Performative Accessibility
When institutions adopt the language or aesthetics of inclusion without enacting meaningful structural change. This includes symbolic gestures, inaccessible “access plans,” exclusionary accessibility committees, and bureaucratic processes that deflect, dilute, or silence disabled feedback. Aesthetic inclusion without relational accountability is not accessibility—it is reputational maintenance.
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How do you live with yourself
Part of my neurodivergence is fatalism; part of it is hyperphantasia; part of it is the inability to look out at a beautiful landscape without imagining loss, rupture, and death, because even as a small child on the ferry to Victoria, while other people were looking out over the water and the mountains and the…
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Performative accessibility in British Columbia public education
Too often, accessibility in schools is performance, not practice. Symbolic gestures and endless buzzwords cannot replace the courage to name harm, take responsibility, and commit to structural change. Until then, access plans remain brochures—and inclusion a stage set.
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Erased voices: mothers and the schoolhouse
Imagine a mother pleading at a school meeting, desperate for support for her child, only to be met with suspicion. In today’s BC schools, some mothers say they’ve been branded “too emotional” or even unfit for fighting for their kids. Instead of solutions, educators have been known to shift blame onto parents: a BC resource…
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How to smell a rat: spotting fake neurodiversity-affirming programs
Not everything wrapped in soft colours and “nervous system” talk is safe. In a post-ABA world—or at least a world where ABA has learned to change its clothes—many school districts, parent training programs, and private providers now claim to be “neurodiversity-affirming.” They use the language of trauma, talk about connection, and sprinkle in phrases like…
