Warm-up Activity

Given that accessibility begins with entering into a space, it is important to think about physical access, but accessibility can also be about the relationships, the curriculum, and the instruction that is taking place in educational settings. In the photographs that are used in this activity, the spaces may be accessible for some children and adults. However, it is important to recognize that accessibility is specific to particular people and relationships. Therefore, a space may be accessible from the perspective of mobility, with a ramp, and open spaces, as well as anchors to hold onto, but may be inaccessible from a social standpoint. For example, social inaccessibility is evident in a classroom that is over-stimulating, or that has social groupings that are exclusive.

Instructions

Instructor information: Divide your class into small groups and give each group 2 of the 4 photographs of early childhood education spaces (indoor classroom, reading corner, and outdoor), and a secondary classroom. Ask the students to address the following discussion questions in their groups:

Image 1: Indoor Classroom

Indoor classroom. Description of image below.

Image 1 Description: There is a water table at the front of the photo with cubbies to the left and a large carpeted area behind. There are large windows letting light into the room along the back of the room. Behind the water table is another carpeted area with a couch and desk with several book shelves. On the back wall is picture of a tree with children's names on it. Throughout the room there are toys in the cubbies and on the book shelves.

Download (JPG) Image 1 - Indoor Classroom

Image 2 and 3: Reading Corner of Classroom

View of book shelf. Read image 2 description below.

Image 2 Description: A book shelf with various children books in the reading corner of the classroom.

Download (JPG) Image 2 - View of Bookshelf

View of reading corner. Read image 3 description below.

Image 3 Description: View of the reading corner with approximately 8 pillows next to a book shelf. The pillows have colourful floral patterns on them. There are four photographs of groups of students and educators up on the walls above the pillows.

Download (JPG) Image 3 - View of Reading Corner with Pillows

Image 4: Outdoor Play Area

View of outdoor play area. Read image 4 description below.

Image 4 Description: In this outdoor play area there is a boarder fence. There is a wooden bench and wooden logs in a square seating area. There are trees near the edge of the fence. There are sanded areas and rocks.

Download (JPG) Image 4 - Outdoor Play Area

Image 5: Highschool Classroom

View of a high school classroom. Read image 5 description below.

Image 5 Description: In the image we see rows of desks that are separated from each other in single lines. The walls have many posters on them from class projects on poverty, residential schools, and Japanese Canadians. There are two windows letting light into the room on the far side.

Download (JPG) Image 5 - Highschool Classroom

Discussion Questions

Are these spaces accessible?
What activities might take place in these settings?
Are these settings conducive to learning and teaching?
What accessibility considerations might you have in these environments?

Instructor information: Come back together as a whole group and have each group share their thoughts on the photographs.

Probing Questions

Think about physical access, lighting and visual information, sound, emotional responses, relationships, etc.
Try to imagine physically entering the space from the perspective of a range of human experiences (mobility, sensory, developmental, cultural/linguistic, gender, socio-economic, etc.).
The AODA legislation refers to several areas to consider in accessibility including: customer service, employment, information and communications, transportation and design of space. However, these areas are not typically applied to education. How would each of these areas be impacted by the processes that take place in this space? Or in other educational spaces?
All of these spaces could be sites of radical access. What kinds of radical access do you envision in the early years? When have you experienced radical access?

Page updated June 2026.

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