Finding out a family member has a neurodevelopmental difference or disability such as Autism can be difficult. Fortunately, neurodivergent people have all kinds of abilities and strengths to offer their families and communities. Like everyone else, they will still need support along the way.

Many advocates over the years have helped people with neurodevelopmental differences discover and experience a quality of life that includes hobbies, learning new things, meaningful work, and friendships. However, finding the right support at the right time can still be a challenge. 

What to Do After Receiving the Diagnosis

Autism can affect people in many different ways, and so a diagnosis is only a starting point. It is important for families to get accurate information about the implications of the diagnosis, as well as available services and supports. Programs vary by province. Waitlists for support and government services can take time.

When you receive the diagnosis, make sure you ask about:

• how the doctor or clinician diagnosed your child – a diagnosis should be on the basis of one or more observations looking at many domains
• what your child’s diagnosis is, and what it means
• who can help you find supports available to your child, and when you can meet your support person
• where you can find more information about available services and supports
• if your child is eligible for any provincial or federal funding allocated for Autistic children, and how to apply for funding
• where you might access parent support including counselling or other mental health resources, and connection with other families who may be on the same journey

This can be a time of uncertainty and strong emotion. Give yourself time. We’re In This Together is another article you might find helpful, with suggestions on how to process your emotions and the demands on your family.

At this stage, it is helpful to work with a Children’s Disability Social Worker, Service Navigator or Case Manager, if one is available.

Support During the Preschool Years

There are many service providers supporting preschool-age neurodivergent children, which can be overwhelming for parents. There are many organizational and professional titles to understand.

Lengthy waitlists for support and therapy are frustrating. Unfortunately, it is common for young children to age out of publicly funded services before or soon after they begin. You may wish to explore available private services in your area. 

Whatever services you are able to access, here are some suggestions for evaluating the quality of support:

• There should be a strategy in place to measure how well and in what ways each child is progressing, and whether the program is effective for that child.
• It should be possible to switch programs if parents or professionals feel the child’s program isn’t a good fit.
• Parents and caregivers should have access to learning materials to understand their child’s development and the strategies modeled and recommended by their child’s therapist. 

At this stage, it is helpful to work with:

• speech-language pathologists and occupational therapists
• early childhood education educators 
• early interventionists

Transitioning to School

With transitions to Kindergarten, there may be an expectation that funded therapy services will be provided by the school. School resources are also limited and school clinicians will probably have a consultative role only, meaning they will not necessarily work directly with the child, but will: 

• communicate with early childhood clinicians who already know your child
• assess your child’s communication and learning
• share what they learn with your child’s day-to-day team

Most Canadian schools work with an inclusive education framework, which means all children have a home classroom and teacher just like every other student. Classrooms may be supported by an educational assistant. A resource teacher is responsible for coordinating plans and resources for your child. You can expect to meet with the teacher and resource teacher at the beginning and end of each school year, if your child has learning goals outside of the curriculum.

School personnel have varying levels of experience, time and expertise. Often, there are a variety of developmental and behavioural approaches being used. This can be challenging for parents who want a consistent developmental approach for their child.

If your child is well-served in school:

• their Individual Education Plan will have goals that reflect family priorities, prioritize self-advocacy and communication, and are meaningful and achievable
• their teacher and resource teacher will be accessible and are interested in collaboration with family and clinical staff
• they will be happy, growing and learning as part of their school community

At this stage, it is helpful to work with:

• resource teachers
• inclusive community recreational opportunities
• local organizations that provide recreational or therapeutic opportunities for children with disabilities
• private occupational or speech therapists, if needed

Transitioning to Adult Life

As students approach the end of their time in school, they will need to consider what adult life will look like. A satisfying and healthy life includes:

• continuing education (formal or informal)
• working (paid or volunteer)
• healthy habits
• hobbies
• relationships with friends and family.

Often, services will need to be transitioned as well. For example, if the child has been served by a pediatrician, they will need a family doctor.

In Canada, services for neurodiverse teens and young adults can be scarce.

Inclusion Canada has a network of organizations throughout the country to support people with developmental and intellectual disabilities. Check in to learn what your local organization can offer. They may be able to help guide teens and young adults to set goals and priorities, and identify steps for achieving goals. 

Another useful tool for this process is a PATH, in which people who are important to an individual gather to think about and plan for a fulfilling future.

At this stage, it is helpful to work with:

• recreation programs
• government social services
• high school transition teacher or team
• inclusive post-secondary education
• employment supports