Madame Moore and Madame Coffey, I'm interested in hearing from you again in what it means on the ground.
I mentioned in the earlier session that my daughter went through university and through high school and grade school fighting pretty much every step of the way to get access. In her last year in university she met with a number of students who had perceptual disabilities. She asked them what they did when they were confronted by a teacher or professor who simply wasn't interested in accommodating them. In every single case the student dropped the course. My daughter didn't. She actually would take them to the human rights commission, and that's how she got through school. But she was shocked. She said that if it wasn't absolutely easy for the teacher or professor, they simply refused.
When you add the extra burden of being able to access materials in a timely manner to participate in a course, how do you think that affects students who are trying to go to post-secondary education, or even high school, to get where they need to go?