Accessibility in Action: Year One Progress
The 自拍流出 (VSB) is committed to advancing accessibility and reducing barriers for students, families, staff and community members. The 2025–2028 Accessibility Plan outlines key priorities to support more inclusive and accessible learning and working environments.
This report provides an overview of progress in the first year of implementation, including actions taken, milestones achieved and ongoing work across the school district.
VSB’s accessibility committee met seven times during the 2025–2026 school year. The committee includes individuals with lived experience of disability, as well as those who support people with disabilities or diverse abilities. Its work is guided by the Accessible BC Act and provides advice to help identify, remove and prevent barriers for individuals interacting with the organization.
The report also summarizes barriers identified through the accessibility reporting tool and outlines progress on the objectives and key actions in the Accessibility Plan.
Objective: Ensure all staff understand disability and accessibility, and how to respond when issues of accessibility are identified.
| Action | Timeline / Status | Updates & Evidence of Progress |
|---|---|---|
| Develop and implement staff training and professional learning on accessibility | Ongoing | A series of mandatory training sessions were delivered to all resource teachers to support consistent practice across the school district. Examples of sessions include:
Training sessions on Non-Violent Crisis Intervention from the Crisis Prevention Institute were offered in October, November, January, February and May for education assistants, teachers and school administrators. |
| Professional learning sessions | Ongoing | 569 total professional learning sessions offered via VSB Learns 158 sessions related to inclusive education 27 sessions specifically focused on accessibility Topics included: Accessibility Tools for Inclusion (Windows), Autistic and Neurodiverse Perspective, iPad Accessibility Features, Engagement with NonSpeaking Students and Levelling Text. |
| Provide targeted professional development in Universal Design for Learning (UDL) | Ongoing | Examples:
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| Embed accessibility and inclusion in employee onboarding | Ongoing | District principals of inclusion participated in onboarding sessions on the following dates: 2025: Aug. 27; Sept. 24; Oct. 17; Nov. 3; Nov. 26 2026: Jan. 5; Jan. 26; Feb. 26; Apr. 7 |
Objective: Collaborate with students and staff who have lived or learned experience with accessibility to enhance organizational awareness. Their insights help staff better understand accessibility needs and drive inclusive improvements in schools and workplaces.
| Action | Timeline / Status | Updates & Evidence of Progress |
|---|---|---|
| Engage students with lived experience to identify and remove barriers | Ongoing | Use of Photovoice methodology in secondary schools to:
Educators act as listeners and partners; participation is voluntary and accessible. This work is ongoing and will expand in the 2026–2027 school year. |
| Engage staff with lived experience | Ongoing | The Accessibility committee includes staff with lived and learned experience of disability. Planning underway to gather with, listen to and learn from additional staff perspectives. |
Objective: Celebrate and highlight the contributions and achievements of people with disabilities or diverse abilities
| Action | Timeline / Status | Updates & Evidence of Progress |
|---|---|---|
| Coordinate with communications staff to highlight achievements and awareness initiatives | Ongoing |
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Objective: Increase the number of schools and work sites that are physically accessible
| Action | Timeline / Status | Updates & Evidence of Progress |
|---|---|---|
| Use accessibility audit data to inform capital funding requests | 2026 funding cycle | Schoolidentified accessibility projects were included in the 2025 -2026 Annual Facilities Grant which totaled $1,029,000, including:
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Objective: Ensure that students have access to accessible playgrounds
| Action | Timeline / Status | Updates & Evidence of Progress |
|---|---|---|
| Prioritize playground revitalization based on accessibility needs | Ongoing | Work took place this year to build accessible playgrounds at four elementary schools: Britannia, Hudson, Sexsmith and Trudeau Five elementary schools were identified and prioritized with the three most urgent priority projects being submitted to the Ministry of Education and Child Care’s Playground Enhancement Program for the 2026-2027 school year. Site visits were completed, and eligibility assessed through collaboration between learning services and facilities. |
| Engage school communities during playground design | Ongoing |
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Objective: Enhance and improve accessibility of information and communication sources for students, staff, families and community
| Action | Timeline / Status | Updates & Evidence of Progress |
|---|---|---|
| Promote the accessibility reporting tool in district-wide and school communications | Ongoing |
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| Evaluate current online information and resources related to inclusion and accessibility to ensure accuracy | Ongoing |
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| Revamp the accessibility reporting tool to improve user experience and remove reporting barriers | Ongoing | Work is underway to revamp the accessibility reporting tool as part of the broader website refresh, with a focus on improving usability and accessibility. |
Accessibility Reporting Tool Activity (September 2025 – May 2026)
| Month | Category | Summary of Concern | Follow Up / Action Taken |
|---|---|---|---|
| September | Universal awareness & understanding of accessibility issues | A parent indicated that their child is being prevented from safely participating in outdoor learning experiences (e.g., park field trips) due to the frequent presence of offleash dogs in community spaces. | Concern shared with VSB Accessibility Committee and facilities; referred to the school for follow up with the family. |
| October | Physically accessible spaces | A parent reported a safety and accessibility barrier at the crosswalk directly in front of their child's elementary school. Specifically, that there are no tactile warning surfaces (tactile mats / truncated domes) on either side, making it difficult to know when a person is entering/exiting the crosswalk. The report noted the risk is heightened during drop-off time due to high vehicle volume | School principal and facilities staff engaged regarding accessibility barrier. Facilities confirmed that the site meets bylaw requirements. School administration was asked to work with family to address concerns. |
| October | Physically accessible spaces | A parent raised concerns that photo retake day was set up in an inaccessible location in the school. Parent also noted broader accessibility concerns: limited accessible routes within the school, planning considerations (e.g., field trips) and concerns about winter access/snow to accommodate wheelchairs | School staff worked with family to address inaccessible school setup and broader planning concerns. |
| November | Physically accessible spaces | A student who requires the use of an accessible entrance identified that the accessible door was obstructed by a large delivery box blocking the door-access button, with an additional trash can further restricting access. The student requested that delivery procedures be adjusted to prevent blocking accessibility features and suggested signage/reminders for staff handling deliveries | School principal was made aware of the obstruction and worked with staff regarding expectations around accessible entrances. Facilities staff followed up with the vendor and VSB’s purchasing department to prevent future obstruction of accessible entrance. |
| December | Universal awareness & understanding of accessibility issues | Parent reported persistent systemic accessibility barriers affecting their child with a disability centred around lack of meaningful consultation and participation in educational planning and accessibility issues related to Section 11 appeals. | District followup enabled the appeals process to proceed through appropriate channels. Issues around accessibility of the appeals process was brought to the accessibility committee for feedback. |
| February | Universal awareness & understanding of accessibility issues | A parent reported that their autistic child is hearing the words “autism” and “autistic” used in derogatory ways at school, which impacts the student’s sense of safety and belonging. The family asked for support to help schools teach about ableism. | Concern acknowledged; schoollevel response is ongoing. |
| February | Physically accessible spaces | A parent reported that a VSB vehicle was parked in the accessible parking stall at an elementary school on more than one occasion. | Immediate school-level action taken to address improper use of accessible parking and direction was provided to all VSB vehicle drivers that VSB vehicles are prohibited to park in accessible parking spaces. |
| February | Physically accessible spaces | A family planning to move to Vancouver, emailed inquiring about accessible schools. | Learning services staff supported school planning and reviewed accessibility considerations with the family. |
| April | Physically accessible spaces | A student reported that a recycling bin was left unattended in the school elevator, creating a preventable barrier to access and limiting safe elevator use for students who rely on it. The student also noted the need for broader awareness/training to prevent recurring barriers. | The issue was brought to the School principal for immediate resolution and to reinforce expectations for elevator use with staff. In response, custodial staff will complete accessibility awareness training. Education materials will cover respectful accessibility practices, and school-specific procedures. |
| May | Physically accessible spaces | A staff member reported that a student who is temporarily using a wheelchair is unable to access a portable. The staff member also noted additional site accessibility concerns, including an infrequently used lift, ramps that limit independent access and other portables without ramp access. | School principal has taken steps to support access and participation for a student with temporary physical accessibility needs. Lift maintenance has been scheduled, and contingency plans are in place to ensure alternative arrangements if portable classrooms cannot be accessed. |
Looking Forward to Year Two and Three of the 自拍流出 Accessibility Plan
As the first year of our Accessibility Plan concludes, work to advance accessibility in all our priority areas is underway. Activities this year focused on building awareness, supporting staff practice and strengthening processes to improve accessibility in learning and working environments.
Year one of the implementation of our accessibility plan has also highlighted areas requiring continued attention. These include improving approaches to gathering input from students and staff in accessible ways, addressing barriers in the physical and built environment, and continuing to address attitudinal barriers that affect participation and access.
These areas, along with the actions set out in the Accessibility Plan, will inform planning and implementation in years two and three.