Guest speakers – Kaori Lau & Neesha B.

As they were introducing themselves, they also described themselves and where they were as imaged (verbal for visually impaired… or distract-ually impaired). Then talked about backgrounds and how that connected to where they were and why they were there, emphasizing on decolonizing and how education commonly harms Indigenous communities. (though can be used for assimilation or rejuvenation, depending strongly on intention).

Slips were handed out before class started, then in the presentation we were told:

• Blue; leave at second half
• Yellow; stay for whole
• Green; leave for whole thing

This was to demonstrate discrimination; We all had no clue what was happening or why. Disabled students often are excluded often out of good intentions; not putting effort into understanding, consent is also key.

Identity

(Identities brought up: double standards for women in life/education, sports, pet owner, religion/faith, culture/ethnicity, family make up, etc).

Intersectionality, in social theory, the interaction and cumulative effects of multiple forms of discrimination affecting the daily lives of individuals, particularly women of color. The term also refers more broadly to an intellectual framework for understanding how various aspects of individual identity—including race, gender, social class, and sexuality—interact to create unique experiences of privilege or oppression.

Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color on JSTOR

Intersectional Identities (Kimberlé Crenshaw); not defined by one identity – Discrimination can come in many ways and identities can be hidden or not shared (Invisible Backpack). Teachers have huge impact on these kiddos lives, often seeing teachers more than their family. Who is being represented, who is representing the group – are students relating/represented in the teacher/environment.

Designations & Funding

A classification system loosely based on their specific needs, however, funding does not always following he student who triggered support. To qualify for designations and funding there need to be an assessment; but this assessment usually takes an incredibly long time, especially due to the limited resources. This acts like triage and/or rationing which creates barriers as they can only give out a few. Thus resulting in many students not getting the help they need when they need; the practice of waiting to see but that is unhelpful for the student, even causing harm in itself. Some can try to get private assessment to get around the chronic underfunding, however, many cannot afford it or even access it.

This situation frequently shifts the focus toward safety rather than intellectual development, prioritizing tangible outcomes over providing the necessary support for a student’s learning. In such circumstances, teachers must do their utmost to support their students to the best of their ability.

Common Challanges

• Lack of Access: Families may not have devices or reliable internet; schools may lack funding.
• Lack of Support: Families or teachers may feel unprepared or overwhelmed.
• Resistance to Change: Hesitation from stakeholders due to unfamiliarity or skepticism. (attitude, positive or negative, )
• Privacy Concerns: Worries about data security.
• Technology as a Distraction: Perceptions of misuse, including cell phone debates. (not being able to use phones as a need)

Some Solutions

• Advocate for funding, loaner programs, and grants.
• Include assistive technlogy in IEPs.
• Provide training for families and teachers, and ongoing support.
• Use tools that promote independence and fit IEP goals. (explicitly state)
• Ensure compliance with privacy laws.
• Write assistive cell phone use into IEPs for clarity.
• Normalize assistive tech and make accessible to all.

Getting accommodations happens better when it is coming from a higher up like the district or principal. Adaptions can be seen as a human right; you would not expect someone who wears glasses to take them off to take a test. Do not take away accommodations/tools/supports when the goal is achieved! (they may still want/rely on it as a back up).

Navigating Emerging Technologies

Opportunities:
Bridges gaps in learning, communication, and independence.
Tools like AI, gamified apps, and assistive tech offer exciting possibilities.
 
Concerns:
Privacy, data safety, and bias in technology design.
Balancing reliance on tech with meaningful interaction.
Digital divide and capacity at home.
 
Parent-Teacher Collaboration:
Smooth transitions and introductions of technologies largely comes down to making positive and supportive relationships with families. Build confidence through clear communication and guidance, share tools, explain their purpose, and address questions, and advocate for equitable access.

Discrimination

If we want to create inclusive classrooms we need to be able to address discrimination.

The Human Rights Code takes precedence over all laws. Educators must recognize that while autonomy is often centered on the curriculum, it does not override the needs of the students we teach. There are still many resources and practices rooted in racism and ableism. When concerns are raised by parents, it’s crucial not to react defensively. Instead, be receptive and approach the conversation with openness, empathy, and an effort to understand their perspective. Strive to become more aware of biases and prejudices, and remember—when we know better, we do better.

Some examples of ableism

• Is the student “disabled enough”? (can be physical or mental – must respect the expertise of an assessing/diagnosing expert – how are you too judge how disabled one is, you are not them).
• Assuming the goal is to be independent of the use of technology
• Negative perceptions from other students and adults

Normalize the use of tech in a classroom to both help students who need it and to combat the comment of “its not fair”; its not fair that they have to sit in a classroom where they cannot learn.

Where can you start to find out what students are going through and the kinds of support a student needs? – What do you have access to to find out needs of your class.

Further Learning & Resources

Connect with BCEdAccess

• bcedaccess.com
• info@bcedaccess.com
• Facebook, Instagram, YouTube, TikTok, LinkedIn @bcedaccess
• If you have a child or youth with disabilities, join the private Facebook group – search BCEdAccess.

Other Resources

• Menti.com – voting and participation and active engagement, follows along the slides.

• Social Identity Wheel Activity | Diversity & Inclusion
• Damon Kirsebom, “When People See Me Typing” – United for Communication Choice (about 4 minutes)
• Education is a Human Right – Damon Kirsebom’s 2030 Project (about 20 minutes)
• Presuming Competence
• Using An AAC (about 1 minute)
• SpellX
• Advocacy And Conflict Resolution – A Rights-Based Prime
• BC Provincial Resource Programs, including SET-BC
• BC Early Teachers Association