Describing support scenarios

One of the most effective ways to advocate is to tell a clear, concrete story. When you describe exactly what’s happening in the classroom—and exactly how a support would change that experience—you make it much harder for the school to ignore, delay, or minimise your request.

This strategy is about describing a specific situation where your child struggles, and then illustrating how a particular accommodation would prevent harm, reduce distress, or create a more equitable opportunity to learn.

It is not about being emotional or confrontational. It’s about being precise.

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How to use this strategy

Start by choosing a moment that matters—a time your child came home melted down, refused to go to school, or described something that left them feeling unsafe or unseen. Then describe:

• What was happening in the classroom
• What support your child needed but didn’t get
• What happened as a result
• What would have helped instead

Example:

“When the classroom became too loud during group work, my child tried to leave to self-regulate but was told to return to their desk. This led to a full shutdown and them spending the afternoon in the office. If a quiet space had been available, and staff had known to offer it proactively, this could have been avoided.”

Then, name the support:

“We are requesting access to a low-stimulation space and clear visual signals that can be used to request a break.”

You can reinforce your request by referencing a relevant obligation. For example:

• BC Human Rights Code, s. 8: protects against discrimination based on disability in the provision of services, including education.
• Ministerial Order M150/89, Section D: requires that Individual Education Plans include adaptations necessary for meaningful participation.
• School Act, Section 6: gives students the right to receive an educational program that is appropriate to their individual needs.

You don’t need to include full legal citations—just enough to show that your request is grounded in recognized rights.

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What to watch out for

Many parents fall into the trap of being too vague (“he’s struggling,” “it’s not working”), or too abstract (“needs more support”). The more vivid your description, the more pressure it creates for action.

At the same time, avoid being accusatory. Focus on the need and the opportunity, not the failure.

And don’t overdo legal language. Once a conversation feels like litigation, staff may shut down or start routing you through formal channels. You are more powerful when you remain calm, clear, and relentlessly concrete.

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Why this strategy matters

Staff often see dozens of students and may not fully grasp the lived experience of yours. When you describe exactly how a moment unfolded—and how it could have been different—you help them visualize the solution, not just the problem.

This strategy bridges the gap between policy and practice—and that’s where real change happens.