Parents find it helpful to speak to other parents about what worked for their family. If the child is entering the elementary school from a preschool setting, it is often helpful for the preschool staff to meet with the school staff to share information and strategies before school begins. If possible, the school staff could visit the child at the preschool. Having that person there, one who is familiar with the child's needs and all the technical language around special needs, can make the parent feel more comfortable and more in control. The successful advocate records all conversations including names, dates and times, develops contact lists of the names, phone numbers, e-mail addresses, etc., takes notes at all meetings, gives the impression of being prepared, and asks for copies of meeting minutes.
Most parents find it useful to develop a profile of the child for different professionals.
Successful advocates monitor the types and levels of services offered, get involved in tracking surveys, and keep in contact with their SEAC representative and school trustee. They access information using the Freedom of Information Protection of Privacy Act. Some become their school's representative on board-wide committees. They keep informed about changes to services offered by the Ministry of Health and the Ministry of Community and Social Services, and they stress to Ministries how important it is for Education, Health and Social Services to be working together on providing programmes and services. They are aware of new community- based services and Individualized Funding projects.