Accessibility Plan

Accessibility Plan    

iLearn Secondary School

Updated September 24, 2026

Introduction

iLearn Secondary School is committed to identifying, preventing, and removing barriers that limit the full and equal participation of students, staff, families, and community members with disabilities.

This plan is prepared under the Accessible British Columbia Act. The Act requires applicable organizations to:

  • Prepare and publish an accessibility plan every three years.
  • Establish a process for receiving public feedback about accessibility barriers.
  • Maintain an accessibility committee that is consulted on barrier identification, barrier removal, and the development of the accessibility plan.

iLearn understands accessibility through a social model of disability. This means that disability-related barriers often result from inaccessible environments, policies, communication, technology, and attitudes, not from an individual’s disability. Our responsibility is therefore to identify and change the conditions that create exclusion.

This plan is intended to guide practical, measurable, and ongoing work. It will be updated as we learn from students, families, staff, and community members with lived experience of disability.

Accessibility Committee

iLearn will meet the committee requirement through the accessibility committee established by the Associate Member Society of the Federation of Independent Schools Association in British Columbia, of which iLearn is a member.

At the school level, the Accessibility Committee will address accessibility matters and support implementation of this plan. Where appropriate, the committee will seek input from:

  • Students with disabilities and students who experience accessibility barriers.
  • Parents and caregivers.
  • Staff and educators.
  • School leadership and support-service providers.
  • Community organizations and people with lived experience of disability.

The committee will be consulted when accessibility priorities are identified, actions are developed, progress is reviewed, and this plan is updated.

Community Engagement

Accessibility work will be informed by the people most affected by accessibility barriers. iLearn will provide multiple ways for community members to participate, including:

  • Anonymous, self-paced surveys.
  • Written feedback by email.
  • Virtual meetings.

When planning engagement activities, iLearn will consider sensory, social-emotional, communication, and technological accessibility. For example, meetings may include remote participation, captioning, plain-language materials, advance distribution of documents, and options for written contributions.

Where possible, iLearn will compensate people with lived experience of disability for substantial participation that informs accessibility planning.

Identifying Barriers

iLearn will organize feedback and assessment findings by barrier themes rather than treating each concern as an isolated issue. The school will consider:

Social-emotional accessibility

This includes barriers affecting belonging, representation, and participation, such as:

  • Disability stereotypes or stigma.
  • Limited disability representation in learning materials.
  • Policies or practices that make students feel excluded.
  • Inaccessible expectations about participation or communication.
  • A lack of awareness about disability and accessibility.

Communication and digital accessibility

This includes barriers involving:

  • School websites and online learning platforms.
  • Documents that are not compatible with screen readers.
  • Videos without captions or transcripts.
  • Images without meaningful alternative text.
  • Inaccessible forms, presentations, or electronic communications.
  • Learning tools that do not work with assistive technology.

Feedback will be reviewed for patterns and prioritized according to impact, urgency, the number of people affected, the level of exclusion created, available resources, and opportunities for both immediate improvements and longer-term systemic change.

Accessibility Commitments

The following commitments replace broad, aspirational statements with practical actions and accountability measures.

Priority area Commitment and actions Responsibility Timeline and milestones Measures of progress
Community engagement Conduct an accessibility survey and provide additional opportunities for students, families, staff, and community members to identify barriers. Offer anonymous, written, virtual, and in-person options. Principal and Vice Principal Begin in fall 2026. Review findings at least annually. Engagement options are offered. Feedback is documented and organized by theme. Key themes are reported back to the community.
Barrier tracking Create and maintain an accessibility barrier log that records the barrier, affected area, priority, proposed response, responsible person, resources, and status. Principal and Vice Principal Establish by December 2026. Update throughout the year. Log is maintained. High-impact barriers have assigned owners and target dates.
Digital accessibility Review the school website, online learning platforms, forms, and frequently used digital tools for accessibility. Apply WCAG 2.1 principles and prioritize compatibility with assistive technologies. Vice Principal and IT Department Review priority platforms by June 2027. Review new content before publication. Accessibility issues are documented and corrected. Accessible templates and publishing practices are in use.
Accessible communications Provide school communications in accessible formats. Use meaningful alternative text, headings, readable document structure, captions, transcripts, plain language, and accessible links where applicable. Principal, Vice Principal, Administrative Team, and Teachers Implement standard practices by January 2027. Monitor ongoing. Staff use accessible communication practices. Videos and significant public materials include captions or transcripts where applicable
Learning materials Provide alternative formats and accessible versions of learning materials, including large print, electronic text, audio, or other formats when needed. Vice Principal, Teachers, and Curriculum Lead Ongoing. Requests are recorded and fulfilled. Staff have access to accessible-materials guidance
Staff training Provide training on disability, the social model of disability, accessibility, inclusive communication, accessible documents, assistive technology, and responding to feedback. Principal and Vice Principal Initial training during the 2026/27 school year and annually thereafter Training is delivered and participation is recorded. Training content is reviewed using feedback
Policies and procedures Review policies and procedures through an accessibility and inclusion lens, including language, decision-making, communication, emergency preparedness, and participation requirements. Principal and Vice Principal Identify priority policies by June 2027. Revise according to the review schedule Priority policies are reviewed. Accessibility considerations are documented. Revisions are communicated accessibly
Feedback response Maintain a process for acknowledging, assessing, responding to, and tracking accessibility feedback. Protect privacy and allow anonymous feedback. Principal, Vice Principal, and Accessibility Committee Process established by December 2026. ongoing Feedback channels are visible. Responses and actions are tracked. Recurring themes inform the plan

The timelines above are target dates. iLearn may adjust them when further consultation, funding, staffing, technical requirements, or safety considerations affect implementation. Any significant changes will be documented and included in progress reporting.

Feedback Process

Anyone who experiences or observes an accessibility barrier at iLearn is encouraged to provide feedback.

Feedback may be submitted:

  • By email to the Principal, Saima Naz, at snaz@ilearnhighschool.com.
  • By telephone at 604-590-5504.
  • In writing or through another format arranged with the school administration.

Feedback may be anonymous. Individuals do not need to disclose a diagnosis or provide medical information to report a barrier.

The school will:

  1. Acknowledge feedback where contact information is provided.
  2. Review the concern and identify the relevant barrier or barrier theme.
  3. Determine whether immediate action or an accommodation is required.
  4. Refer the concern to the appropriate staff member or committee.
  5. Record the action taken and any remaining challenges.
  6. Share themes and progress in an accessible way while protecting personal information.

Anyone who requires an alternative format or another way to provide feedback may contact the Principal.

Accountability and Review

The Principal, Vice Principal, and Accessibility Committee will monitor implementation of this plan. At least annually, iLearn will review:

  • The commitments made in this plan.
  • Actions completed, delayed, or still underway.
  • Barriers identified through surveys, feedback, audits, and observations.
  • Progress against timelines and milestones.
  • Challenges involving staffing, funding, facilities, technology, or policy.
  • Feedback from students, families, staff, and community members.
  • Priorities for the next reporting period.

Progress will be shared with the school community through the website and other appropriate communication channels.

This plan will be formally reviewed and renewed every three years, or sooner if significant changes in legislation, school operations, community feedback, or accessibility priorities require an earlier update.

Contact

Saima Naz, Principal
iLearn Secondary School
Email: snaz@ilearnhighschool.com
Telephone: 604-590-5504