New Service Now Available for Families with Children or Youth Who Have Multiple/Complex Special Needs

Families have said they found that navigating the system was confusing and complicated when accessing services. Coordinated Service Planning was started as part of the Ontario Special Needs Strategy. The Ontario Special Needs Strategy is an initiative of the Ministry of Children, Community and Social Services, the Ministry of Education and the Ministry of Health and Long-Term Care.  The new service will help support families and their children/youth navigate the system to receive the right service, at the right time. 

Children and youth with multiple and/or complex special needs rely on many services, Coordinated Service Planning will make sure that all the professionals involved with a family are working together as a team towards the family’s goals, and that they are kept informed of what’s going on at all times. 

In Toronto, Coordinated Service Planning will be delivered in participation by Surrey Place (lead agency), Community Living Toronto, Family Service Toronto, Toronto Central LHIN and Youth link.  The Service Planning Coordinator will support the family until they no longer require the support, and discharge from Coordinated Service Planning may occur when goals are met and the family and team agree that Coordinated Service Planning is no longer needed; the family moves away from the area served by Surrey Place and its partners; when the youth leaves school (between the ages of 18-21); or the family asks to be discharged. 

For more information and how to access and refer a client visit

Un nouveau service est maintenant offert aux familles dont les enfants ou les jeunes ont des besoins particuliers multiples ou complexes 

Le Centre Surrey Place a le plaisir d’annoncer que la planification coordonnée des services est maintenant offerte, dans la région de Toronto, aux familles dont less enfants ou les jeunes ont des besoins particuliers multiples ou complexes. 

Ces familles ont déjà indiqué qu’il était difficile et compliqué de s’y retrouver dans le système lorsqu’il s’agissait d’avoir accès à des services. La planification coordonnée des services a été mise en place dans le cadre de la Stratégie ontarienne pour les services en matière de besoins particuliers, laquelle est une initiative du ministère des Services à l’enfance et Services sociaux et communautaires, du ministère de l’Éducation et du ministère de la Santé et des Soins de longue durée. Ce nouveau service aidera les familles et leurs enfants ou leurs jeunes à s’y retrouver dans le système afin de recevoir les bons services au bon moment. 

Les enfants et les jeunes ayant des besoins particuliers multiples ou complexes dépendent de plusieurs services, c’est pourquoi la planification coordonnée des services permettra à tous les professionnels qui s’occupent d’une famille de travailler en équipe en vue d’atteindre les objectifs de cette famille et de demeurer informés en tout temps de ce qui se passe.  

À Toronto, la planification coordonnée des services s’effectuera avec la participation du Centre Surrey Place comme organisme responsable, de Community Living Toronto, de Family Service Toronto, du RLISS du Centre-Toronto et de YouthLink. Le coordonnateur de planification des services viendra en aide à la famille jusqu’à ce qu’elle n’en ait plus besoin. La famille pourra alors quitter la planification coordonnée des services, notamment : à l’atteinte des objectifs selon ce que jugent la famille et l’équipe, en cas de déménagement dans un secteur qui ne fait pas partie du territoire du Centre Surrey Place et de ses partenaires, si le jeune cesse de fréquenter l’école (entre 18 et 21 ans) ou à la demande de la famille de mettre fin à ce service. 

Pour obtenir plus de renseignements et pour savoir comment avoir accès au service et aiguiller un client, consultez le site

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