for caregivers and families from the total care and supervisory demands of the child by way of a caregiver who provides support and supervision, either in the family home or outside the family home during non academic programming hours.
Specialized Services (SS) – Direct support for children and support to the family to address critical areas of need in 2 or more areas, including: behavior, communication and socialization skills, cognitive abilities, physical and motor development, self-help and adaptive functioning.
Classroom Support Teacher (CST)/Learning Assistance Coordinator (LAC) – The key person on the school learning team to assist with all elements leading to furthering inclusive opportunities for all students in the school.
Mainstreaming – Term used to describe the integration of children with special needs into regular classrooms for part of the school day. The remainder of the day is spent in a special education classroom.
Plans for Students – Written commitments of intent by education teams to ensure appropriate planning for exceptional students is implemented in the classroom. Below are different names for them:
IEP – Individual Education Plan
IPP – Individualized Program Plan
ISP – Individual Service Plan
PIP – Pyramids of Intervention Plans
Alberta Child and Family Benefit (ACFB) – A tax-free amount paid to lower and middle-income families that have children under 18 years of age
Canada Caregiver Credit (CCC) – A non-refundable tax credit that may be available to one who supports a spouse or common-law partner, or a dependent with a physical or mental impairment.
Child Disability Benefit (CDB) – A tax-free monthly payment made to families who care for a child under age 18 with a severe and prolonged impairment in physical or mental functions.
Disability Tax Credit (DTC) and Child Disability Benefit (CDB) – Tax credits associated with disability from the federal government.
Registered Disability Savings Plan (RDSP) – A savings plan intended to help parents and others save for the long-term financial security of a person who is eligible for the Disability Tax Credit (DTC).
Residential Access Modification Program (RAMP) – Grants for low income Albertans with mobility challenges to modify their home.
Therapies can be paid for through specialized services (though FSCD), through the school if the child qualifies, through work extended benefits, or out of pocket.
Occupational Therapist(OT) – Therapists that help individuals improve skills needed for daily living & working. May include Fine motor skills (holding cutlery, pencils etc.), gross motor skills, eating, and sensory processing.
Physical Therapist (PT) – Therapists that help individuals improve physical movement and strength. This may include gross motor skills such as walking, biking etc.
Speech-Language Pathologist (SLP) – Therapists that help individuals to improve speaking and communication skills.
Psychologist – Therapists that help individuals improve mental health. They cannot prescribe medications. Psychologists also do assessments.
Psychiatrist – Doctors that help individuals improve mental health. They are able to prescribe medications.
Multidisciplinary Team (MDT) – A team of health professionals (OT, SLP, PT and Psych) that review information about a child with a disability and make recommendations about what types of therapy and how much is needed.
Accommodations – Changes that allow a person with a disability to participate fully in an activity. Examples include, extended time, different test format, and alterations to a classroom or workplace.
Augmentative and Alternative Communication (AAC) – Communication using pictures, symbols or voice output devices to augment or act as an alternative to an individual’s current or previous communication.
Autism Diagnostic Observation Schedule (ADOS) – A standardized diagnostic test used to diagnose and assess autism.
Behavior Intervention Plan (BIP) – A ‘special education’ term that describes the written plan used to address problem behavior that includes positive behavioral interventions, strategies and support. It may include program modifications and supplementary aids and services.
Emotional Regulation – The ability to manage one’s own emotional state and respond to a given situation.
Executive Functioning – A set of skills needed for prioritizing, organizing and completing tasks, especially when dealing with timelines, unexpected events, problems, and/or new challenges.
Expressive Language – One’s ability to communicate their thoughts and feelings through words, gestures, writing, signs, and/or symbols (including the use of an AAC).
Fine Motor Skills – Skills involving fine (small) physical motor skills of the fingers and hands.
Functional Behaviour Assessment (FBA) – An examination of the function of an individual’s behaviour in an attempt to develop strategies to alter the behaviour. FBA is often utilized with students with ASD.
Gross Motor Skills – Skills involving gross (large) physical motor skills.
Guardianship – Guardianship involves the legal responsibility of an individual to make personal decisions (e.g. living arrangements, medical care, employment, education) on behalf of a person who is not capable of making decisions for themselves.
Inclusion – A term used to describe support, services, advocacy or opportunities that place individuals with disabilities in general settings in communities, education classrooms, employment, etc.
Intensive Behavioural Intervention (IBI) – A program of instruction for younger children diagnosed with autism spectrum disorders (ASD). IBI is based on the Applied Behaviour Analysis (ABA) approach, and involves twenty to forty hours per week of intervention by a trained therapist to address skills deficits to develop more positive behaviour.
Listening Comprehension – The receptive processing of oral information.
Modifications – Changes to a target skill or a learning outcome. They often reduce learning expectations or affect the content in such a way that what is being taught or tested is fundamentally changed.
Receptive Language – The understanding of information provided, which can be presented in a variety of ways such as sounds and words; movement and gestures; writing, signs, and symbols.
Self-Regulation – The ability to recognize and understand your emotions and thoughts, and then control or adjust your responses using appropriate behaviour for a given situation.
Sensory Integration – This refers to the brain’s ability to take in information from the senses (internal and external), process and organize that information, and react as needed.
Sensory Processing Disorder – Individuals with sensory processing disorder have problems processing information from the senses. This makes it challenging for them to respond to that information in the right way. The senses include touch, movement, smell, taste, vision, and hearing.
Social Stories – A teaching strategy for individuals to learn appropriate social skills. Social stories are written for students or adults to teach them a needed social skill, and are frequently used with, but not limited to persons who have ASD. Social stories can be read by or to an individual throughout the day to reinforce the pro-social behaviour. Social stories are also known as social narratives.
Social Skills – The skills needed to interact socially. Examples include communication, empathy, turn-taking, cooperation, and listening.
Transition Plans – Transition plans are a required component of Individual Education Plans (IEPs), and can be utilized for students to help them cope with change. This also refers to other life transition planning, such as moving from childhood to adulthood, starting employment, moving to a new home, or becoming a senior citizen.
Trusteeship – Trusteeship involves the legal responsibility of an individual to make decisions regarding financial affairs (e.g. property, money management, investments, tax returns, bill payment) on behalf of a person who is not capable of making decisions for themselves.
Wechsler Intelligence Scale for Children, Fourth Edition (WISC-iv) – A commonly administered cognitive assessment, performed by psychologists to determine intellectual functioning. A Full Scale Intelligence Quotient (FSIQ) or General Ability Index (GAI) is determined based on subtests. (“Psych Ed”).
Welcome to Alberta! We hope that the following information helps you to navigate the different systems of support and funding, and to make informed decisions.
All new and returning residents must apply for Alberta Health Care Insurance Plan coverage. To find out more or to apply go to: https://www.alberta.ca/ahcip-apply.aspx
To obtain an Alberta ID or Alberta Driver’s license go to: https://www.alberta.ca/get-id-card.aspx
An Alberta.ca Account gives you online access to many government services and programs. Set up your account by going to: https://www.alberta.ca/alberta-ca-account
Provides families who have children with disabilities with a legal contract to enable them to access services (and some products), to help with the extraordinary costs of having a child with special needs. Contracts vary from family to family in value depending on their circumstances and unique needs: https://www.alberta.ca/fscd.aspx
PDD helps adults with developmental disabilities to live as independently as possible in their community: https://www.alberta.ca/persons-with-developmental-disabilities-pdd.aspx
Financial and health benefits for eligible Albertans with a permanent medical condition that prevents them from earning a living: https://www.alberta.ca/aish.aspx
There are two main ways to obtain an assessment or diagnosis – Privately by a psychologist, or covered by Alberta Health Services (AHS) by a psychiatrist or a developmental pediatrician.
Most families stay with their family doctors for regular health issues related to their child, but when it comes to disability-related health issues, they might consider being referred to a pediatrician by their family doctor. Your family doctor is the main point of contact for individuals to access any health services in Alberta.
Find a doctor here: https://www.albertahealthservices.ca/info/page13253.aspx
Specialize in childhood disease, illness, physical & mental health needs.
Specializing in mental health related care, most private psychologists work with families who self-refer. Some require a professional, such as a family doctor or an agency to send a referral.
Some providers work in an agency setting, some work from their home, some travel to families homes. Rates vary depending on many factors, and oftentimes there is no need for a referral.
If your child is between the ages of 2.5-6 years old and has a severe delay or disability, he/she would probably qualify for PUF funding (Program Unit Funding). This funding provides extra support in a preschool/kindergarten setting. That support could be in the form of consultation with therapists and might include an aide in some programs. (Parents cannot apply for PUF; it’s the schools who apply for it, to support their students): https://www.alberta.ca/early-childhood-education.aspx
How Alberta’s school system works, school locations, and administrative planning, reporting and funding: https://www.alberta.ca/albertas-k-12-education-system.aspx
Moving to Alberta (Government of Alberta): https://www.alberta.ca/moving-to-alberta.aspx
Life in Alberta: https://www.alberta.ca/life-in-alberta.aspx
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