Accessibility Plan 2026-2029
Developed in accordance with the Accessible British Columbia Act, this Accessibility Plan outlines the ongoing measures Heritage Christian Online School (HCOS) and Flex Academy are taking to identify, remove, and prevent accessibility barriers within our school community.
Note
Accessibility extends beyond physical spaces. Barriers may arise from practices, policies, information, communication, technology, learning environments, and the design of school activities and events. This plan builds on the 2023–2026 planning cycle.
Status Updates
2023–2026 Priorities
First, a look back at where we landed on our 2023–2026 priorities.
| Objective | Timeline | Actions | Status |
|---|---|---|---|
| PRIORITY 1Consultation | |||
| Build Accessibility Committee | 2023/24 | Create an invitation to our diverse community, encouraging participation in the committee. | Achieved |
| PRIORITY 2Learning | |||
| Equip teachers in Universal Design for Learning (UDL) principles | Ongoing | Provide Pro-D on UDL; provide collaboration and Learning Support coaching time to increase teacher capacity to use UDL lesson planning. | Ongoing |
| Continue to develop Universal Supports | Ongoing | Develop U/U+ Toolkits to equip teachers with resources and strategies for supporting K-12 students; invest in a schoolwide Learning Support Coaching program to build skills in universal supports. | Ongoing |
| Continue to evaluate Study Forge content through the lens of UDL | Ongoing | Task to Study Forge team member; annual report to Accessibility Committee. | Ongoing |
| Increase training in the use of accessible format materials | Ongoing | Provide staff training on accessible materials available; train students on the use of accessible book and website formats | Ongoing |
| Develop and implement an accessible Learning Commons website | 2023/24 | Conduct a website audit; create a website improvement plan; launch a new website. | Achieved |
| PRIORITY 3Physical and Architectural | |||
| Review physical and architectural plans through an accessibility lens | Beginning 2024 | Work with Inclusive Education and Leadership teams to evaluate Flex Academy building plans and make recommendations that accommodate Universal Design principles (sound fields, lighting, and alternative learning spaces). | Achieved |
| Create a plan and budget to meet identified accessibility needs | Beginning 2025 | Create a plan and budget to address the identified 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).