Here is a definition of the terminology used on this site.

• ableism: Ableism refers to the discrimination, prejudice, and systemic bias against people with disabilities rooted in the belief that non-disabled abilities and bodies are superior or “normal.” It can show up in attitudes, policies, physical environments, social interactions, and institutional practices that devalue disabled people, limit their participation, or deny them equal access and opportunities. Ableism often rests on assumptions that disability is a flaw that needs “fixing,” which can lead to harmful stereotypes and exclusionary behaviour — from inaccessible buildings and refusal to accommodate needs, to subtle microaggressions and dismissive language. Ableism can be conscious or unconscious and is similar to other forms of discrimination like racism or sexism, but specifically targets people with physical, intellectual, or psychosocial disabilities. Addressing ableism means recognising and challenging these beliefs, removing barriers, and ensuring people with disabilities are treated with dignity and full inclusion. Learn more
• access barriers: Learn more
• access denied: Access denied describes situations where a student is blocked from meaningful participation in school, supports, programmes, activities, or records they are entitled to receive. It includes formal refusals as well as delay, non-response, inaccessible processes, or conditions that make access unusable in practice. Learn more
• access to education: Access to education refers to the ability of all students to enrol in, participate in, and benefit from schooling and learning opportunities without discrimination or arbitrary barriers. In British Columbia, the law recognises that every child of school age who resides in the province has the right to enroll in public education and attend a school program offered by a school board, subject to the availability of space and facilities. Access isn’t just physical attendance — it also means that students are supported to meaningfully participate in learning. Policies on inclusive education in BC require that students with disabilities or diverse abilities have equitable access to learning opportunities, supports, and accommodations so they can achieve educational goals alongside their peers. Learn more
• accessibility: Learn more
• accommodation: Accommodation refers to adjustments or changes made to remove barriers so that a person with a disability can participate fully and equitably in school, work, or other public life. In the context of education, accommodation is about ensuring students are able to access learning and school activities on an equal basis with their peers — not to give them an advantage, but to provide equitable access when barriers arise because of disability needs. Accommodations might involve altering how information is presented, changing assignment formats, adjusting schedules, or providing supports such as assistive technology. They are part of a broader legal obligation known as the duty to accommodate, which requires schools and other service providers to investigate and address barriers connected to disability, up to the point of undue hardship. This duty is grounded in human rights law to prevent discrimination and promote meaningful participation. Learn more
• accommodation denial: Learn more
• accommodation failure: Accommodation failure occurs when a school recognises, or should recognise, a disability-related need but does not provide support that actually removes the barrier. The issue is not whether something was offered, but whether the student gained meaningful and equal access. Learn more
• accommodation plan: Learn more
• accommodation planning: Learn more
• accommodation refusal: Accommodation refusal refers to a situation where a school, employer, or other service provider declines a request to make changes or adjustments that would remove barriers and enable a person with a protected characteristic (such as a disability) to access services on an equal basis. Under human rights law in British Columbia, organisations have a duty to accommodate people’s needs — including disability-related needs — up to the point of undue hardship, meaning the accommodation must be reasonable and not impose excessive cost or disruption. When a request for accommodation is refused without legitimate reason, this can become the basis for a human rights complaint, because failing to remove barriers may amount to discrimination based on a protected ground. The duty to accommodate also requires meaningful engagement and individualized assessment before refusal. Learn more
• accommodations: Supports or adjustments required for a student to access education on an equal basis under human rights law. Schools often treat accommodations as optional favours rather than legal obligations, rationing them through assessment gatekeeping, delaying implementation, or offering symbolic gestures that fail to address the actual barrier. True accommodation removes the environmental or instructional obstacle; performative accommodation creates the appearance of effort while leaving the child excluded. Learn more
• accountability: Mechanisms used to require schools or districts to answer for harm or failure. Includes formal complaints, ombudsperson investigations, tribunal processes, and internal reviews. Accountability systems often prioritise institutional reputation over student safety, treating harm as isolated incidents rather than evidence of systemic failure. Effective accountability requires documented patterns, independent oversight, and consequences that produce institutional change rather than individual scapegoating. Learn more
• adaptation: Adaptation refers to changes made to the learning expectations or curriculum itself so that a student can participate in school at a level that reflects their individual abilities and learning goals. In British Columbia education policy, adaptations are typically used when a student can work toward the same overall learning outcomes as their peers, but may need adjustments to how material is taught, practised, or assessed. Examples might include simplified instructions, alternative ways of demonstrating knowledge, or modified assignments that still relate to the core curriculum. Adaptations differ from accommodations. While accommodations remove barriers without changing the learning expectations, adaptations may involve adjusting the complexity, pacing, or format of learning tasks to better match a student’s needs. Adaptations are usually documented in a student’s Individual Education Plan (IEP) and are intended to support meaningful participation in classroom learning. Learn more
• ADHD: ADHD (Attention-Deficit/Hyperactivity Disorder) is a neurodevelopmental condition that affects how a person regulates attention, impulses, and activity levels. It is commonly identified in childhood but can continue throughout adulthood. People with ADHD may experience patterns of inattention, hyperactivity, and impulsivity that make tasks such as focusing on instructions, organising work, managing time, or sitting still for long periods more difficult. ADHD does not affect intelligence, but it can significantly influence how a person learns and interacts with their environment. In education settings, ADHD is recognised as a disability under human rights law when it creates barriers to learning or participation. Schools have a duty to accommodate students with ADHD by removing barriers and providing appropriate supports. These may include adjustments such as flexible seating, movement breaks, organisational supports, or alternative ways of demonstrating learning. Learn more
• ADHD and gender diversity: Learn more
• administrative deadlines: Learn more
• adversarial framing: Adversarial framing refers to a way of presenting or interpreting a conflict as a battle between opposing sides, where one party must be right and the other wrong. In education disputes, adversarial framing can occur when concerns raised by families are treated as accusations or challenges to authority rather than as opportunities to solve problems. This can shift the focus away from a child’s needs and toward defending positions, assigning blame, or protecting institutional interests. When issues are framed adversarially, communication often becomes more formal and defensive, and collaboration becomes harder. Parents may be labelled “difficult,” while schools may feel pressured to justify decisions rather than reconsider them. Recognising adversarial framing can help participants step back and refocus on shared goals—such as a student’s well-being and access to education—rather than viewing the situation as a conflict to be won or lost. Learn more
• advocacy: Advocacy is the work of naming a problem, asking for a specific remedy, and keeping enough of a record that the concern can move beyond informal conversation. In school systems, parent advocacy often becomes necessary when ordinary communication does not produce safe or equitable support. Learn more
• advocacy as testimony: Advocacy as testimony refers to the act of speaking publicly about a child’s experiences in school in order to document harm, seek accountability, or push for change. For many families—especially those navigating disability accommodation or systemic barriers—advocacy often involves sharing detailed accounts of what has happened, including exclusions, unmet needs, or failures to implement supports. In this sense, advocacy becomes a form of testimony: a record of lived experience offered to institutions, communities, or decision-makers. Testimony can appear in many forms, including complaints, written submissions, public posts, meetings with school officials, or legal proceedings. While it may be deeply personal, advocacy as testimony also contributes to a broader understanding of systemic issues. Individual stories can reveal patterns that might otherwise remain invisible, helping communities and policymakers recognise where educational systems are failing to provide equitable access for all students. Learn more