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Schools must act

If they say: We haven’t received a formal request for accommodation.

Say: Disability-related distress triggers the duty to act. I’ve shared what I know; responsibility now rests with the school.

Legal grounding: Schools must respond to known or suspected harm. No specific wording is required to activate the duty to accommodate.

This entry is grounded in Kim Block’s Part 3: Duty to Accommodate – Meaningful Inquiry, which clarifies that once schools are aware of disability-related harm, they are legally obligated to begin the process of meaningful inquiry. Families are not required to use magic words or navigate procedural hoops to trigger that responsibility.

Key takeaways

  1. The duty to inquire arises when harm is visible or reported
    A school does not need a formal request or perfect paperwork to begin. If a student is showing signs of struggle and staff are aware that disability may be involved, the obligation to investigate is active.
  2. Parents are not required to use specific language
    Human rights law protects families from technical gatekeeping. Phrases like “accommodation” or “modification” are helpful but not necessary. The school must respond to the substance of what is shared, not the vocabulary.
  3. Inquiry means action, not passive awareness
    Recognising that a student is struggling is only the first step. Schools must investigate the cause, identify potential barriers, and work to remove them. Waiting, delaying, or observing without response does not meet legal standards.

Learn more

Part 3: Duty to Accommodate – Meaningful Inquiry
by Kim Block, Speaking Up BC

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