Many families with disabled children are concerned about the province’s new education act and say they are worried about a lack of support for their kids.

Liam McKee, 9, has high functioning autism and is a pretty active kid.

An exercise program introduced at his school in Claresholm last year is helping him concentrate better in class.

"This year has been a good year for him. But we have in the past, it's been lacking in the support services," said Liam’s mother Allison McKee.

Support services, like having an aide in the classroom. Allison and Ken McKee say their son didn't have access to one for at least a month at the beginning of this school year.

"I just don't want him to get so far behind that he can't continue up with his age group," said Ken McKee.

The province passed a new education act last year which goes into effect in 2015.

Parts of the old act are already being eliminated.

A coding system previously assigned a number to identify a child with special needs. That number required the school board to give the child more funding, for things like teachers aides, or special programs.

The elimination of that coding system and the funding that goes with it is one of the reasons the McKee’s were told there wasn’t an aide for their son.

"Without coding in place, we would certainly be vulnerable without regulations that give some accountability and guarantee to children with disabilities," said Lyndon Parakin, from Autism Calgary.

The province is moving towards what it calls a more "inclusive system", which basically makes all students equal and avoids singling anyone out.

The new system also means the extra funding that used to go specifically to coded children automatically, is no more. 

Rural areas are also facing an additional problem.

"We're in an area of declining enrollment and when the dollar follows the scholar every time your enrollment decreases you lose funding,” said Martha Ratcliffe, Livingstone Range, Board Chair.

As the province moves toward the new education act, it will hold meetings to develop new regulations.

Parakin hopes families and community groups are included.

"With that kind of input we have the best chance of creating a collaborative educational system," said Parakin.

Ken and Allison McKee are hoping for the same results so Liam has a better chance of reaching his potential in the future .

(With files from Kathy Le)