Following the Salamanca Declaration, the British Columbia (B.C.) Ministry of Education adopted an inclusive model of education. Research suggests current policies do not adequately support special education needs in typical brick and mortar settings, prompting families to choose alternative learning environments. Grounded in a constructivist paradigm, the purpose of this study was to examine the lived experience of parents who moved their primary-aged children living with exceptionalities from brick and mortar schools to alternative learning environments pre-COVID-19. Participants in this study all chose Online Learning (O.L.) for their children. Semi-structured interviews created thick and rich descriptions of the phenomena. Thematic analysis illuminated three motivations for choosing O.L.: mental health, flexibility, and a lack of resources to address student needs. Overall, participants expressed satisfaction with their choice. Participants acknowledged O.L. produces unique challenges including personal sacrifice and burnout, but ultimately fills the gaps found in brick and mortar settings.
