Humber Polytechnic is Leading the Way in Inclusive Education

© Courtesy of Humber College

Humber Polytechnic is Leading the Way in Inclusive Education

Every student brings a unique vision and distinct path to their post-secondary journey. As a student, you don’t just want to attend school—you want to belong, grow, and build the brilliant future you’ve imagined. Success isn’t one-size-fitsall, and the right institution recognizes this by equipping you with the tools to thrive both in the classroom and out in the real world.

Recognizing the increasingly diverse needs of learners, Humber Polytechnic is committed to inclusive education and is positioning belonging as their bedrock. As one of the first post-secondary institutions in Canada to apply the social model of disability to student services, the institution is setting a new standard for accessibility and equity in higher education.

REIMAGINING ACCESSIBILITY

Humber’s Accessible Learning Services (ALS) has undergone a transformative redesign guided by three fundamental principles: empowering learners, proactively removing barriers, and streamlining communication. This learner-centred approach prioritizes students' lived experiences over traditional documentation, focusing on addressing systemic design flaws rather than individual limitations.

“We want to disrupt the historical status quo—a status quo that has excluded, marginalized, and undermined individuals by telling them they don’t belong, or they aren’t good enough,” explained Leah State, director of Student Well-being at Humber Polytechnic.

“We’re shifting our approach to focus on what truly supports students in a way that’s flexible and empowering. By adopting the social model of disability, we are actively working to remove barriers—whether they’re physical, social, or attitudinal. Now, students have more control over how they connect with our services, allowing them to engage in ways that better fit their needs and schedules. It’s about making sure students feel supported and empowered to succeed in their academic journey. This is how they can build brilliance.”

This transformation is not just about process—it’s about people. Feedback from students was pivotal in reshaping ALS services.

“My experience with the new model has made booking appointments with accessibility consultants much easier,” said Hannah Pearson, an Early Childhood Studies student. “I’m proud to have been part of the team that shaped these changes. It’s been meaningful to give my own feedback and see those changes become reality.”

State shared that flexibility was a key focus for this transformation.

“We wanted to ensure learners could connect with us in ways that work best for them,” she explained.

“Now, they can choose between shorter or longer appointments and even access some supports without needing a formal meeting or navigating rigid schedules.”

SUPPORTING FACULTY, SUPPORTING STUDENTS

Introducing new educational modules and training initiatives empowers educators to champion accessibility, creating an inclusive learning environment where every student can thrive and succeed. Belonging comes from playing an active role, and we want to ensure the voices of our communities are reflected in the resources, events and activities available to them.

“Our goal is to ensure students feel supported and empowered to succeed in their academic journey,” said State. “Faculty members are critical to this mission, and we’re providing them with targeted training and resources to create truly inclusive classrooms. We want every student who walks through our doors to feel welcomed, supported, and empowered.”

For students like Pearson, this model represents a broader opportunity for change.

“When students with accommodations can thrive and graduate on time, they’re better prepared to bridge their dreams and start their careers without delays,” she said. “I think other schools should learn from this approach.”

Learn more about Humber’s commitment to inclusivity by visiting humber.ca/student-life/swac/accessible-learning