Mississauga Family Faces Challenges Finding Autism Help

Roselynn Desousa is seen with her husband Antonio and their three children Ava, Emmarose and Mila. The family has been working hard to find autism support for the coming school year in Mississauga.  Photo: Desousa family photo

As parents and kids gear up for the first day of school next week, a family in Mississauga is having a tough time finding the classroom support they need.

Roselynn Desousa shared that her twin daughters, Emmarose and Ava, were both diagnosed with autism spectrum disorder. They will both be starting Grade 2 at St. Charles Garnier Catholic Elementary School this fall, but Ava, who also has hearing loss, is having difficulty keeping pace.

“I just hate that she’s now going into Grade 2, but she’s not really Grade 2,” Desousa told INsauga. com. “She’s just falling completely behind.”

Desousa and her husband Antonio have tried various strategies to assist their daughter. Unfortunately, the Applied Behaviour Analysis (ABA) program didn’t work out.

“We tried different instructors. She did not do well,” Desousa said.

They have met with school officials and have been on the waiting list for the Ontario Autism Program for two and a half years.

A school educational assessment indicated Ava needs an educational assistant with her at school, but according to Desousa, the board lacks the funding to provide that support.

The Ministry of Education did not respond when asked for an interview, while the local trustee directed inquiries back to the ministry.

Desousa mentioned she feels worn out from trying to navigate through funding issues, services, and supports.

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“At times it feels like I am alone in this fight, and I am deeply worried about her future and whether she will receive the proper help she needs to learn, communicate, and succeed in school,” she said.

“My daughters are bright, loving, and full of potential; however, the system does not feel accessible or supportive enough for their needs. I believe many families in Ontario are facing similar struggles but do not always have a voice.”

The Desousa family isn’t unique in their challenges; Tanya Jewell from Autism Ontario noted that many families share similar experiences.

Autism Ontario assists autistic individuals and families in accessing supports, information, and connections.

Jewell pointed out that situations like Desousa’s are quite common.

“The boards don’t have the funding to be able to hire all the EAs they’d like to,” Jewell stated.

Even when there is funding available at times hiring EAs can still prove difficult-especially in northern or remote areas-she added.

A May 2026 Auditor General of Ontario report highlighted an increase in EA absences over recent years due primarily to stress as well as student-related injuries.

If an EA is required for certain students, Jewel mentioned there might be alternative ways to address student needs effectively.

“Ultimatelythe board is responsible for meeting those needs; however , there could be several approaches,” she explained.

A range of options exists depending on what students require. Autism Ontario lays out several possibilities:

Regular class with indirect support -the student stays in class all day while receiving specialized consultative services. Regular class with resource assistance -the student gets specialized instruction individually or within a small group inside their regular classroom from a qualified special education teacher. Regular class with withdrawal assistance -where students attend regular classes yet receive instruction outside of those classrooms less than half of each school day from a qualified special education teacher. Special education class with partial integration -this means being placed within special education classes during at least half of each school day while integrating into regular classes every day for one instructional period. Full-time special education class.

School boards determine how best they can utilize funds based on student requirements.

Students’ needs can evolve over time , Jewell added. Parents should advocate actively by organizing meetings ahead before new academic years commence.

“Sometimes parents hesitate making decisions thinking if they choose one option now , it locks them into something permanent throughout their child’s schooling journey ; however , we’re only addressing one academic year ,” she noted. “Let’s focus instead on current requirements. Is there any choice where specific classrooms or additional supports would benefit them?”

As an example , Jewell cited helping a child prone wander away fromschool attracted carsand water; however , this particular child adhered strictlyto rules sothey created simply marked “no-go zones” using spray paintand cones.

Of course, such solutions won’t fit every child perfectly.

“The hardest part is there are no quick answers,” Jewell said.“It truly requires dialogue between schools. It’s about brainstorming together regarding all possible optionsso we can decide which ones maywork best.”

Many educational institutions face fiscal strain ; therefore Jewellsuggested cooperation among everyone involvedwill optimize outcomes.

“Whether it entails determining how we can better assist our studentsand ifwe must advocatefor more fundinglet’s ensure our students’requirements remain prioritized without losing available choices,”she advised.

Families needing guidanceor opportunitiesconnect socially through recreational programs should reach outto Autism Ontario. The organization sharesup-to-date information via social mediaalongside monthly newsletters. For anything specifically relatedto schools-they provide tipsand insightsin their School Collection.

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