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Accessibility of Transitions Within and Beyond the K-12 Education System

AODA standards mandate how organizations must make themselves accessible to people with disabilities. Moreover, the standards outline organizations’ responsibilities, and the deadlines they must meet. AODA Standards development committees are responsible for creating and maintaining the standards. For example, each committee consults extensively with the public to make recommendations to include in its proposed standards. The committee then submits its final recommendations to the minister in charge of the AODA. Finally, the minister must recommend to the Lieutenant Governor that the standard be accepted in whole, in part, or with modifications. The AODA Kindergarten to Grade Twelve (K-12) Education Standards Development Committee submitted its final recommendations to the government in 2022. In the same year, a Technical Sub-committee submitted final recommendations on the accessibility of transitions within and beyond the K-12 education system. However, the government has taken no more steps toward enacting AODA K-12 education standards, including transition recommendations.

Accessibility of Transitions Within and Beyond the K-12 Education System

The Technical Sub-Committee recommends guidelines to prevent and remove barriers students face during transitions. For example, transitions include:

  • From early intervention programs to Kindergarten
  • Between school systems
  • From high school to:
    • Work
    • Community life
    • Higher education

The Sub-committee recommends:

Currently, there are only five (5) AODA standards. Consequently, the government must enact standards in many more sectors, including education. In other words, enacting AODA requirements for accessible school transitions is a crucial step toward meeting the AODA’s goal of an accessible province by 2025. In contrast, if the government does not implement these recommendations, it will not meet the deadline mandated in its own law.