Championing Inclusive Education

Arden Duncan Bonokoski, Executive Director of STEPS Forward, grew up in Calgary at a time when large institutions for people with disabilities were closing, and the people housed were re-entering their community. Interacting with people with intellectual and developmental disabilities was a regular part of her life, and these experiences set the foundation for a lifelong commitment to advocacy.

In high school, Arden noticed a shift: “When I got into high school, I saw that my peers with intellectual disabilities were segregated in the school. It was tough to engage with people with disabilities because of the protective nature of special education programs where I was. It seemed like a social justice issue; people [that] I knew could lead ordinary lives were denied those opportunities. The systems designed to support them were disabling them instead of enabling them,” she shares. This realization planted a seed for Arden’s dedication to fostering change and advancing a more inclusive community. In 2001, STEPS Forward was established by families who recognized a gap in inclusive education and wanted to ensure that students with developmental disabilities could access the range of academics and social opportunities available to students without disabilities. Their aim was precise: to ensure students’ integration into college and university environments, enabling them to pursue education and life choices aligned with their aspirations.

Today, STEPS Forward partners with 11 post-secondary institutions across British Columbia to provide inclusive post-secondary education. Families are encouraged to reach out early to learn about inclusive post-secondary education so that it can be part of their vision as their children enter grade school. This vision supports school communities in which inclusion is the norm. STEPS Forward is focused on facilitating an authentic student experience that enables each student to discover their interests and build a sense of autonomy over their adult lives. Campus facilitators work closely with professors to modify coursework so students can participate fully in all course learning. Coursework can be modified as much as the student needs, and they will still receive a certificate of completion of studies in their program.

Campus facilitators also work with the campus community to ensure students are benefiting from and contributing to campus life in the same ways as their peers. This collaboration creates an environment that is both supportive and empowering, helping students to develop their preferences, make informed choices, and gain confidence. Facilitators provide holistic and individualized support, gradually fading out as students develop connections and confidence. This approach allows students to assume greater responsibility and form genuine friendships, promoting student independence while ensuring they have support when they need it. Inclusive post-secondary initiatives are committed to an exclude-none philosophy. Student selection is based on the student’s desire to continue their education and ensures that the post-secondary initiatives support students with significant support needs.

In addition to academics, inclusion facilitators collaborate with employers to customize paid work for students through the academic year, and in the summer term. Students explore career-building opportunities that reflect their studies and their goals for employment, and 75–80% of students secure paid work in the summer. By working with employers open to customized employment options, inclusion facilitators support students as they transition into their roles. Facilitators act as job coaches, providing guidance and support during the student’s orientation and gradually fade out as the student and employer build their confidence in the workplace.

Arden emphasizes the importance of following the students’ passions. Whether joining an anime club or pursuing a course that excites them, STEPS Forward doesn’t have pre-established student placements; it is truly individualized. This flexibility is vital because it ensures that students aren’t directed into roles that don’t align with their interests or goals. “I think if you customize a role well, it’s like magic,” Arden reflects. “The students know what they’re contributing to the space, and if the employer knows how to provide good coaching and feedback to the student, then very little support is required. It’s just coming in to say, ‘Is there more the student could do? Or are there opportunities to connect with co-workers? How are people socializing in the workspace?’ You can focus the facilitation on building students’ relationships.”

STEPS Forward’s work is changing how we think about post-secondary education and employment for students with developmental disabilities. Under Arden’s leadership, the organization continues to dismantle barriers and prove that inclusive education isn’t just possible—it’s necessary to build thriving communities inside and outside school life.

If you or someone you know is interested in attending post-secondary education, you can find information on which colleges and universities have inclusive post-secondary education partnerships, ways to get in touch, and how to apply on our website. If the college or university you’re interested in isn’t on the list, contact Executive Director Arden Duncan Bonokoski at arden@steps-forward.org