This week, we had the opportunity to hear from two incredible guest speakers: Kaori Lau and Tracy Humphreys. Their presentation on technology and inclusion in the classroom reminded me of the challenges that students with disabilities face and the role educators play in fostering accessibility.

We started the session with an interactive sticky note exercise. Each of us received a different-colored sticky note, and the speaker called out specific colors, stating that those students “couldn’t participate because…” It was a powerful demonstration of exclusion—representing the barriers that disabled students experience in education. Seeing how many people were left out made me feel deeply upset. It reinforced how exclusion can make students hesitant to ask for the support they need due to fear of being seen as different.

The Work of BCEdAccess

BCEdAccess is a volunteer organization dedicated to advocating for students with disabilities and promoting social inclusion. Their work highlights how many children are excluded in classrooms, not just physically but also through systemic barriers that impact their personal identity, sense of belonging, and access to education.
As an aspiring teacher, this presentation made me reflect on the kind of educator I want to be. I don’t want to unintentionally reinforce ableism or exclusion. Instead, I want to be someone who actively works to ensure all students feel seen, heard, and valued.


Understanding Barriers and Systemic Challenges

One of the major takeaways from the presentation was the complexity of accessing support for students with disabilities. School districts apply for designations through the Ministry of Education, which determines funding based on need. Funding is categorized into three levels, covering physical disabilities, autism, and mental health. However, the process to receive an assessment can take up to two years—an unacceptable delay that significantly impacts students’ education and their families’ lives.
Families who seek private assessments often face immense financial barriers, further deepening the inequities in our education system. These delays create significant gaps in learning and access to necessary support, making early intervention incredibly difficult.


Technology as a Tool for Inclusion

Despite these challenges, technology has the potential to bridge accessibility gaps for students with disabilities. Some of the assistive technologies discussed included:

  • Google Read & Write – Supports students with reading and writing difficulties
  • iPads & Speech-to-Text – Helps students who struggle with written communication
  • Nova Chat & Touch Chat – Alternative communication tools
  • Sound Field Systems & Microphones – Supports students with auditory processing challenges
  • Translation Tools & Subtitles – Enhances accessibility for multilingual learners

While these tools are transformative, challenges remain, including lack of access, lack of training for educators and families, and resistance to change. Privacy concerns and debates over whether technology is a distraction further complicate the issue.

Overcoming Challenges: Solutions for a More Inclusive Classroom

One of the key messages from the presentation was the importance of advocacy and collaboration. Some solutions included:

  • Advocating for better funding, loaner programs, and grants
  • Including assistive technology in IEPs (Individual Education Plans)
  • Providing training for families and teachers on how to use assistive technology effectively
  • Ensuring compliance with privacy laws and establishing clear policies for assistive technology use
  • Normalizing assistive technology to reduce stigma and promote inclusion

Technology, Exclusion, and Responsible Use

As technology continues to evolve, we must ask ourselves: Who is still being excluded? How can we ensure technology is a bridge to opportunity rather than another barrier?
Educators, parents, and schools must work together to ensure technology is implemented responsibly. While AI and gamification have exciting possibilities, they also bring ethical concerns that must be considered. Teaching digital literacy is essential to help students use these tools effectively and responsibly.
Confronting Ableism in EducationOne of the most impactful parts of the presentation was the discussion on ableism—the systemic and cultural discrimination against people with disabilities. Ableism manifests in many ways, from questioning whether a student is “disabled enough” to assuming that the goal is for students to be independent of assistive technology. These biases create unnecessary barriers for students and reinforce harmful narratives about disability.
A book recommendation that came up was Out of My Mind by Sharon M. Draper, which explores the lived experiences of a nonverbal student. This book, along with resources like BCEdAccess and the Exclusion Tracker, can help educators recognize and address ableism in the classroom.

Building a More Inclusive Classroom To support all students, teachers must use a variety of strategies, including:

  • Movement breaks
  • Peer support and leadership opportunities
  • Playing to students’ strengths and interests
  • Building a community of practice through collaboration with district and provincial resources
  • Connecting with advocacy groups like BCEdAccess for guidance and support

Ultimately, fostering an inclusive classroom means being proactive, adaptable, and willing to learn from students and families. This presentation reinforced my belief that inclusion isn’t just about meeting legal requirements—it’s about creating an environment where every student feels valued and empowered to succeed. I’m leaving this week feeling both challenged and inspired. As a future educator, I want to ensure that my classroom is a space where all students—regardless of ability—have access to the tools and support they need to thrive.