Accessibility Plan 2026-2029
Overview
Developed
Kelownain Christianaccordance Center Society iswith the charitableAccessible societyBritish whichColumbia governsAct, this Accessibility Plan outlines the ministriesongoing of Kelowna Christian Center,measures Heritage Christian Online School (HCOS) &and Flex Academy.Academy Heritageare Christian Online School (HCOS) is an independent school authority that serves approximately 4500+ K-12 students across the Province of British Columbia. The authority operates a Christian province-wide online school (HCOS), with in-person learning opportunities (“Community Connections” and “Learning Camps”) and a cross-enrollment arm (British Columbia Online School - BCOS, with approximately 2,150 seats) as well as Flex Academy, a Hybrid campus with approximately 260 students, on a physical campus, in Kelowna.
Land Acknowledgement
HCOS is gratefultaking to beidentify, on the traditional, ancestral and unceded territories of the many Indigenous peoples across British Columbia, who have stewarded these lands for millennia. We respect and commit to a deep consideration of their history, culture, stewardship, and voice.
Accessibility Plan
This Accessibility Plan outlines the measures our entire organization; KCC, Heritage Christian Online School (HCOS), Flex Academy, will take to removeremove, and prevent accessibility barriers and to promote inclusion for individuals with disabilities inwithin our school community. The
Status Inclusion, Self-Determination, and Universal Design, as set out in the Accessible B.C. Act.Updates
2023–2026 Priorities
BasedFirst, a look back at where we landed on theour feedback2023–2026 gathered from staff, parents/guardians, and students, and the Physical and Architectural Environment Audit, The Accessibility Committee has identified the following areas as the top priority for improving accessibility in the school community.priorities.
Strategic
Priority #1: Consultation
Our organization resonates with the belief that the first step of wisdom is the humility to know what we do not know and is committed to the Accessibility principle of “Nothing for us without us”. We feel the first step of our plan needs to be to intentionally build an Accessibility Committee and engage in consultation with stakeholders and to more thoroughly evaluate our existing structures, policies and practices.
Objective
Timeline
Actions
Status
Objectives & Timeline
PRIORITY Actions
1Consultation
Build Accessibility Committee
2023/24
2023/24
Create an invitation to our diverse community, encouraging participation in the committee.
Achieved
Strategic
Priority
#2:
PRIORITY 2Learning
Our
organization
willEquip continueteachers toin enhanceUniversal the accessibility of access to learningDesign for allLearning individuals,(UDL) including those with disabilities, through the following actions:
Objectives & Timelineprinciples
Actions
Continue to equip teachers to design lessons using UDL principles
(Ongoing)
Ongoing
- Provide
professional development for educatorsPro-D on UDL UDL; Provideprovide collaboration time and Learning Support coaching time to increase teacher capacity to use UDL lesson planning
Ongoing
Continue to develop relevant Universal Supports at HCOS
(Ongoing)
Ongoing
AnnualDevelop discussionU/U+ betweenToolkits to equip teachers with resources and strategies for supporting K-12 students; invest in a schoolwide Learning Commons,Support LearningCoaching Supports, Accessibility Committee to determine gaps in resources or opportunitiesprogram to build additionalskills in universal supports.
Ongoing
Continue to evaluate Study Forge content through the lens of UDL.
(Ongoing)
UDLOngoing
TaskedTask to Study Forge team membermember; Annualannual report to the Accessibility Committee
Ongoing
Increase training in the use of accessible format materials.
(Ongoing)
materialsOngoing
Provide staff training on the various types of accessible materials available and how to use them
Learning Commons and teachersavailable; train students on the use of accessible book and website formats
Part of Middle School curriculum in 2023/24 - Google classroom material (Using Read&Write etc.)
Ongoing
Develop and implement aan clear and easy-to-navigateaccessible Learning Commons website.
website
(2023/24)
2023/24
Conduct a website auditaudit;
Createcreate a website improvement planCreatelaunch a new website
Achieved
Strategic
Priority
#3:PRIORITY 3Physical and Architectural
Our
organization
is currently working on a re-build of the hybrid (Flex Academy) location. This process will work to improve the accessibility of theReview physical and architectural environment for all individuals, including those with disabilities.
Objectives & Timeline
Actions
Review all planningplans through an “Accessibility”accessibility lens.
(Beginning in 2024)
lensBeginning - 2024
Work with the Inclusive Education and leadershipLeadership ofteams to evaluate Flex to analyze, evaluateAcademy building plans and make recommendations that accommodate Universal Design principles.principles Considering getting consultant to review.
Factors to consider include:
Provide (sound fieldsfields, in all classrooms to support students with hearing impairmentslighting, and attention issues.
Assess noise and lighting issues or sensitivities and determine solutions in classrooms and other areas of the school
Determine the current needs of students who may require alternate learning spaces from time to time
Conduct an audit of current alternate learning spaces that can meet the identified needs
Create a plan and budget for the provision of additional alternative learning spacesspaces).
or accommodations to address the needs identified
Achieved
Create a plan and budget to meet identified needs.accessibility
(Beginning in 2025)
needsBeginning - 2025
Create a plan and budget for the provision of additional alternative learning spaces or accommodations to address the needsidentified physical and architectural needs.
Achieved
2026-2029 Accessibility Plan
What we heard, what we did, and what comes next.
01 · BARRIERS
What we heard.
02 · ACHIEVEMENTS
What we did.
03 · ACTION PLAN
What we will focus on.
04 · FEEDBACK
How to share feedback.
01 · Barriers
HCOS and Flex Academy identified barriers through community feedback, internal collaboration, event-specific surveys, and the review of learning resources and physical environments. Our formal web-based feedback mechanism received minimal engagement, but direct communication with families and staff provided valuable insight. We have integrated this feedback directly into our 2026–2029 planning.
Sensory & Environmental Overload
The scale and density of large gatherings (specifically RenewED, our annual schoolwide conference) created sensory barriers. Staff reported feeling overwhelmed by the 8:30 AM to 5:00 PM schedule, high volume levels during sessions, and crowded spaces that lacked quiet areas for regulation.
Spatial & Navigational Constraints
The physical layout of main events, particularly the use of large tables, created a crowded, difficult-to-navigate environment that restricted movement and isolated individuals.
LIMITED ACCESS TO QUIET SPACES
People with neurodivergent profiles (such as autism, ADHD, or auditory sensitivities) faced barriers due to a lack of designated quiet seating, alternative spaces for meals, and lower-volume streaming options for main sessions.
02 · Achievements
Event Accessibility (RenewED)
In response to community feedback about sensory overload, crowding, and barriers to participation, we introduced several accessibility supports at RenewED 2026:
Spatial Expansion
Expanded the event across two buildings instead of one and maintained outdoor tents to provide additional spaces for meals and networking.
Optimized Seating
Replaced large tables with rows of chairs in the main conference room, improving navigation, safety, and comfort.
Sensory Accommodations
Provided earplugs at check-in and turned down worship volume.
Schedule
Implemented shorter conference days to reduce cognitive fatigue and introduced flexible networking sessions and booths.
Exemptions & Remote Access
Provided exemptions to those who were unable to attend in person due to health concerns or other extenuating circumstances discussed with their supervisor. We provided session recordings and slide decks online so staff could access the resources virtually.
Accessibility Committee
In September 2026, we officially formalized our Accessibility Committee to govern the 2026–2029 cycle, ensuring oversight of our ongoing initiatives.
Committee Members:
- Toni Boer, Indigenous Family Liaison
- Kat Grootjes, Director of Inclusive Education
- Matthew Knegt, Office Manager
- Sara Kraushar, Head of Schools
- Spencer Moore, Inclusive Education Manager
Learning
Accessibility-related Professional Development
Delivered an extensive suite of targeted professional development sessions focused on removing barriers and supporting diverse needs. Recent training initiatives include:
- Neurodiversity & Executive Functioning: training to support specific cognitive profiles (e.g., Supporting Neurodivergent Students in the Classroom; Understanding and Navigating PDA; ADHD: Education & Toolkit Resources; Supporting Students with Executive Functioning)
- Inclusive Education & Individualized Supports: sessions focused on specialized learning frameworks (e.g., Competency-Based IEPs Goal Writing & Supports; Empowering Every Learner: Inclusive Ed Tech for Case Managers; Strong Foundations: Creating Individual SLPs)
- Universal Supports & Differentiated Instruction: expanding UDL principles across the curriculum (e.g., Diversifying Instruction for Different Learners; Universal Supports Training (Toolkits); Digital Tools for Classroom Use & Student Supports)
- Regulation, Trauma, & Supportive Learning Environments: ensuring emotionally and physically safe spaces (e.g., Trauma-Informed Practice in Educational Settings; Beyond the Desk: Movement for Regulation and Physical Literacy; Classroom Behaviour & Culture Training - Making Classrooms a Safe & Supportive Space for Students)
Digital Platforms
Completed accessibility evaluations and updates for the Study Forge platform.
Resource Access
Redesigned the Learning Commons website to improve navigation and provided staff with training on accessible digital formats and tools, such as Read&Write.
Physical Environments (Flex Academy)
Flex Academy facility plans were reviewed with the Inclusive Education and Leadership teams to identify accessibility considerations and opportunities for improvement.
Classroom Supports
- Acoustic supports: sound fields installed in all classrooms to support students with hearing-related and auditory-processing needs, as well as those who benefit from reduced background noise
- Variable & adaptive lighting: multi-zone, dimmable lighting across classrooms to support sensory sensitivities and focus
- Adaptable seating: standing desks, single-student acoustic “Hi” pods for sensory resets, wobble stools, and calming “tuck-away” zones with crash pads inside classrooms
COMPLETED PROPOSAL FOR Noah's Place: CALM & KINDNESS
- Noah's Place: finalized plans for a dedicated 118 sq. ft. Multi-Sensory Counselling Suite for sensory regulation and play therapy, giving students a safe space to process, regulate, and recalibrate
COMPLETED PROPOSAL FOR JoJo's Zone: Belonging & Connection
- JoJo's Zone: finalized plans for a central, active space in the Village featuring comfortable seating, device charging stations, and integrated digital tools (interactive media displays and a campus-wide PA system) for students to gather and linger and to keep remote/hybrid learners connected to live events
03 · Accessibility Priorities & Action Plan 2026-2029
HCOS and Flex Academy will continue to identify, remove, and prevent barriers through the following priorities and actions, in consultation with the Accessibility Committee.
Objective
Timeline
Proposed Actions
PRIORITY 1Consultation & Accountability
Maintain an Accessibility Committee
Annually
Committee meets on a regular schedule and reports on progress; consult the committee when developing and reviewing priorities; review feedback and progress together to inform future improvements
Review and update the plan
At least once every 3 years
Review progress regularly and update the plan at least once every three years
PRIORITY 2Learning & Educational Resources
Strengthen UDL and universal supports
Ongoing
Continue UDL professional development; review and develop Universal Supports to address learning barriers (annual review); continue evaluating Study Forge content for accessibility
Improve access to accessible-format materials
Ongoing
Improve access to accessible-format materials and support staff and students in using them through ongoing training
Review policies and practices
To confirm
Review policies and practices for accessibility, including exemptions and accommodations
PRIORITY 3Physical Environments & Events
Sensory-friendly staff events
2027/28, then review each year
Use RenewED and other staff event feedback to implement practical sensory and participation supports: quiet room with streamed worship and quiet lunch space; low-stimulation seating labelled “quiet seating”; written agendas or note-taking outlines in advance; built-in movement breaks
Physical and architectural
To confirm
Review Flex Academy's physical environment for remaining barriers, assessing lighting, sound, washroom accessibility, navigation, and alternative learning spaces; develop action plans and budgets for alternative learning space proposals
PRIORITY 4Communication & Participation
Gather and welcome community feedback
Ongoing
Continue gathering feedback from families, staff, and community members; maintain a visible, accessible feedback mechanism and welcome feedback through direct communication and existing school surveys
Plan communications and events with accessibility in mind
Ongoing
Consider accessibility when planning communications, professional development, meetings, and schoolwide events
04 · Feedback
HCOS and Flex Academy welcome feedback on this Accessibility Plan and on barriers that affect individuals interacting with the school. Community members can share feedback through the school's accessibility feedback form or by contacting the Accessibility Committee members. We also consider feedback received through relevant surveys (such as RenewED event surveys).
Back to top
Our organization resonates with the belief that the first step of wisdom is the humility to know what we do not know and is committed to the Accessibility principle of “Nothing for us without us”. We feel the first step of our plan needs to be to intentionally build an Accessibility Committee and engage in consultation with stakeholders and to more thoroughly evaluate our existing structures, policies and practices.
| Objective | Timeline | Actions | Status | |
|---|---|---|---|---|
|
PRIORITY
|
|||
Build Accessibility Committee
|
2023/24 | Create an invitation to our diverse community, encouraging participation in the committee. | Achieved |
|
Strategic
Priority
#2:
PRIORITY 2Learning
Our
organization
willEquip continueteachers toin enhanceUniversal the accessibility of access to learningDesign for allLearning individuals,(UDL) including those with disabilities, through the following actions:
Objectives & Timelineprinciples
Actions
Continue to equip teachers to design lessons using UDL principles
(Ongoing)
Ongoing
- Provide
professional development for educatorsPro-D on UDL UDL; Provideprovide collaboration time and Learning Support coaching time to increase teacher capacity to use UDL lesson planning
Ongoing
Continue to develop relevant Universal Supports at HCOS
(Ongoing)
Ongoing
AnnualDevelop discussionU/U+ betweenToolkits to equip teachers with resources and strategies for supporting K-12 students; invest in a schoolwide Learning Commons,Support LearningCoaching Supports, Accessibility Committee to determine gaps in resources or opportunitiesprogram to build additionalskills in universal supports.
Ongoing
Continue to evaluate Study Forge content through the lens of UDL.
(Ongoing)
UDLOngoing
TaskedTask to Study Forge team membermember; Annualannual report to the Accessibility Committee
Ongoing
Increase training in the use of accessible format materials.
(Ongoing)
materialsOngoing
Provide staff training on the various types of accessible materials available and how to use them
Learning Commons and teachersavailable; train students on the use of accessible book and website formats
Part of Middle School curriculum in 2023/24 - Google classroom material (Using Read&Write etc.)
Ongoing
Develop and implement aan clear and easy-to-navigateaccessible Learning Commons website.
website
(2023/24)
2023/24
Conduct a website auditaudit;
Createcreate a website improvement planCreatelaunch a new website
Achieved
Strategic
Priority
#3:PRIORITY 3Physical and Architectural
Our
organization
is currently working on a re-build of the hybrid (Flex Academy) location. This process will work to improve the accessibility of theReview physical and architectural environment for all individuals, including those with disabilities.
Objectives & Timeline
Actions
Review all planningplans through an “Accessibility”accessibility lens.
(Beginning in 2024)
lensBeginning - 2024
Work with the Inclusive Education and leadershipLeadership ofteams to evaluate Flex to analyze, evaluateAcademy building plans and make recommendations that accommodate Universal Design principles.principles Considering getting consultant to review.
Factors to consider include:
Provide (sound fieldsfields, in all classrooms to support students with hearing impairmentslighting, and attention issues.
Assess noise and lighting issues or sensitivities and determine solutions in classrooms and other areas of the school
Determine the current needs of students who may require alternate learning spaces from time to time
Conduct an audit of current alternate learning spaces that can meet the identified needs
Create a plan and budget for the provision of additional alternative learning spacesspaces).
or accommodations to address the needs identified
Achieved
Create a plan and budget to meet identified needs.accessibility
(Beginning in 2025)
needsBeginning - 2025
Create a plan and budget for the provision of additional alternative learning spaces or accommodations to address the needsidentified physical and architectural needs.
Achieved
2026-2029 Accessibility Plan
What we heard, what we did, and what comes next.
01 · BARRIERS
What we heard.
02 · ACHIEVEMENTS
What we did.
03 · ACTION PLAN
What we will focus on.
04 · FEEDBACK
How to share feedback.
01 · Barriers
HCOS and Flex Academy identified barriers through community feedback, internal collaboration, event-specific surveys, and the review of learning resources and physical environments. Our formal web-based feedback mechanism received minimal engagement, but direct communication with families and staff provided valuable insight. We have integrated this feedback directly into our 2026–2029 planning.
Sensory & Environmental Overload
The scale and density of large gatherings (specifically RenewED, our annual schoolwide conference) created sensory barriers. Staff reported feeling overwhelmed by the 8:30 AM to 5:00 PM schedule, high volume levels during sessions, and crowded spaces that lacked quiet areas for regulation.
Spatial & Navigational Constraints
The physical layout of main events, particularly the use of large tables, created a crowded, difficult-to-navigate environment that restricted movement and isolated individuals.
LIMITED ACCESS TO QUIET SPACES
People with neurodivergent profiles (such as autism, ADHD, or auditory sensitivities) faced barriers due to a lack of designated quiet seating, alternative spaces for meals, and lower-volume streaming options for main sessions.
02 · Achievements
Event Accessibility (RenewED)
In response to community feedback about sensory overload, crowding, and barriers to participation, we introduced several accessibility supports at RenewED 2026:
Spatial Expansion
Expanded the event across two buildings instead of one and maintained outdoor tents to provide additional spaces for meals and networking.
Optimized Seating
Replaced large tables with rows of chairs in the main conference room, improving navigation, safety, and comfort.
Sensory Accommodations
Provided earplugs at check-in and turned down worship volume.
Schedule
Implemented shorter conference days to reduce cognitive fatigue and introduced flexible networking sessions and booths.
Exemptions & Remote Access
Provided exemptions to those who were unable to attend in person due to health concerns or other extenuating circumstances discussed with their supervisor. We provided session recordings and slide decks online so staff could access the resources virtually.
Accessibility Committee
In September 2026, we officially formalized our Accessibility Committee to govern the 2026–2029 cycle, ensuring oversight of our ongoing initiatives.
Committee Members:
- Toni Boer, Indigenous Family Liaison
- Kat Grootjes, Director of Inclusive Education
- Matthew Knegt, Office Manager
- Sara Kraushar, Head of Schools
- Spencer Moore, Inclusive Education Manager
Learning
Accessibility-related Professional Development
Delivered an extensive suite of targeted professional development sessions focused on removing barriers and supporting diverse needs. Recent training initiatives include:
- Neurodiversity & Executive Functioning: training to support specific cognitive profiles (e.g., Supporting Neurodivergent Students in the Classroom; Understanding and Navigating PDA; ADHD: Education & Toolkit Resources; Supporting Students with Executive Functioning)
- Inclusive Education & Individualized Supports: sessions focused on specialized learning frameworks (e.g., Competency-Based IEPs Goal Writing & Supports; Empowering Every Learner: Inclusive Ed Tech for Case Managers; Strong Foundations: Creating Individual SLPs)
- Universal Supports & Differentiated Instruction: expanding UDL principles across the curriculum (e.g., Diversifying Instruction for Different Learners; Universal Supports Training (Toolkits); Digital Tools for Classroom Use & Student Supports)
- Regulation, Trauma, & Supportive Learning Environments: ensuring emotionally and physically safe spaces (e.g., Trauma-Informed Practice in Educational Settings; Beyond the Desk: Movement for Regulation and Physical Literacy; Classroom Behaviour & Culture Training - Making Classrooms a Safe & Supportive Space for Students)
Digital Platforms
Completed accessibility evaluations and updates for the Study Forge platform.
Resource Access
Redesigned the Learning Commons website to improve navigation and provided staff with training on accessible digital formats and tools, such as Read&Write.
Physical Environments (Flex Academy)
Flex Academy facility plans were reviewed with the Inclusive Education and Leadership teams to identify accessibility considerations and opportunities for improvement.
Classroom Supports
- Acoustic supports: sound fields installed in all classrooms to support students with hearing-related and auditory-processing needs, as well as those who benefit from reduced background noise
- Variable & adaptive lighting: multi-zone, dimmable lighting across classrooms to support sensory sensitivities and focus
- Adaptable seating: standing desks, single-student acoustic “Hi” pods for sensory resets, wobble stools, and calming “tuck-away” zones with crash pads inside classrooms
COMPLETED PROPOSAL FOR Noah's Place: CALM & KINDNESS
- Noah's Place: finalized plans for a dedicated 118 sq. ft. Multi-Sensory Counselling Suite for sensory regulation and play therapy, giving students a safe space to process, regulate, and recalibrate
COMPLETED PROPOSAL FOR JoJo's Zone: Belonging & Connection
- JoJo's Zone: finalized plans for a central, active space in the Village featuring comfortable seating, device charging stations, and integrated digital tools (interactive media displays and a campus-wide PA system) for students to gather and linger and to keep remote/hybrid learners connected to live events
03 · Accessibility Priorities & Action Plan 2026-2029
HCOS and Flex Academy will continue to identify, remove, and prevent barriers through the following priorities and actions, in consultation with the Accessibility Committee.
Objective
Timeline
Proposed Actions
PRIORITY 1Consultation & Accountability
Maintain an Accessibility Committee
Annually
Committee meets on a regular schedule and reports on progress; consult the committee when developing and reviewing priorities; review feedback and progress together to inform future improvements
Review and update the plan
At least once every 3 years
Review progress regularly and update the plan at least once every three years
PRIORITY 2Learning & Educational Resources
Strengthen UDL and universal supports
Ongoing
Continue UDL professional development; review and develop Universal Supports to address learning barriers (annual review); continue evaluating Study Forge content for accessibility
Improve access to accessible-format materials
Ongoing
Improve access to accessible-format materials and support staff and students in using them through ongoing training
Review policies and practices
To confirm
Review policies and practices for accessibility, including exemptions and accommodations
PRIORITY 3Physical Environments & Events
Sensory-friendly staff events
2027/28, then review each year
Use RenewED and other staff event feedback to implement practical sensory and participation supports: quiet room with streamed worship and quiet lunch space; low-stimulation seating labelled “quiet seating”; written agendas or note-taking outlines in advance; built-in movement breaks
Physical and architectural
To confirm
Review Flex Academy's physical environment for remaining barriers, assessing lighting, sound, washroom accessibility, navigation, and alternative learning spaces; develop action plans and budgets for alternative learning space proposals
PRIORITY 4Communication & Participation
Gather and welcome community feedback
Ongoing
Continue gathering feedback from families, staff, and community members; maintain a visible, accessible feedback mechanism and welcome feedback through direct communication and existing school surveys
Plan communications and events with accessibility in mind
Ongoing
Consider accessibility when planning communications, professional development, meetings, and schoolwide events
04 · Feedback
HCOS and Flex Academy welcome feedback on this Accessibility Plan and on barriers that affect individuals interacting with the school. Community members can share feedback through the school's accessibility feedback form or by contacting the Accessibility Committee members. We also consider feedback received through relevant surveys (such as RenewED event surveys).
Back to top
Our
|
| ||
|
|
Ongoing |
|
Continue to develop
|
Ongoing | Develop |
Ongoing |
Continue to evaluate Study Forge content through the lens of
|
Ongoing | Task to Study Forge team |
Ongoing |
Increase training in the use of accessible format
|
Ongoing | Provide staff training on |
Ongoing |
Develop and implement
|
2023/24 | Conduct a website |
Achieved |
Strategic
Priority
#3:PRIORITY 3Physical and Architectural
Our
organization
is currently working on a re-build of the hybrid (Flex Academy) location. This process will work to improve the accessibility of theReview physical and architectural environment for all individuals, including those with disabilities.
Objectives & Timeline
Actions
Review all planningplans through an “Accessibility”accessibility lens.
(Beginning in 2024)
lensBeginning - 2024
Work with the Inclusive Education and leadershipLeadership ofteams to evaluate Flex to analyze, evaluateAcademy building plans and make recommendations that accommodate Universal Design principles.principles Considering getting consultant to review.
Factors to consider include:
Provide (sound fieldsfields, in all classrooms to support students with hearing impairmentslighting, and attention issues.
Assess noise and lighting issues or sensitivities and determine solutions in classrooms and other areas of the school
Determine the current needs of students who may require alternate learning spaces from time to time
Conduct an audit of current alternate learning spaces that can meet the identified needs
Create a plan and budget for the provision of additional alternative learning spacesspaces).
or accommodations to address the needs identified
Achieved
Create a plan and budget to meet identified needs.accessibility
(Beginning in 2025)
needsBeginning - 2025
Create a plan and budget for the provision of additional alternative learning spaces or accommodations to address the needsidentified physical and architectural needs.
Achieved
2026-2029 Accessibility Plan
What we heard, what we did, and what comes next.
01 · BARRIERS
What we heard.
02 · ACHIEVEMENTS
What we did.
03 · ACTION PLAN
What we will focus on.
04 · FEEDBACK
How to share feedback.
01 · Barriers
HCOS and Flex Academy identified barriers through community feedback, internal collaboration, event-specific surveys, and the review of learning resources and physical environments. Our formal web-based feedback mechanism received minimal engagement, but direct communication with families and staff provided valuable insight. We have integrated this feedback directly into our 2026–2029 planning.
Sensory & Environmental Overload
The scale and density of large gatherings (specifically RenewED, our annual schoolwide conference) created sensory barriers. Staff reported feeling overwhelmed by the 8:30 AM to 5:00 PM schedule, high volume levels during sessions, and crowded spaces that lacked quiet areas for regulation.
Spatial & Navigational Constraints
The physical layout of main events, particularly the use of large tables, created a crowded, difficult-to-navigate environment that restricted movement and isolated individuals.
LIMITED ACCESS TO QUIET SPACES
People with neurodivergent profiles (such as autism, ADHD, or auditory sensitivities) faced barriers due to a lack of designated quiet seating, alternative spaces for meals, and lower-volume streaming options for main sessions.
02 · Achievements
Event Accessibility (RenewED)
In response to community feedback about sensory overload, crowding, and barriers to participation, we introduced several accessibility supports at RenewED 2026:
Spatial Expansion
Expanded the event across two buildings instead of one and maintained outdoor tents to provide additional spaces for meals and networking.
Optimized Seating
Replaced large tables with rows of chairs in the main conference room, improving navigation, safety, and comfort.
Sensory Accommodations
Provided earplugs at check-in and turned down worship volume.
Schedule
Implemented shorter conference days to reduce cognitive fatigue and introduced flexible networking sessions and booths.
Exemptions & Remote Access
Provided exemptions to those who were unable to attend in person due to health concerns or other extenuating circumstances discussed with their supervisor. We provided session recordings and slide decks online so staff could access the resources virtually.
Accessibility Committee
In September 2026, we officially formalized our Accessibility Committee to govern the 2026–2029 cycle, ensuring oversight of our ongoing initiatives.
Committee Members:
- Toni Boer, Indigenous Family Liaison
- Kat Grootjes, Director of Inclusive Education
- Matthew Knegt, Office Manager
- Sara Kraushar, Head of Schools
- Spencer Moore, Inclusive Education Manager
Learning
Accessibility-related Professional Development
Delivered an extensive suite of targeted professional development sessions focused on removing barriers and supporting diverse needs. Recent training initiatives include:
- Neurodiversity & Executive Functioning: training to support specific cognitive profiles (e.g., Supporting Neurodivergent Students in the Classroom; Understanding and Navigating PDA; ADHD: Education & Toolkit Resources; Supporting Students with Executive Functioning)
- Inclusive Education & Individualized Supports: sessions focused on specialized learning frameworks (e.g., Competency-Based IEPs Goal Writing & Supports; Empowering Every Learner: Inclusive Ed Tech for Case Managers; Strong Foundations: Creating Individual SLPs)
- Universal Supports & Differentiated Instruction: expanding UDL principles across the curriculum (e.g., Diversifying Instruction for Different Learners; Universal Supports Training (Toolkits); Digital Tools for Classroom Use & Student Supports)
- Regulation, Trauma, & Supportive Learning Environments: ensuring emotionally and physically safe spaces (e.g., Trauma-Informed Practice in Educational Settings; Beyond the Desk: Movement for Regulation and Physical Literacy; Classroom Behaviour & Culture Training - Making Classrooms a Safe & Supportive Space for Students)
Digital Platforms
Completed accessibility evaluations and updates for the Study Forge platform.
Resource Access
Redesigned the Learning Commons website to improve navigation and provided staff with training on accessible digital formats and tools, such as Read&Write.
Physical Environments (Flex Academy)
Flex Academy facility plans were reviewed with the Inclusive Education and Leadership teams to identify accessibility considerations and opportunities for improvement.
Classroom Supports
- Acoustic supports: sound fields installed in all classrooms to support students with hearing-related and auditory-processing needs, as well as those who benefit from reduced background noise
- Variable & adaptive lighting: multi-zone, dimmable lighting across classrooms to support sensory sensitivities and focus
- Adaptable seating: standing desks, single-student acoustic “Hi” pods for sensory resets, wobble stools, and calming “tuck-away” zones with crash pads inside classrooms
COMPLETED PROPOSAL FOR Noah's Place: CALM & KINDNESS
- Noah's Place: finalized plans for a dedicated 118 sq. ft. Multi-Sensory Counselling Suite for sensory regulation and play therapy, giving students a safe space to process, regulate, and recalibrate
COMPLETED PROPOSAL FOR JoJo's Zone: Belonging & Connection
- JoJo's Zone: finalized plans for a central, active space in the Village featuring comfortable seating, device charging stations, and integrated digital tools (interactive media displays and a campus-wide PA system) for students to gather and linger and to keep remote/hybrid learners connected to live events
03 · Accessibility Priorities & Action Plan 2026-2029
HCOS and Flex Academy will continue to identify, remove, and prevent barriers through the following priorities and actions, in consultation with the Accessibility Committee.
Objective
Timeline
Proposed Actions
PRIORITY 1Consultation & Accountability
Maintain an Accessibility Committee
Annually
Committee meets on a regular schedule and reports on progress; consult the committee when developing and reviewing priorities; review feedback and progress together to inform future improvements
Review and update the plan
At least once every 3 years
Review progress regularly and update the plan at least once every three years
PRIORITY 2Learning & Educational Resources
Strengthen UDL and universal supports
Ongoing
Continue UDL professional development; review and develop Universal Supports to address learning barriers (annual review); continue evaluating Study Forge content for accessibility
Improve access to accessible-format materials
Ongoing
Improve access to accessible-format materials and support staff and students in using them through ongoing training
Review policies and practices
To confirm
Review policies and practices for accessibility, including exemptions and accommodations
PRIORITY 3Physical Environments & Events
Sensory-friendly staff events
2027/28, then review each year
Use RenewED and other staff event feedback to implement practical sensory and participation supports: quiet room with streamed worship and quiet lunch space; low-stimulation seating labelled “quiet seating”; written agendas or note-taking outlines in advance; built-in movement breaks
Physical and architectural
To confirm
Review Flex Academy's physical environment for remaining barriers, assessing lighting, sound, washroom accessibility, navigation, and alternative learning spaces; develop action plans and budgets for alternative learning space proposals
PRIORITY 4Communication & Participation
Gather and welcome community feedback
Ongoing
Continue gathering feedback from families, staff, and community members; maintain a visible, accessible feedback mechanism and welcome feedback through direct communication and existing school surveys
Plan communications and events with accessibility in mind
Ongoing
Consider accessibility when planning communications, professional development, meetings, and schoolwide events
04 · Feedback
HCOS and Flex Academy welcome feedback on this Accessibility Plan and on barriers that affect individuals interacting with the school. Community members can share feedback through the school's accessibility feedback form or by contacting the Accessibility Committee members. We also consider feedback received through relevant surveys (such as RenewED event surveys).
Back to top
Our
|
| ||
|
Beginning
|
Work with
|
Achieved |
Create a plan and budget to meet identified
|
Beginning
|
Create a plan and budget |
Achieved |
2026-2029 Accessibility Plan
What we heard, what we did, and what comes next.
01 · Barriers
HCOS and Flex Academy identified barriers through community feedback, internal collaboration, event-specific surveys, and the review of learning resources and physical environments. Our formal web-based feedback mechanism received minimal engagement, but direct communication with families and staff provided valuable insight. We have integrated this feedback directly into our 2026–2029 planning.
02 · Achievements
Event Accessibility (RenewED)
In response to community feedback about sensory overload, crowding, and barriers to participation, we introduced several accessibility supports at RenewED 2026:
Accessibility Committee
In September 2026, we officially formalized our Accessibility Committee to govern the 2026–2029 cycle, ensuring oversight of our ongoing initiatives.
- Toni Boer, Indigenous Family Liaison
- Kat Grootjes, Director of Inclusive Education
- Matthew Knegt, Office Manager
- Sara Kraushar, Head of Schools
- Spencer Moore, Inclusive Education Manager
Learning
- Neurodiversity & Executive Functioning: training to support specific cognitive profiles (e.g., Supporting Neurodivergent Students in the Classroom; Understanding and Navigating PDA; ADHD: Education & Toolkit Resources; Supporting Students with Executive Functioning)
- Inclusive Education & Individualized Supports: sessions focused on specialized learning frameworks (e.g., Competency-Based IEPs Goal Writing & Supports; Empowering Every Learner: Inclusive Ed Tech for Case Managers; Strong Foundations: Creating Individual SLPs)
- Universal Supports & Differentiated Instruction: expanding UDL principles across the curriculum (e.g., Diversifying Instruction for Different Learners; Universal Supports Training (Toolkits); Digital Tools for Classroom Use & Student Supports)
- Regulation, Trauma, & Supportive Learning Environments: ensuring emotionally and physically safe spaces (e.g., Trauma-Informed Practice in Educational Settings; Beyond the Desk: Movement for Regulation and Physical Literacy; Classroom Behaviour & Culture Training - Making Classrooms a Safe & Supportive Space for Students)
Physical Environments (Flex Academy)
Flex Academy facility plans were reviewed with the Inclusive Education and Leadership teams to identify accessibility considerations and opportunities for improvement.
- Acoustic supports: sound fields installed in all classrooms to support students with hearing-related and auditory-processing needs, as well as those who benefit from reduced background noise
- Variable & adaptive lighting: multi-zone, dimmable lighting across classrooms to support sensory sensitivities and focus
- Adaptable seating: standing desks, single-student acoustic “Hi” pods for sensory resets, wobble stools, and calming “tuck-away” zones with crash pads inside classrooms
- Noah's Place: finalized plans for a dedicated 118 sq. ft. Multi-Sensory Counselling Suite for sensory regulation and play therapy, giving students a safe space to process, regulate, and recalibrate
- JoJo's Zone: finalized plans for a central, active space in the Village featuring comfortable seating, device charging stations, and integrated digital tools (interactive media displays and a campus-wide PA system) for students to gather and linger and to keep remote/hybrid learners connected to live events
03 · Accessibility Priorities & Action Plan 2026-2029
HCOS and Flex Academy will continue to identify, remove, and prevent barriers through the following priorities and actions, in consultation with the Accessibility Committee.
| Objective | Timeline | Proposed Actions |
|---|---|---|
| PRIORITY 1Consultation & Accountability | ||
| Maintain an Accessibility Committee | Annually | Committee meets on a regular schedule and reports on progress; consult the committee when developing and reviewing priorities; review feedback and progress together to inform future improvements |
| Review and update the plan | At least once every 3 years | Review progress regularly and update the plan at least once every three years |
| PRIORITY 2Learning & Educational Resources | ||
| Strengthen UDL and universal supports | Ongoing | Continue UDL professional development; review and develop Universal Supports to address learning barriers (annual review); continue evaluating Study Forge content for accessibility |
| Improve access to accessible-format materials | Ongoing | Improve access to accessible-format materials and support staff and students in using them through ongoing training |
| Review policies and practices | To confirm | Review policies and practices for accessibility, including exemptions and accommodations |
| PRIORITY 3Physical Environments & Events | ||
| Sensory-friendly staff events | 2027/28, then review each year | Use RenewED and other staff event feedback to implement practical sensory and participation supports: quiet room with streamed worship and quiet lunch space; low-stimulation seating labelled “quiet seating”; written agendas or note-taking outlines in advance; built-in movement breaks |
| Physical and architectural | To confirm | Review Flex Academy's physical environment for remaining barriers, assessing lighting, sound, washroom accessibility, navigation, and alternative learning spaces; develop action plans and budgets for alternative learning space proposals |
| PRIORITY 4Communication & Participation | ||
| Gather and welcome community feedback | Ongoing | Continue gathering feedback from families, staff, and community members; maintain a visible, accessible feedback mechanism and welcome feedback through direct communication and existing school surveys |
| Plan communications and events with accessibility in mind | Ongoing | Consider accessibility when planning communications, professional development, meetings, and schoolwide events |
04 · Feedback
HCOS and Flex Academy welcome feedback on this Accessibility Plan and on barriers that affect individuals interacting with the school. Community members can share feedback through the school's accessibility feedback form or by contacting the Accessibility Committee members. We also consider feedback received through relevant surveys (such as RenewED event surveys).