In a quiet classroom at Maywood Community School, fourth-graders clustered around tablets and accessibility tools last Thursday, their faces illuminated by more than just screen light. They were discovering how technology bridges gaps for their classmates with different abilities.
“I didn’t know my iPad could read to me,” whispered Aisha, her fingers tracing the screen’s voice-over function. “My cousin who can’t see well could use this for homework.”
This scene, replicated across Burnaby schools this month, represents a broader shift in how the district approaches accessibility education ahead of National AccessAbility Week, running May 26 to June 1. The district-wide initiative focuses on student-led learning about inclusive design and adaptive technologies.
Burnaby Schools superintendent Gina Niccoli-Moen told me during a tour of recent classroom implementations that these programs aim to normalize accessibility conversations early. “When children understand different abilities as simply different ways of experiencing the world, they become powerful advocates,” she explained while observing students testing screen readers and adaptive keyboards.
The initiative comes as Statistics Canada reports approximately 22% of Canadians identify as having a disability, with numbers growing among school-aged populations. Recent provincial education funding allocated $14.7 million toward accessibility improvements in B.C. schools, with Burnaby receiving approximately $875,000 for infrastructure and educational programming.
What distinguishes Burnaby’s approach is its twin focus on physical improvements and cultural education. While construction crews install ramps and widen doorways at older facilities like Cariboo Hill Secondary, students themselves participate in designing inclusive spaces.
At Byrne Creek Community School, Grade 10 students recently completed an accessibility audit of their building, presenting recommendations to administration that included more visible signage and designated quiet spaces. Principal Sue Montabello praised their initiative: “These students spotted things our architectural reviews missed – like the cafeteria’s overwhelming sensory environment during peak times.”
The district’s efforts reflect growing recognition that accessibility extends beyond physical mobility. Programs now address neurodiversity, sensory sensitivities, and invisible disabilities that affect learning and social engagement.
Special education teacher Carlos Ramirez has witnessed significant evolution in approaches during his 16-year career. “We’ve moved from accommodating differences to celebrating them,” he noted while demonstrating voice-to-text software to a Grade 7 class. “Technology now allows students multiple ways to demonstrate knowledge beyond traditional writing.”
Parent advocacy has played a crucial role in shaping these initiatives. The Burnaby Parents Advisory Council successfully lobbied for expanded accessibility training for teachers and support staff. Council chair Jen Wu described their motivation: “Every child deserves to see themselves reflected in both curriculum and school culture.”
The student impact extends beyond awareness into action. At Moscrop Secondary, the student-led Accessibility Alliance organized a design challenge where teams created low-cost solutions to everyday barriers. Winning projects included a 3D-printed adaptive pencil grip and a smartphone app identifying quiet spaces around campus.
Grade 11 student and alliance founder Markus Chen described their motivation: “We started by asking students who face barriers what would actually help, rather than assuming we knew the answers.”
Challenges remain, particularly in older buildings constructed long before modern accessibility standards. The district’s five-year capital plan includes $23 million in retrofitting projects, though complete modernization would require substantially more funding.
Provincial disability advocate Dan Coulter visited several Burnaby schools last month, calling their approach “a model for how education can drive broader social inclusion.” He particularly praised how accessibility education connects to career planning, with students exploring fields like inclusive design, assistive technology development, and disability rights law.
For younger students, these lessons arrive through age-appropriate activities. Kindergarteners at Westridge Elementary created an inclusive playground design featuring equipment accessible to peers using mobility devices. Their teacher, Samantha Lee, noted how naturally children embrace inclusive thinking: “They don’t see barriers – they see possibilities for everyone to play together.”
The district’s efforts connect to broader community partnerships. The Burnaby Association for Community Inclusion provides guest speakers who share lived experiences, while the Neil Squire Society offers technology demonstrations. These connections help students understand accessibility as a community-wide responsibility.
As National AccessAbility Week approaches, Burnaby Schools plans culminating events including an adaptive sports demonstration and a showcase of student-designed inclusive technology. Superintendent Niccoli-Moen emphasized that the initiative extends beyond a single week: “We’re building accessibility awareness into everything from curriculum to construction.”
Back at Maywood Community School, as students packed away their tablets, fourth-grader Aisha had one more observation: “Maybe we should design a school where nobody needs special tools because everything works for everyone already.” Her teacher smiled. That’s precisely the point.
