Canada
1.4As noted in the table below, Canada offers a range of programs designed to support children with disabilities and their families, addressing both financial needs and developmental support. At the federal level, the Child Disability Benefit provides a tax-free monthly payment to families caring for a child under 18 with a severe and prolonged impairment in physical or mental functions. This benefit is available to families who qualify for the Canada Child Benefit and whose child is eligible for the Disability Tax Credit, helping to ease the financial burden associated with caring for a child with significant disabilities.
1.5In addition to federal support, provinces and territories offer specialised programs tailored to local needs. For example, Ontario’s Infant Child Development Program provides free, home-based early intervention for children from birth to school entry who have a developmental disability or are at risk of developmental delay—no medical diagnosis is required. The Ontario Autism Program offers a comprehensive suite of services for children and youth on the autism spectrum, including family mentoring, caregiver workshops, and targeted early years programs. Other provinces, such as Manitoba and Quebec, have their own initiatives like Children’s disABILITY Services and the Agir tôt (Act Early) program, which focus on early identification, intervention, and support for children with developmental challenges. These programs are often free and voluntary, emphasising early screening, culturally sensitive support, and individualised services to help children reach their full potential.
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Child Disability Benefit | Addresses developmental delay and takes the form of a tax-free monthly payment made to families who care for a child under the age of 18 with a severe and prolonged impairment in physical or mental functions. Available only if the parent qualifies for the Canada Child Benefit and the child qualifies for the Disability Tax Credit. |
Maternal Child Health (MCH) program | This program includes components related to developmental delays, case management; screening, assessment and referrals, and health promotion strategies to improve maternal and infant mental health issues. The First Nations and Inuit Health Branch funds the program, which is delivered by First Nations and Inuit communities. Communities determine what aspects of the program they will deliver based on needs and capacity. |
Healthy Babies Healthy Children Program (Ontario) | A free and voluntary preventative program that can help families learn about having a healthy pregnancy and birth and information on child growth and development. |
Infant Child Development Program (Ontario) | This is a free early child development program that serves children from birth to school entry who have a developmental disability and/or risk of developmental delay. It is primarily a home-based early intervention program delivered to children and their parents/caregivers with the aim of building skills through routines in their daily environment. No medical diagnosis is required for children to access the program. |
Ontario Autism Program (Ontario) | The program offers support to families of children and youth on the autism spectrum. To access the Ontario Autism Program (OAP), a child must be under the age of 18 and have a professional autism diagnosis. The OAP provides ‘foundational family services’ for free to all families registered in the program. These services aim to give families the tools to work with their children. Services include family and peer mentoring, caregiver workshops and coaching sessions, brief targeted consultations, transition supports, family resource and clinic days. Most children in the OAP who are aged 12 to 48 months are eligible for the Caregiver-Mediated Early Years Programs. These programs, which are free through the OAP, teach parents and caregivers therapeutic strategies and specific techniques so they can support their child’s skill development in areas such as social interaction, play, communication, emotional development. They are play-based and child-led. Some children in the OAP are eligible for the entry to school program, which helps children develop school-readiness skills in preparation for starting kindergarten or Grade 1. This program is free through the OAP. This is a group-based program delivered by multi-disciplinary staff with expertise in ASD, applied behaviour analysis, speech-language pathology, occupational therapy and early childhood. The entry to school program staff also provides individual transition supports to each child as they enter school, including consultation services for their family and educators. The OAP also provide urgent response services when children are experiencing high-risk factors which may cause harm to themselves, others or property. Core clinical services such as applied behaviour analysis and occupational therapy are available depending on the assessment of the child’s needs. Parents are given funding to pay for these services based on their child’s needs. |
Children’s disABILITY Services (Manitoba) | Delivered by the Manitoba Department of Families program, this program supports families raising children with physical or developmental disabilities by helping to meet additional needs. Children under the age of 18 living in Manitoba are eligible if they have a medical diagnosis of intellectual disability, developmental delay, autism spectrum disorder, a lifelong physical disability with significant mobility limitations, or a high probability of developmental delay due to a pre-existing condition. Services provided include early intervention child development and autism services, programming to help school-age children maintain their skills during school holidays, respite care, therapy and others. |
Agir tôt program (Act Early Program – Quebec) | The Agir tôt program supports children from birth to age 5 and their families. The goal of the program is to identify early signs of developmental difficulties in children and ensure their quickly referred to appropriate services. Participation in the program is free and voluntary. Is available through all integrated health and social services centres an integrated University Health and social services centres across Quebec. |
Aboriginal Infant Development Program (British Columbia) | The Aboriginal Infant Development Program (AIDP) in British Columbia support families of children (birth to age 3) who are at risk of or diagnosed with developmental delay. Participation is voluntary and includes culturally sensitive home visits, play groups, family support, and parent-to-parent links. |
New Zealand
1.6The table provides an overview of key programs and services available in New Zealand for children with disabilities and their families. New Zealand offers a comprehensive suite of programs and services to support children with disabilities and their families, focusing on early intervention, education, and holistic family support. The Well Child Tamariki Ora programme, provided by Health New Zealand, for example, delivers a series of free health visits for all families with children from around six weeks up to five years old. These visits are designed to monitor child development, provide health education, and connect families with additional resources as needed.
1.7For children on the autism spectrum, New Zealand offers specialised programs such as the Incredible Years Autism program for parents and the Incredible Years Helping Children with Autism program for teachers and early childhood educators. These group-based, government-funded initiatives aim to build the capacity of caregivers and educators to support children’s emotional regulation, social interactions, and language development. In addition, Disability Support Services, part of the Ministry of Social Development, provides a range of targeted supports, including Autism Parent Education, Autism Behavioural Support Services, and Autism Developmental Coordination support. These services offer courses, positive behaviour support, and a single point of contact for families to access therapy and allied health services, aimed at ensuring that children receive individualised and coordinated care. The Child Development Services (CDS) further facilitate access to occupational therapy, speech language therapy, and other allied health supports, helping children with disabilities reach their full potential.
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Well Child Tamariki Ora programme | A series of health visits free to all families for children from around 6 weeks up to 5 years. |
Incredible Years Autism program | The Incredible Years Autism program is a free, government funded group-based program for parents of children aged 2–5 on the autism spectrum. The program builds the capacity of parents to support their children’s emotional regulation, positive social interactions, language development and relationships with others. |
Incredible Years Helping Children with Autism program | This group-based program for teachers and early childhood educators of children aged 2-5 on the autism spectrum builds their capacity to support children’s emotional regulation, positive social interactions and language development. |
The following are services available through Disability Support Services, which is a part of New Zealand’s Ministry of Social Development. |
Autism Parent Education | Provides a range of courses provided nationally for family and caregivers and delivered in person or remotely. The courses, such as Exploring Autism (ages 0 – 9) and Teen life help family and caregivers to understand their children’s needs and how to support them. Each program is targeted to supporting children in different life stages. These courses can be accessed through self-referral, through a health professional, or through a government support coordinator (Needs Assessment and Service Coordination). |
Autism Behavioural Support Services | The service is based on a ‘positive behaviour support’ model, and is tailored to the needs of each person being supported. |
Autism Developmental Coordination support | The Developmental Coordinator provides a single point of contact for the child and family and supports them to access appropriate support and therapy services. |
Child Development Services (CDS) | This service facilitates support pathways, such as referral to Allied Health supports such as Occupational Therapy and Speech Language Therapy. |
Ireland
1.8Ireland has established several programs and legislative supports aimed at addressing the needs of children with disability and their families, as summarised in the table below. Central to this is the Autism Innovation Strategy (2024), developed by the National Disability Authority. This strategy focuses on addressing the unique challenges faced by autistic individuals, promoting inclusion, and enhancing understanding across society and public services. It outlines specific actions to better support autistic children and their families, ensuring these efforts complement broader disability policies such as the forthcoming National Human Rights Strategy for Disabled People 2025–2030.
1.9Children’s Disability Network Teams (CDNTs) deliver multidisciplinary services—including therapy, parent training, and school participation support—for children up to age 18 with complex needs. Practical guidelines are designed to assist educators to create inclusive environments, and specialised clinics like Kidscope offer free developmental assessments for young children.
1.10Legislation such as the Education for Persons with Special Educational Needs Act 2004 and the Education (Provision in Respect of Children with Special Educational Needs) Act 2022 ensures the right to inclusive, quality education and mandates reasonable accommodations in schools. The Equal Status Act 2000 prohibits discrimination in educational services, further protecting the rights of children with disabilities. Ireland’s National Human Rights Strategy for Disabled People 2025–2030 reinforces these commitments by focusing on reducing waiting lists and improving access to specialised supports
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Autism Innovation Strategy (2024) | The Autism Innovation Strategy focuses on tackling the specific challenges faced by autistic people and enhancing understanding and inclusion across society and public services. It outlines government actions to better support autistic individuals and their families, complementing broader disability policies such as the National Human Rights Strategy for Disabled People 2025–2030, while addressing autism-specific needs. |
Children's disability network teams (CDNTs) | CDNTs provides services for children and young people up to the age of 18 with complex needs. Each team consists of members that specialise in different areas of child development. CDNT members may work with a child together or separately depending on the child’s needs and the priorities agreed with the parent. CDNTs have occupational therapists, psychologists, physiotherapists, social workers, speech and language therapists. Some CDNTs also have access to dietitians, family support workers, nurses, social care workers. CDNTs can offer a range of services depending on the child’s needs such as individual or group therapy, parent training such as information sessions and workshops, support for the child’s full participation in pre-school and school, and advice on financial entitlements, housing and transport. Children with less complex needs do not access services through CDNTs. |
Introductory Guidelines to Support the Meaningful Inclusion of Autistic Children in Early Learning and Care & School Age Children | These guidelines provide practical guidance for operationalising Ireland’s Access and Inclusion Model (AIM) and Autism Innovation Strategy (2024). The guidelines help educators implement neurodiversity-affirming practices through strategies for creating inclusive environments, supporting play, using respectful language, and managing transitions for autistic children. |
Education for Persons with Special Educational Needs (EPSEN) Act 2004 | The EPSEN Act 2004 sets out how children with special educational needs (SEN) in Ireland should be supported. It states that, wherever possible, children with SEN should be educated in inclusive mainstream settings, unless this is not in the best interests of the child or other pupils. The Act guarantees equal rights to access and benefit from education, increases parents’ involvement in decisions about their child’s education, and formally established the National Council for Special Education. However, some parts of the Act have not yet been fully implemented. |
Education Acts 1998 - 2022 [Education (Provision in Respect of Children with Special Educational Needs) Act 2022] | Primarily aims to ensure that all children, especially those with disabilities and special educational needs, can access their constitutional right to an appropriate and quality education. The legislation places a duty on schools to use State resources to make reasonable provisions and accommodations and outlines the funding and support services available for these students, including a provision for directing schools to establish special classes. |
Equal Status Act 2000 | Prohibits direct and indirect discrimination across various areas of life, including educational services such as private schools, on grounds including disability, race, gender, and religion. Under the Act, schools are required to make reasonable accommodations for students with disabilities, provided the cost is nominal or it does not severely impact services for other students |
Kidscope Paediatric Clinic | Serving children aged 0- 6 years in Cork city northwest, Kidscope is a free, consultant-led community paediatric clinic dedicated to holistic health and developmental assessment. By leveraging the expertise of various local services and practitioners, Kidscope seeks to ensure every child receives high-quality care and appropriate onward referrals. |
National Human Rights Strategy for Disabled People 2025-2030 | The newly released strategy brings “a necessary focus to the areas of specialised disability supports that must enhance and improve – reducing waiting lists to ensure that children and families can access the right care at the right time, for example”. |
United Kingdom
1.11Across the United Kingdom, a mix of national and regionally administered programs are provided to support children with developmental delay, disability or autism.
1.12In England, Special Educational Needs (SEN) support and Education, Health and Care (EHC) plans form the core mechanisms for informing, delivering and addressing children's developmental and educational needs through schools and local authorities. These frameworks enable tailored assistance, including access to specialist bases that focus on communication, learning or sensory needs. Families may also access financial support through the disability living allowance for children. Earlier initiatives, such as the Sure Start program, established the foundation for integrated early years engagement, while current programs like the Healthy Child Programme continue to embed parent participation within universal health checks. Elements of Sure Start were frequently cited by submitters as potentially instructive for strengthening early-childhood and developmental support frameworks in Australia.
1.13In Scotland, the Autism Toolbox program provides educators with practical resources to support inclusion and classroom adaptation.
1.14The programs listed in the table below demonstrate how the United Kingdom combines several entitlements with regionally delivered initiatives across health, education and social care systems.
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Special education needs support (SEN support) and Education Health and Care plans (EHC plans) | Children can get special educational needs support (SEN support) through their school or university. This can include support such as a special learning program, extra help from a teacher or assistant, help communicating with other children, and support with physical or personal care difficulties. For primary and secondary schooling, some mainstream schools have a specialist base or unit on site. These are generally accessed by children with Education Health and Care plans, who have more complex needs. Schools receive funding to provide the support the child is entitled to according to their EHC plan. Each specialist base tends to focus on a specific need such as speech, language and communication needs, moderate learning disabilities, deafness/hearing impairment or autism. The proportion of time a student spends in mainstream classes compared to in the specialist unit depends on the needs of the student and the program they are in. Other children with EHC plans may attend non-mainstream schools. Some local authorities offer specialised autism provision, such as Mainstream Autism Bases and Enhanced Mainstream Autism Bases. These bases allow students to get support at the base and access mainstream lessons according to their needs. |
Disability living allowance | Disability Living Allowance (DLA) for children helps with the extra costs of looking after an eligible child who is under 16 and has difficulties walking or needs much more looking after than a child of the same age who does not have a disability. |
Sure Start (launched, 1999 – largely phased out between 2010 - 2022) | Sure Start is an early intervention program for children under four and their families in the United Kingdom, which was announced in July 1998 and introduced in April 1999.There are separate programs for Wales, Scotland and Northern Ireland.There are a number of core services which all local programs are expected to provide, such as visits to all new parents within two months of a child’s birth, and access to good quality play and early learning opportunities; but there is also an emphasis on developing projects that respond to locally identified needs, in recognition that “one size doesn’t fit all”. |
Healthy Child Programme | “Builds parent engagement into universal health reviews, ensuring families leave each check-up with information on what to look for and where to seek help.” |
The Autism Toolbox - Scotland | A flexible resource designed to help practitioners deepen their understanding of autism and develop practical strategies to support children and young people on autism spectrum. Contents of the toolkit include practical frameworks for practitioners on issues such as helping pupils with managing sensory issues, transitions, etc. |