The Accessibility of Elementary Schools in Ontario, Canada:

Not Making the Grade

Abstract

To determine Ontario schools’ accessibility and inclusivity for disabled children, we conducted a mixed-methods study using child-/disability-friendly participatory techniques with children with mobility impairments. Findings from a case study series (n=13) and a cross-sectional survey (n=406) comprise clear evidence that disabled children face significant barriers getting to, into and around schools. Classrooms, washrooms and playgrounds are particularly challenging. Many adaptations and accommodations are inadequate because they generate only partial accessibility or increase social exclusion. We conclude that Ontario schools are not fully accessible and make recommendations about how to improve this.