The relative maturity of disciplines makes empirical consolidation premature; future research should anticipate shifts in conceptual development and/or methodology

Considering ethical parameters of this project, I have tried to build in elasticity to allow for an iterative process; stakeholder consultation and collaboration is an appropriate next step

Jurisdictional variability suggests caution in extrapolating interpretations beyond the context of minority language immersion in BC

Districts are required to accommodate to the point of undue hardship; however many do not have contractual access to Remedy funding (accommodations must be funded from their Operating Grant) so they are disproportionally limited in the equity they can create

Globally, deficit and ableist orientations and ideologies toward disability are being validated and perpetuated by rhetoric rooted in historical, interpersonal, and structural systems of inequity

While a useful analytical tool, it is possible that the relatively linear structure of the J D-R model may not capture the complexity of highly regulated system.

It is possible and desirable to configure an inclusive and neuro-affirming environment in a BC FI context, despite the absence of a shared vision (like in Manitoba or Alberta)

Currently, ND students are under-represented in FI, and those who are represented are disproportionately more likely to leave the program because they are not supported to stay

Need is endless and resources are finite: education budgets are a closed system and resources allocated to a one place come from another 

The intersection of multiple inequities compounds the experience of marginalization (Crenshaw, as in Radd, 2021). 

Disrupting isolation and exclusion is key to fostering belonging

Integrating diverse experiences helps educators recognize and build on students’ strengths