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How to advocate for my child with a disability at school?

NOVEMBER 6, 2025

School isn’t just about reading, writing, and math. For children with disabilities, it’s also a place to learn life skills, make friends, and feel included. For caregivers, school can bring a much-needed break from the demands of daily caregiving and peace of mind that their child is supported in a safe environment.

But here’s the truth: ensuring your child gets the right support at school often requires active advocacy. Caregivers play a crucial role in shaping their child’s education journey and making sure schools provide the accommodations and opportunities their child needs.

So how do you advocate for your child at school? We spoke with Liz Phipps and Sharon Shelton, Service Coordinators and Caregiver Advisors at Surrey Place. Both bring lived experience to their work — Liz is the parent of a son with autism, and Sharon has a son with an intellectual disability. Together, they’ve shared practical tips to help caregivers feel confident when working with schools in Toronto and across the GTA.

1. Know your child’s rights

Knowledge is power. Understanding your child’s rights will give you a strong foundation when advocating for their needs at school.

  • Education is a legal right: Children are required to attend school, but they also have a right to be present and fully supported every day.
  • Schools must provide accommodations: In Ontario, schools are legally responsible under the Ontario Human Rights Code to provide accommodations for students with disabilities, up to the point of undue hardship.
  • Transportation options: Many students placed in special education programs through the Identification, Placement, and Review Committee (IPRC) are eligible for bussing, depending on their program and school board policy, including the Toronto District School Board (TDSB).

When schools don’t fully understand these rights, caregivers can step in to ensure they’re upheld.

Did you know?

Children with disabilities in Ontario can remain in school until age 21.

2. Build relationships with the school

You can’t advocate for your child if you remain invisible. Schools work best when families are involved.

  • Introduce yourself to your child’s teachers, principals, and administrators. Let them know you’re approachable and invested in your child’s learning journey.
  • If possible, join the parent council, attend school events, or volunteer in the classroom. Even showing up a few times a year helps!

Schools appreciate parent involvement, and when there’s teamwork, children thrive.

If you’re not sure how to get started, Surrey Place offers caregiver advocacy groups that can guide you through navigating school support systems.

Schools tend to really want to work with families. Teachers and staff often know more about your child than you might be aware of. As caregivers, it’s important to listen to what they’re saying and work together to find what’s right.

Liz Phipps, Service Coordinator and Caregiver Advisor.

3. Find an ally

Advocating for your child can feel like a full-time job. It’s okay to ask for help if you’re not comfortable doing it on your own. Finding someone who can advocate with you, or speak on your behalf, can make all the difference.

  • Connect with another parent, a family member, your physician, clinicians, your daycare provider, or even a neighbour who understands your child.
  • Connect with a Surrey Place Service Coordinator — they have expertise in school navigation and advocacy, especially for newcomers to Canada.

Did you know?

Sometimes, another voice at the table makes all the difference in ensuring your concerns are taken seriously.

4. Explore your child’s schooling options

Not all schools are the same. It’s important to research which environment is the best fit for your child’s needs.

  • Ask about special education schools in Toronto or the GTA and what programs they offer.
  • Many schools provide bussing for students in special education programs.

In Toronto, the TDSB operates congregated schools specifically for students with developmental disabilities. These schools focus on functional academics, life skills, and preparation for adulthood, and they may also provide adaptive equipment and specialized supports.

5. Look into specialized programs

Beyond traditional schooling, there are programs designed specifically for children with autism or other developmental disabilities.

For example, our TRE-ADD (Treatment, Research and Education for Autism and Developmental Disorders) program offers a two-year school-based program that supports children with complex needs. Programs like this can help children build communication, independence, and social skills in a structured, supportive environment.

6. Stay organized and communicate

Clear communication keeps everyone on the same page.

  • Request a communication log from your child’s school to track daily updates.
  • Keep a file with all reports, assessments, individual education plans (IEPs), and report cards. Save digital copies or print them — you’ll use them again and again.
  • Documentation is essential for accessing services, showing progress, and strengthening your advocacy efforts.

7. Recognize and appreciate effort

Teaching can be just as challenging as caregiving. A simple thank-you note, kind word, or gesture of appreciation goes a long way in strengthening your relationship with the school team.

8. Build a supportive community

You don’t have to do this alone. Caregiving can feel isolating, but having a network makes a big difference.

  • Join local caregiver support groups or connect with other parents at your child’s school.
  • Explore community resources, family networks, and peer mentorship opportunities.
  • .Surrey Place offers a Caregiver Peer Mentorship Program, where caregivers connect, share experiences, and learn from one another.

Advocating for your child is an ongoing journey. As a caregiver, it comes down to knowing your child, knowing the environment, and continuously speaking out.

Sharon Shelton, Service Coordinator and Caregiver Advisor

Advocating for your child at school may feel overwhelming at first, but remember, you are your child’s strongest voice. By knowing their rights, building relationships, and staying organized, you can make sure your child gets the education and support they deserve.

At Surrey Place, we’re here to walk alongside you. From school navigation to specialized autism programs in Toronto and the GTA, our team can help you find the right path forward.

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By 2 months

Has your baby had their hearing screened? YES NO

By 6 months

Does the child?

Startle in response to loud noises? YES NO
Turn to where a sound is coming from? YES NO
Make different cries for different needs (hungry, tired)? YES NO
Watch your face as you talk? YES NO
Smile/laugh in response to your smiles and laughs? YES NO
Imitate coughs or other sounds such as ah, eh, buh YES NO

By 9 months

Does the child?

Respond to their name? YES NO
Respond to the telephone ringing or a knock at the door? YES NO
Understand being told no? YES NO
Get what they want through using gestures (reaching to be picked up)? YES NO
Play social games with you (Peek-a-Boo)? YES NO
Enjoy being around people? YES NO
Babble and repeat sounds such as babababa or duhduhduh? YES NO

By 12 months

Does the child?

Follow simple one-step directions (sit down)? YES NO
Look across the room to a toy when adult points at it? YES NO
Consistently use three to five words? YES NO
Use gestures to communicate (waves hi/bye, shakes head for no)? YES NO
Get your attention using sounds, gestures and pointing while looking at your eyes? YES NO
Bring you toys to show you? YES NO
Perform for social attention and praise? YES NO
Combine lots of sounds together as though talking (abada baduh abee)? YES NO
Show an interest in simple picture books? YES NO

By 18 months

Does the child?

Understand the meaning of in and out, off and on? YES NO
Point to more than 2 body parts when asked? YES NO
Use at least 20 words consistently? YES NO
Respond with words or gestures to simple questions (Where's teddy? What's that?)? YES NO
Demonstrate some pretend play with toys (gives teddy bear a drink, pretends a bowl is a hat)? YES NO
Make at least four different consonant sounds (p ,b, m, n, d, g, w, h)? YES NO
Enjoy being read to and sharing simple books with you? YES NO
Point to pictures using one finger? YES NO

By 2 years

Does the child?

Follow two-step directions (Go find your teddy bear and show it to Grandma.)? YES NO
Use 100 to 150 words? YES NO
Use at least two pronouns (you, me, mine)? YES NO
Consistently combine two to four words in short phrases (Daddy hat. Truck go down.)? YES NO
Enjoy being around other children? YES NO
Begin to offer toys to other children and imitate other children's actions and words? YES NO
Use words that are understood by others 50 to 60 per cent of the time? YES NO
Form words or sounds easily and without effort? YES NO
Hold books the right way up and turn the pages? YES NO
Read to stuffed animals or toys? YES NO
Scribble with crayons? YES NO

By 30 months

Does the child?

Understand the concepts of size (big/little) and quantity (a little/a lot, more)? YES NO
Use some adult grammar (two cookies, bird flying, I jumped)? YES NO
Use over 350 words? YES NO
Use action words such as run, spill, fall? YES NO
Participate in some turn-taking activities with peers, using both words and toys? YES NO
Demonstrate concern when another child is hurt or sad? YES NO
Combine several actions in play (puts blocks in the train and drives the train, drops the blocks off.)? YES NO
Put sounds at the beginning of most words? YES NO
Use words with two or more syllables or beats (ba-na-na, com-pu-ter, a-pple)? YES NO
Recognize familiar logos and signs involving print (Stop sign)? YES NO
Remember and understand familiar stories? YES NO

By 3 years

Does the child?

Understand who, what, where and why questions? YES NO
Create long sentences using five to eight words? YES NO
Talk about past events (trip to grandparents house, day at child care)? YES NO
Tell simple stories? YES NO
Show affection for favourite playmates? YES NO
Engage in multi-step pretend play (pretending to cook a meal, repair a car)? YES NO
Talk in a way that most people outside of the family understand what she/he is saying most of the time? YES NO
Have an understanding of the function of print (menus, lists, signs)? YES NO
Show interest in, and awareness of, rhyming words? YES NO
Read to stuffed animals or toys? YES NO
Scribble with crayons? YES NO

By 4 years

Does the child?

Follow directions involving three or more steps (First get some paper, then draw a picture and give it to Mommy)? YES NO
Use adult type grammar? YES NO
Tell stories with a beginning, middle and end? YES NO
Talk to try and solve problems with adults and with other children? YES NO
Show increasingly complex imaginary play? YES NO
Talk in a way that is understood by strangers almost all the time? YES NO
Generate simple rhymes (cat-bat)? YES NO
Match some letters with their sounds (letter b says buh, letter t says tuh)? YES NO