BCEdAccess
@BCEdAccess
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Taking action for equitable access to education for students with disabilities. Living, working on unceded Indigenous land across BC. mostly inactive here.
BC
Joined February 2016
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[343] Section 4 of the School Act provides that: “A student is entitled to consult with a teacher, principal, vice principal or director of instruction with regard to that student’s educational program”. Read more 👉 #bced #bcpoli #InclusiveEd
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Students don’t need a designation or an IEP to be protected by the Human Rights Code and get accommodations for their disability related needs. Read more 👉 #bced #bcpoli #InclusiveEd
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[343] Section 4 of the School Act provides that: “A student is entitled to consult with a teacher, principal, vice principal or director of instruction with regard to that student’s educational program”. Read more 👉 #bced #bcpoli #InclusiveEd
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If the reasonable accommodations are not working and causing harm, this is where we need to continually document the harm and show the school that the ramp they provided isn’t really a ramp, and the access to education isn’t actually happening. #bced
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In 2023, BCEdAccess Society documented over 1,300 parent-reported incidents of exclusion of students with disabilities across BC schools, including shortened days, unsafe restraint, and barriers to basic participation. Read more 👉 #Education
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"These exclusionary practices violate students’ rights to education and safety and contradict Canada’s obligations under the UN Convention on the Rights of Persons with Disabilities (UNCRPD, 2006)." #Education #Accessibility #Bced
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Parent Advocacy Letter to the Ministry of Education and Child Care. Read more 👉 #Education #Accessibility #Bced
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"Professional development needs to become mandatory and emphasize practical strategies for inclusive teaching and neurodiversity-affirming practices that foster understanding and acceptance." #Education #Accessibility #Bced
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Despite public commitments to diversity and inclusion, neurodivergent students face marginalization, exclusion, and disciplinary disparities that undermine their rights, well-being, and educational success. Read more 👉 #Education #Accessibility #Bced
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When educational environments dismiss children’s reports or needs, particularly those of neurodiverse students, they risk reinforcing trauma responses such as fawning (Vermani, 2025). Read more 👉 #Education #Accessibility #Bced
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Parent Advocacy Letter to the Ministry of Education and Child Care. Read more 👉 #Education #Accessibility #Bced
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Adam W. McCrimmon's (2015) study discusses inadequacies in Canadian teacher education programs concerning inclusive ed, emphasizing the need for improved training to support students with diverse needs, including those who are neurodivergent. More 👉
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"Despite public commitments to diversity and inclusion, neurodivergent students face marginalization, exclusion, and disciplinary disparities that undermine their rights, well-being, and educational success." #Education #Accessibility #Bced
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Neurodivergent students are significantly more likely to face discipline, suspensions, school-based policing, and absenteeism than their peers (BCEdAccess Society, 2023; John et al., 2022). Read more 👉 #Education #Accessibility #Bced
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In 2023, BCEdAccess Society documented over 1,300 parent-reported incidents of exclusion of students with disabilities across BC schools, including shortened days, unsafe restraint, and barriers to basic participation. Read more 👉 #Education
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Systemic racism, settler colonialism, and classism intersect with ableism to create particularly harmful and exclusionary school experiences. Read more 👉 #Education #Accessibility #Bced
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