A strategic investment in post-secondary accessibility, equity, and economic renewal could begin today, if there was the political will.
British Columbia’s post-secondary education system is undergoing profound structural upheaval. The collapse of the international tuition model, coupled with years of chronic underfunding, has left colleges and universities in a fragile state. Programs are shrinking. Faculty precarity is rising. Students—particularly those from marginalised and disabled communities—are losing trust in the institutions meant to serve them.
But within this disruption lies a generational opportunity. By making a historic, targeted investment in accessibility infrastructure across the post-secondary sector, the Government of British Columbia can position the province as a global leader in inclusive, future-ready education.
This proposal outlines the rationale, urgency, and strategic benefits of investing in accessibility at scale, including:
- Strengthening post-secondary institutions through inclusive design
- Meeting the needs of diverse and underserved student populations
- Equipping BC’s workforce with in-demand accessibility and inclusion expertise
- Rebuilding trust and resilience in a system on the verge of transformation
We call on the Province to fund a coordinated accessibility renewal strategy—one that centres Universal Design for Learning (UDL), trauma-informed practice, assistive technology, and structural inclusion—not only to support disabled students, but to unlock capacity across the entire education sector.
1. The crisis in BC post-secondary education
British Columbia’s higher education sector is reeling from a structural shock. The federal cap on international student visas exposed the fragility of a funding model long dependent on international tuition premiums to offset provincial underinvestment. For over a decade, universities and colleges relied on this “secret sauce”—charging international students up to five times more than domestic students—to maintain programs and services.
Now, as international enrolment drops, institutions are contracting:
- Sessionals and contract instructors—once the invisible backbone of course delivery—are losing work without notice.
- Entire departments are being scaled back or eliminated.
- Students report fewer course offerings, longer wait times, and declining supports.
This crisis is not merely financial. It is philosophical. It demands that we re-evaluate what—and whom—public education is for.
2. Access in name only: the patchwork reality
Despite legal obligations under the Accessible British Columbia Act and the BC Human Rights Code, access to post-secondary education remains deeply inconsistent. For many students, particularly those with invisible, episodic, or neurodevelopmental disabilities, inclusion is not automatic. It is cobbled together.
In practice:
- Accommodations often depend on instructor discretion.
- Students must know what to ask for and how to advocate.
- Accessibility offices are under-resourced, reactive, and inconsistently trained.
- Formal complaints—when necessary—are lengthy, adversarial, and retraumatising.
Meanwhile, other provinces demonstrate what’s possible. At Concordia University in Quebec, for example, students report early access to assistive technology, designated staff liaisons, and targeted funding—without needing to fight for every adjustment. BC can and must rise to this standard.
3. Why accessibility must be the cornerstone of renewal
Accessibility is not a niche concern. It is the foundation of a responsive, sustainable, and just post-secondary system. Investing in accessibility improves outcomes not only for disabled students, but for everyone navigating systemic barriers:
- Indigenous and racialised learners
- 2SLGBTQIA+ students
- First-generation students
- Survivors of trauma and institutional harm
- Students balancing work, caregiving, or chronic illness
Universal Design for Learning, trauma-informed teaching, and inclusive systems design offer practical, scalable solutions. When implemented at the level of infrastructure—rather than as one-off accommodations—they support academic success, retention, and post-graduation employment.
This is not an equity add-on. It is a strategic imperative.
4. Education for a new workforce: training access professionals
As accessibility legislation gains strength across Canada, demand for trained professionals is surging. Employers in education, public service, tech, healthcare, and design all require:
- Accessibility policy analysts
- Disability justice consultants
- Inclusive learning specialists
- Adaptive technology practitioners
- Human rights officers
BC is uniquely positioned to lead. We propose the creation of new Access Studies programs at colleges and universities across the province—credentialing students in applied accessibility, disability rights, and inclusive design.
This initiative would also allow laid-off faculty and sessionals to be retrained and redeployed into a growth field, helping to stabilise institutions and meet rising sectoral demand.
5. Strategic recommendations for investment
To make British Columbia the global access leader, we recommend:
1. Core operational funding for accessibility offices
Multi-year baseline funding to ensure professional staffing, standardised service delivery, and reduced reliance on temporary measures.
2. Accessibility infrastructure grants
Capital investments to retrofit learning spaces, digitise materials, and ensure built environment accessibility across all campuses.
3. Assistive technology and learning tools fund
Province-wide licences and training for tools like screen readers, speech-to-text software, captioning services, ergonomic devices, and digital learning platforms.
4. Access Studies program development
Grants for institutions to launch certificate and diploma programs in accessibility, inclusive education, and adaptive technology, paired with co-op and practicum opportunities.
5. Student access innovation fund
Microgrants and flexible support for students with emerging, episodic, or undocumented disabilities—allowing rapid response to need without excessive gatekeeping.
6. Province-wide faculty development mandate
Systematic training in UDL and trauma-informed teaching, embedded into onboarding and professional development across all public institutions.
6. Conclusion: rebuild trust, design from the margins
The collapse of the international tuition model has made visible what was always precarious. But the answer is not to scramble back to the status quo. It is to build forward.
By investing in accessibility as a core infrastructure—not a reactive patch—we can:
- Restore institutional trust
- Prepare students for the future of work
- Improve retention, completion, and well-being
- Train the next generation of access leaders
British Columbia can lead the world in accessible, inclusive post-secondary education. But leadership demands action.
Now is the time.