Federal Tax Credits, Deductions and Benefits for Persons with Disabilities and their Supporting Family Members

For more information on the following tax programs go to Canada.ca and in the Canada Revenue Agency (CRA) search bar, type in the name or acronym of the tax program.

For Special Needs and Moving on Projects:

Disability Tax Credit (CRA)—The DTC helps reduce the income tax that people with physical or mental impairments, or their supporting family members, may have to pay. It aims to offset some of the costs related to the impairment. 

Medical Expense Tax Credit (METC)—A non-refundable tax credit that provides tax relief for individuals or their dependents who have sustained significant medical expenses. The CRA provides a list of common medical expenses and whether they are eligible. 

Child Disability Benefit (CDB)—eligible in addition to the Canada child benefit (CCB) and the Disability Tax Credit (DTC), this benefit is a tax-free monthly payment for families caring for a child/children under the age of 18 with severe and prolonged impairments in physical or mental functions. IF you are already receiving the CCB for your child who is eligible for the Disability Tax Credit you do not need to apply for the CDB; you will get it automatically.

Registered Disability Savings Plan (RDSP)—is a savings plan intended to help parents and others save for the long-term financial security of a person who is eligible for the disability tax credit (DTC). The Government of Canada pays a bond and a grant matching the contributions, depending on the beneficiary’s adjusted family
net income and the amount contributed.

For Moving On Project:

Disability Supports Deduction—individuals who have an impairment in physical or mental functions and have paid for certain medical expenses may be able to claim the disability supports deduction.

Canada Caregiver Credit (CCC)—you may be able to claim the CCC if  you regularly and consistently support one or more of your children or grandchildren with a physical or mental impairment.

New for 2023 tax returns:

Multigenerational home renovation Tax Credit (MHRTC)—for certain renovation expenses to create a self-contained secondary unit that allows an individual eligible for the Disability Tax Credit to live with a qualifying relative. 

Provincial and Territorial Programs—In addition to federal tax programs, you can also see what tax programs are available in your province by going to the Canada.ca Canada Revenue Agency site. 

The Special Needs and Moving On Project’s bilingual Support Navigator, Isabelle Tanner, is available 3 days a week to provide support. In general, that will be on Mondays and Wednesdays from 9am-5pm AST and on Fridays from 9am-4pm AST. Isabelle can be reached by phone at 902-295-1645 or by email at supportnavigator@specialneedsproject.ca. 

Another resource to help you find services and supports is the CUPW/UPCE-PSAC Disability Supports website portal (https://www.disability-supports.ca) which works in conjunction with 211.ca

Source: Canadian Paediatric Society. Helping your teen with special health needs move to adult care. April 2022. For a wealth of information on child and youth health and well-being visit CaringforKids.cps.ca

Helping your teen with special health needs move to adult care

The transition to adulthood is a major life process for young people, which for many, includes a change in their health care providers. For youth with chronic health conditions, this change can cause a range of feelings from fear and worry to uncertainty or excitement.

Some children, teens and their families have spent years receiving care from paediatricians and/or pediatric specialists and healthcare teams. They may have developed strong bonds with health care providers, who can be difficult to leave behind.

Most Canadian children’s hospitals have an age by which patients need to move on, usually between 16 and 18 years old. The process of getting ready for this change should start early and continue even after your teen starts to see their new doctor or health care team. By talking with your teen about this transition early, you will help them see it as a normal, expected part of life.

It will be important for your teen to understand that they can develop a trusting relationship with their new adult health care provider. By working together, you can encourage your teen to take a more active role in their care and understand how to use their new health care services. It is also important for your teen to learn how to manage their condition
on a day-to-day basis.

What is the difference between paediatric care and adult health care?

• Paediatric care is family-focused, with care suited to your child or teen’s developmental stage. Parents are more intensely involved in decision-making when the children are young, with teens being gradually more involved as they mature. It also typically includes a team of professionals who each provide specific expertise.

• Adult care tends to be more patient-focused. Patients are usually independent and make their own decisions. Although there is a place for family members in this system; support, decision-making and family involvement is often different from paediatric care.

What should I do to prepare my teen?

• Have a positive attitude. If your teen sees the change as a step forward, like a graduation from paediatric care, the change may seem less scary.

• Your teen should gradually become more responsible for their health care. Encourage them to practice doing more on their own and offer support.

• Encourage your teen to develop a relationship with their family doctor before they have to leave their paediatrician—the earlier the better. In some communities, this may mean seeking out a family physician to assume general care.

• Plan to attend appointments with your teen, but let them try to lead the appointment and spend time with their health care providers alone. This process will help them develop the confidence to talk to you and their health care providers, and to make decisions affecting their health. You can participate by listening and offering your support and opinion when appropriate.

• Your teen’s health care teams should all be part of the discussion. Each can provide resources to help with the transition. Ask for books, newsletters, magazines and good websites that deal with youth health issues, and information on living with your teen’s health condition.

• Help your teen understand their health condition and reasons for treatment. Have open discussions about their illness and how they can fit their health needs into everyday life situations. For example, having to take medications at school, or exercising while at a friend’s house.

• Let your teen meet their health care professional on their own for part of the appointment. Teach them the skills they need to talk openly with their new doctor and let them know that they shouldn’t be afraid to ask questions.

• Help your teen find information about the things any teen may need to know, including information about resources in your community that provide confidential services related to sexual health, drug and alcohol use or misuse, emotional counseling and educational/career planning. The general pediatrician or family doctor may provide some of these services. In some communities, these services are also offered through community clinics.

• Teens will often need extra support, counseling, and education to help them through the transition. Some also benefit from peer support groups. Speak to your teen’s doctor about options.

• It is normal for all teens and young adults to wonder about things like their future ability to become pregnant or have healthy children. These questions can be even more important for teens with special health care needs. Assist your teen in bringing up these issues with their doctor, or asking about whether genetic counseling is appropriate.

• There are many “apps” that can help people with special health needs track and manage their conditions. Encourage your teen to explore the Internet for options or ask health care providers for their recommendations.

• It may be helpful to ask your teen’s doctor for a copy of a transfer letter that summarizes their medical information, current health status, and goals of care. This will help your teen plan visits to their new doctor.

With proper planning, education and practice, your teen will be better able to get the health care they need and have a healthier transition into adulthood.

Digital Newsletters

If you want to read or share a digital version of the newsletter you can find it at the address below. To view past copies of the newsletter click the “Downloads” button on the top right corner of the page. Enjoy!

https://membertomemberconnections.com

WHAT WE LEARNED AFTER THE LAUNCH OF THE CUPW DISABILITY PORTAL

The CUPW Child Care Fund partnered with Eviance (Canadian Centre on Disability Studies) to undertake a survey of members, and the public to find out how the newly launched CUPW disability portal was to use. We wanted to make sure the portal was easy to understand and navigate.

Members who tested the site were generous with their time and feedback. Insights into the user experiences were instrumental for fine-tuning and improving the portal. Overall, the results suggest that users were generally satisfied with their experience. Many expressed excitement and appreciation at the arrival of this new tool to the disability community in Canada. 

Some of what we learned were things like, “Very helpful site! This will be a good resource for our clients”, and “Amazing resources. Some of which I had no idea existed in my area.” Several respondents talked about features of the site. We heard things like, “Really liked the different languages available”, “The site was visually appealing” and the “How to Guide” was very helpful”. 

We also got feedback about some problems. Several respondents ran into trouble in their searches, for example, “When I browsed by disability category, I was able to find services, however if I put in what I was looking for, I received a lot of unnecessary results I didn’t need” and “categories are easier to navigate than key words.” CUPW will use the findings from this survey to fix problems identified and to continue to improve how the site works. 

We will also continue to capture the experiences of members using the portal through a simple questionnaire administered through SNP staff. This will ensure continuous feedback to our technical staff for site improvements.    

We hope that you have had a chance to use the portal, and that it makes your search for services and supports for you and your children easier and more fruitful. 

TIPS FOR EFFECTIVELY COMMUNICATING WITH YOUR CHILD AND THEIR TEACHER

Here are some tips for effective communications between parents and teachers.

How can you collaborate with your child’s teacher regarding homework assignments or unfinished classwork to be completed at home?

For children who take more time to complete homework, the likely scenario is that they also need more time to complete classwork assignments. Parents can ask their teacher how much time students are expected to spend on homework. Reducing workload to fit within that time frame may be the best option. Also, ask your child what support might look like to them; they may have some good suggestions!

When are the best times to correspond with a teacher regarding your child’s disability and planning for support? 

Before the school year begins is a great time to touch base with the teacher and let them know of your child’s strengths and weaknesses. Also take advantage of the parent/teacher interviews scheduled throughout the school year. Have some bullet points that are clear and concise for the teacher. Teachers have a lot of tasks and responsibilities, and a class full of students; a brief list is the most effective way to get your message across.

How should my involvement and communication with the teachers differ when my child enters high school?

As students move into their teenage years it is more and more important for them to be able to step up and self-advocate, if possible. Parents should make it a practice of asking for their child’s input and support. If problems do arise, such as poor grades or falling behind on homework assignments, parents can work on an agreement with their child to alleviate these concerns. Parents should make sure their child knows that at times it may be necessary to check in on their progress and communicate with the school.